Social Studies Pacing Guides · intervention? Create a timeline that indicates periods of United...
Transcript of Social Studies Pacing Guides · intervention? Create a timeline that indicates periods of United...
Social Studies Pacing Guides
Grade 8
United States History
Grade 8 U.S. History Pacing Guide
Unit VI
Division and
Reunion (start
in week 2 of the
school year_) Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
2 weeks
Briefly Review
Civil War
Section III:
Results of the
Civil War
· Preservation
of Union
· Abolition
of slavery
·
Reconstru
ction: Lincoln,
Johnson, and
Congressional
plans
·
Amendm
ents 13th
, 14th
,
15th
· Problems
of
Reconstructio
n
· Share
cropping
· End of
Reconstructio
n 1877
· Plessy vs.
Ferguson
Standards: 1 &
5 PI#: 68, 69,
76, 91, 114, 115,
117, 118, 125
Essential Questions
What happened to
the South after the
Civil War?
Analyze primary
source documents
such as the
Emancipation
Proclamation and the
Civil War
Amendments.
Debate the 3 plans
for Reconstruction.
Compare the
impeachment of
Andrew Johnson
with that of William
Jefferson Clinton.
American Nation text Connections Ch. 17
Ch. 18
· Change ·
Nationalis
m ·
Human
rights ·
Power ·
Citizenshi
p ·
Governm
ent ·
Empathy
Unit VII,
Section I: The
Maturing of an
Industrial
Society (Start in
week 4 of the
school year) Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
2 weeks
Section ( (B-D) –
Second Half of
the 19th
Century
– Industry
·
Transport
ation,
Communicatio
n, &
Technological
Developments
· Financial
Developments
(banking,
corporations,
markets)
· Labor
Availability
· Mass
Production
Methods
· Case
Studies on
Oil, Railroads,
and Steel
Industries
· Free
enterprise/Lais
sez Faire
Sherman
Antitrust Act
Standards: 1, 3, 4 Essential Questions
How did the United
States respond to the
three basic economic
questions in the late
1800s?
What goods and
services shall be
produced and in
what quantities?
How shall goods and
services be
produced?
For whom shall
goods and services
be produced?
American Nation text Connection Ch. 20
· Change ·
Science
and
Technolog
y ·
Factors of
production
s ·
Interdepe
ndence
Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
1.5 weeks Section I (E-G)
p Second Half of
the 19th
Century
p Society
· Harshness of
Work
Conditions ·
Knights
of Labor,
Haymarket
Riot,
American
Railway
Union, IWW ·
American
Federation of
Labor ·
The
Response of
Farmers to
Industrializati
on (Cheap
Money,
Grange,
Populist
Movement) ·
Closing
of the Frontier
Standards: 3, 4,
5 PI#: 76, 78,
94, 102, 106,
118, 122, 126
Essential Questions
How have do the
concerns of labor
unions and farm
organizations relate
to the workplaces of
today?
Examine pictures of
people doing
different jobs in the
late 1800s. Examine
issues of self-
sufficiency and child
labor.
Role-play a meeting
of an upstate farmer,
a Midwest farmer,
and a Southern
sharecropper. American Nation text Connection
Ch.19 Ch. 21.2-4
·
Fa
cto
rs
of
Pro
duc
tio
n ·
En
vir
on
me
nt
and
So
ciet
y ·
Int
erd
epe
nde
nce
·
Sc
arc
ity
·
N
eed
s
and
Wa
nts
·
H
um
an
Rig
hts
Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
1.5 weeks Section II (A-D)
– Changes in
Social Structure
– Immigration
· Immigration
(1840 – 1890,
1890 – 1920) ·
National
origin, culture,
religion, and
language ·
Push and
Pull factors ·
Immigran
ts as rural
settlers in the
Midwest ·
The
Chinese
experience in
the Far West ·
Irish
immigration:
Mass
starvation in
Ireland, 1845-
1850 ·
Mexicans
in the
Southwest ·
Immigrati
on patterns
and
experiences
throughout
New York
State, New
York City,
and Buffalo ·
Standards: 2, 3,
4 PI#: 73, 74,
76, 77, 78, 81,
96, 114
Essential Questions
How is cultural
diversity both a
benefit and a
challenge?
How did the cultural
diversity present in
massive immigration
lead to new social
patterns?
Write a letter as a
new immigrant back
to your homeland.
How has America
met your
expectations?
Explain the “push-
pull” theory of
immigration.
Do a case study of a
particular immigrant
group. Use
demographic
information, maps,
and interviews.
Determine the effect
this group had on
American society
and culture.
Investigate the steps
to becoming a
United States citizen.
Explain and rewrite
the naturalization
oath.
American Nation text Connection
Ch. 21.1 P. 738
· Movement
of people
and
goods ·
Culture ·
Human
Systems ·
Places
and
regions ·
Scarcity ·
Citizenshi
p
Ethnic
neighborhoods
·
Citizenshi
p Laws and
Responsibiliti
es of
Citizens ·
Assimilati
on and
Pluralism ·
Nativism
and Chinese
exclusions
Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
1 week Section I (A, E-
F) – Second Half
of the 19th
Century –
Urbanization
· Changes in
Standards: 1, 3,
4 PI#: 67, 74,
76, 96, 97, 100,
104, 106
Essential Questions
How does the
movement of people
from one geographic
area to another create
both opportunity and
conflict?
· Culture ·
Scarcity ·
Movemen
ts of People
and Goods ·
Human
Agriculture
·
Urbanizat
ion
·
Technolo
gical
Sanitation and
Adaptation of
Environment
· Free
enterprise/Lais
sez Faire
· Political
Machines
Section II (E-
G)- Changes in
Social Structure
– Urbanization
· Growth of
cities ·
Tenement
s · Social
ills ·
Northwar
d African-
American
Movement ·
Westward
Settlement
and the
Closing of the
Frontier ·
Increased
Consumption
Choices ·
Develop
ment of a
Leisure
Culture ·
The
Gilded Age
(Vaudeville,
Ragtime,
Basketball,
Yellow
Create
advertisements for
new farm tools and
methods.
Make maps showing
those parts of the
country being
farmed in 1850 as
compared to 1900.
Graph the
agricultural
population and
compare it to the
total population.
Identify a trend.
Using census data
from 1850 to 1900,
graph the growth of
population in the
United States. Use
maps to show the
shift in the center of
population.
Analyze photographs
of city slums, such
as those taken by Jacob Riis.
Describe conditions,
speculate about
causes, and suggest
solutions.
Research a particular activity of the time
period or provide a
demonstration.
(Some suggestions
might be vaudeville,
amusement parks,
Buffalo Bill shows, a
particular fad of the
time, or dime
novels.)
American Nation text Connection
Ch. 21
Systems ·
Needs
and Wants
journalism,
Realist
writers)
2 weeks Section III –
Progressive
Movement (1900
– 1920)
· Muckrakers &
Settlement
Houses ·
NAACP ·
Temperan
ce and
prohibition ·
Responsi
ve
Government
(primary
elections,
initiative,
referendum,
recall) and
Direct election
of Senators
(17th
Amendment) ·
Theodore
Roosevelt,
Robert
Lafollette,
William Taft,
Eugene Debs,
Woodrow
Wilson ·
Women’s
Suffrage (19th
Amendment) ·
Labor
Laws ·
Trusts-
busting ·
Federal
Reserve Act &
Graduated
Income Tax
Standards: 1, 4,
5 PI#: 67, 73,
76, 77, 102, 104,
107, 115, 117,
119, 120, 122,
126
Essential Questions
How can an
individual help to
bring about change
in society?
Select one reform
movement, identify
leaders, and create a
broadside inviting
people to one of their
meetings.
Create mock
interviews of
reformers of the time
period.
Research
organizations and
individuals who are
seeking to reform
conditions in the
United States today
and compare them to
reformers in the past.
American Nation text Connection
Ch. 22
· Social
systems ·
Change ·
Belief
systems ·
Decision
making ·
Governm
ent ·
Human
Rights
Unit VII: The
United States an
Independent
Nation in an
Increasingly
Interdependent
World (Start in
week 12 of the
school year) Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
2 weeks Section I – US
Expands
· Imperialist
Sentiment
(Manifest
Destiny and
White Man’s
Burden) ·
Increased
Foreign
Trade ·
Spanish
American War
(Hawks,
yellow
journalism) ·
Land
acquired in the
Spanish-
American
War ·
Open
Door Policy ·
Filipino
and Japanese
Conflict ·
Latin
American
Expansion ·
Roosevelt
Corollary ·
Panama
Canal
Standards: 1, 2,
4, 5 PI#: 68, 69,
70, 71, 72, 78,
84, 93, 101, 103,
105, 116, 118,
121
Essential Questions
What were the
causes and effects of
United States
involvement in
foreign affairs at the
beginning of the 20th
century?
Make a cultural
comparison collage
of early 20th
Century
America and lands
acquired in Latin
American and Asia.
Create the front page
of a newspaper
reporting on the
Spanish-American
War and the building
of the Panama Canal.
American Nation text Connection Ch. 23
· Nationalism ·
Imperialis
m · Scarcity ·
Power ·
Human
Systems
Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
2 weeks Section II – The
U.S. Takes a
Role in Global
Politics · Pre WWI
involvements
(Monroe
Doctrine,
Foreign Trade,
Treaty of
Portsmouth) ·
Militarism,
Nationalism,
Imperialism,
Alliances ·
Neutrality
· Trade
Relations with
England ·
German
Blockade/Unres
tricted
Submarine
Warfare ·
New
technology of
warfare ·
Home
Front (support,
propaganda,
women, labor) ·
Wartime
Intolerance
(Espionage Act
of 1917,
Sedition Act of
1918) ·
Wilson’s
14 Points and
their failure ·
Senate
opposition to
the League of
Nations ·
Standards: 1, 2,
3, 4 PI#: 68, 70,
71, 72, 77, 84,
93, 94, 118, 121,
127
Essential
Questions What are
the costs and benefits
of both neutrality
and foreign
intervention? Create
a timeline that
indicates periods of
United States
isolationism and
foreign involvement
from 1900 to the
present. Show areas
of the world in
which the United
States was involved
at the turn of the 20th
century. Write a
letter home from the
perspective of a
soldier in Europe, a
German immigrant,
or an African-
American who
moved
north. Examine
themes such as major
events and battles,
roles played by great
leaders; the effect of
the war on diverse
people, new weapons
technology, the role
of women, and
contributions of
African-Americans
to the war effort.
Convene a mock
Versailles Peace
Conference with
students representing
each
country. American
Nation text
Connection Ch. 24
· Change ·
Interdepe
ndence ·
Nationalis
m ·
Imperialis
m · Power ·
Decision
Making ·
The
World in
Spatial Terms
The
Versailles
Treaty ·
The
Bolshevik
Revolution
Unit IX: U.S.
Between Wars
(start in week 19
of the school
year) Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
2 weeks Section I – The
Roaring 20’s · Prohibition
(18th
Amendment) ·
Rise of
organized
crime ·
Republica
n Decade
(Normalcy,
Teapot Dome,
laissez-faire) ·
Isolationis
m, League of
Nations, Naval
Disarmament,
Kellogg-
Briand ·
Rising
Standard of
Living
(suburbs, credit,
white collar
workers) ·
Social
Problems ·
Immigratio
n and
Migration ·
Standards: 1, 4,
5 {PI#: 68, 71,
73, 76, 103, 117,
123, 124
Essential
Questions What
were the economic,
political, and social
changes of the
1920s? Debate the
pros and cons of
Prohibition. Researc
h, list, and illustrate
the “firsts” that
occurred in the
1920s, in the growth
of a consumer
economy and the rise
of the middle
class. Compare and
contrast trends
described in this
section (i.e. rising
standard of living,
changes in the
workplace,
immigration, use of
leisure time) with
similar trends in the
late 20th
Century. Using
advertisements,
determine what
consumer goods a
family of the 1920s
would have
owned. American
· Change ·
Interdepe
ndence ·
Choice ·
Diversity
·
Movemen
t of People
and Goods ·
Justice
Harlem
Renaissance &
NAACP ·
Quota Act
of 1924 and
Hate Groups
(KKK) ·
The impact
of the
Automobile ·
Organized
Sports ·
Motion
Pictures and
Radio ·
Literature ·
Fads,
Fashions, and
social
behavior ·
Stock
Market Crash
Nation text
Connection Ch. 25
Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
2 weeks Section II (A-E)
– The Great
Depression · 1920s
economic
problems ·
buying on
credit ·
Over
Consumption
and Over
Production ·
Cycle of
low demand
and high
unemployment
Standards: 1, 4,
5 PI#: 67, 70,
75, 94, 98, 103,
106, 107, 114,
115, 118, 121,
125
Essential
Questions How are
we all affected by
the health of the
economy and what
role should
government play in
maintaining that
economic
health: Use the
Constitution to
examine why the
New Deal was
considered
unconstitutional. Ch
art New Deal
legislation in terms
of relief, recovery,
· Change ·
Factors of
production ·
Scarcity ·
Governm
ent ·
Economic
systems ·
Needs
and wants ·
Environm
ent
· Hoover’s
Response ·
Soup
kitchens ·
FDR
election in
1932 ·
Alphabet
Soup agencies ·
Fireside
chat ·
Providing
for human
dignity and
jobs ·
Helping
business and
industry ·
Regulation
of business and
banking ·
Social
Security ·
The
Wagner Act ·
Court
Packing ·
Father
Coughlin, Huey
Long,
American
Socialism, and
Communism ·
Unemploy
ment ·
The Dust
Bowl and
Okies ·
Escapist
Literature and
WPA support
of the Arts
and reform
efforts. Interview
someone who lived
during the Great
Depression. Use
newspaper archives
to examine the
economic, social,
and political impact
of the Great
Depression on your
local
community. Read
selections from The
Grapes of Wrath.
Write a journal
describing your
journey as a migrant
teen in the
1930s. American
Nation text
Connection Ch. 26
Unit X: U. S.
Assumes
Worldwide
Responsibilities
(Start in week
23 of the school
year) Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
3 weeks Unit 9, Section
II (F & G)
· Impact of the
Depression on
Europe
· Rise of
Totalitarianis
m in Europe
· Good
Neighbor
Policy
Section I –
World War II
· Causes of
World War II
(Versailles,
Great
Depression,
Totalitarianis
m, League of
Nations) ·
Axis and
Allied
Powers ·
Aggressio
n by
Germany,
Italy, and
Japan ·
Appease
ment ·
“Arsenal
of
Democracy”
and “Lend
Standards: 1, 2,
3, 4, 5 PI#: 67,
70, 71, 74, 78,
84, 93, 95, 102,
106, 114, 117,
123, 124
Essential Questions
Why is World War II
considered a “total
war” affecting all
aspects of American
life?
Make a timeline of
major events that
occurred during the
war.
On a world map,
indicate the Allied
and Axis powers.
Interview those who
lived during World
War II and those
who did not.
Compare their
attitudes toward the
dropping of the
atomic bomb.
Explain the causes
and effects of
rationing during
World War II.
Have groups
research how the war
affected minorities.
Chart the casualties
of the war. What
were the human and
economic costs?
Compare the League
of Nations and the
· Change ·
Choice ·
Interdepe
ndence ·
Science
and
Technology ·
Diversity
·
Nationalis
m · Scarcity ·
Human
Rights ·
Decision
making ·
Empathy
Lease” ·
Pearl
Harbor ·
European
Theatre
(Eisenhower)
· Pacific
Theatre
(MacArthur) ·
German
Blitzkrieg ·
Air War ·
Atomic
Bomb ·
Nazi
Holocaust ·
Home
front
(rationing,
role of
women, war
bonds) ·
Japanese-
American
internment
camps ·
Rosie the
Riveter ·
Tuskegee
Airmen ·
Yalta,
V.E. Day, and
V.J. Day ·
The Nazi
Holocaust
(horror and
human
rights) ·
Nurember
g Trials
United Nations in a
Venn diagram.
Research an
individual affected
by the Holocaust and
present their story.
American Nation text Connection Ch. 27
Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
3 weeks Section II – The
U.S. as the
leader of the
Free World · United
Nations ·
United
Nations
Universal
Declaration of
Human Rights ·
The Cold
War ·
Truman
Doctrine/Contai
nment ·
Marshall
Plan ·
NATO and
Warsaw pact ·
Berlin
airlift and
Berlin Wall ·
Korean
war ·
Communis
t China ·
Cuban
Missile Crisis ·
Vietnam
War ·
Nuclear
Brinkmanship
and the arms
race (MAD) ·
Sputnik,
NASA, Apollo
11
Standards: 1, 2,
3, 4, 5 PI#: 69,
70, 71, 79, 81,
84, 93, 100, 106,
107, 115, 116,
122
Essential
Questions What was
the Cold War? How
was it different from
previous
wars? Research
human rights
violations since
World War II and
the United nations’
response to
them. Make a chart
comparing the
United States and the
Soviet Union in size,
population,
government, allies,
economy, and
religion. Create an
illustrated timeline
of Cold War
events. Invite a
Korean or Vietnam
War veteran to
class. Examine
foreign policy issues
of the Cold War and
actions taken by
Presidents of the
United
States. American
Nation text
Connections Ch. 28
· Human rights
·
Interdepe
ndence
· Political
systems
· Economic
systems
· Places
and regions
·
Nationalis
m
Science and
Technology
Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
2 weeks Section III –
The U. S. in the
Post Cold War
World
Standards: 1, 2,
3, 4, 5 PI#: 70,
72, 93, 98, 101,
104, 105, 108,
Essential
Questions How were
World War II, the
Vietnam War, and
the Gulf War
· Change ·
Interdepe
ndence ·
Power ·
· Dentate and
SALT
· Collapse
of the Soviet
Union
· Fall of
Berlin wall
and
reunification
of Germany
· Arab-
Israeli
conflicts &
Camp David
Accords
· Persian
Gulf War
· Peace
keeping
mission in
Bosnia and
Somalia
· NAFTA
·
Immigrati
on from
Americas
September 11,
2002 and
Afghanistan
116 different? What
should the role of the
U.S. be in the Post
Cold War
world? Make a
poster comparing the
weapons of World
War II the Vietnam
War, and the Gulf
War. Draw
conclusions about
the differences. Use
a study of current
events to convey the
ongoing nature of
U.S. foreign
policy. Research
products made in
Mexico and Latin
America. American
Nation text
Connections Ch.
28.5 Ch 29.1
Political
systems ·
Factors of
production ·
Movemen
t of people
and goods ·
Places
and regions
Unit XI:
Changing
Nature of the
American
People from
WWII to the
present (Start in
week 32 of the
school year) Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
2 weeks Section I – Post
war society
Standards: 1, 4,
5 PI#: 68, 76,
Essential Questions
How did the United
·
Interdepe
· Increased
consumer
demand and
higher wages ·
Productiv
ity
technology ·
Increase
of women in
the
workforce ·
Baby
boom ·
Growth of
suburbs ·
Interstate
highway
system,
shopping
malls,
commuting ·
Women,
Hispanic, and
Native
American
Civil Rights ·
Supreme
Court (Warren
and Burger
Court) ·
Political
assassinations
· Vietnam
War protest ·
Resignati
on of Nixon ·
Oil
crisis ·
Inflation
77, 94, 96, 102,
103, 105, 107,
118, 120, 121,
130
States deal with the
assassination of one
president and the
resignation of
another?
Graph the economic
cycles of prosperity
and recession after
World War II.
Show how the baby
boom generation has
affected the social,
economic, and
political life of the
United States.
American Nation text Connection
Ch 29
ndence ·
Power ·
Political
systems ·
Places
and region
Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
1 week Section I,
Appendix – The
Civil Rights
Movement
· Brown vs.
Board of
Education ·
Montgom
ery bus
boycott ·
Martin
Luther King
and Civil
disobedience ·
Malcolm
X · Black
Panthers ·
Bloody
Sunday ·
The
March on
Washington
(Philip
Randolph)
Standards: 1 &
5 PI#: 67, 68,
70, 73, 75, 115,
117, 118, 120,
121, 122, 123,
126, 129
Essential
Questions How
should/could you
respond to
injustice? Use
primary sources to
analyze the conflict
between federal and
State law concerning
the issue of school
desegregation. What
method did minority
groups use in their
attempts to gain
equal rights? Create
a poster indicating
the significant
people and events in
the struggle for equal
rights of a particular
minority
group. American
Nation text
Connection Ch.
29.2-29.4
· Conflict ·
Diversity
·
Empathy
· Human
Rights ·
Citizenshi
p ·
Governm
ent ·
Decision
Making ·
Civic
Values
Time Content Bands
& Student Expectations
Performance Indicators (Content Strand)
Preparation, Assessment, Practice and
Review
Vocabulary
2 weeks Section II – The
United States
Begins a New
Century
· U.S. and the
World
economy ·
Fiscal and
Monetary
Policy ·
Standards: 1, 3,
4, 5 PI#:67, 71,
76, 97, 101, 102,
104, 105, 108,
114, 121, 123,
124, 126, 127,
129, 130
Essential
Questions What will
happen to the social,
political, and
economic aspects of
American life in the
21st century? Read
the labels on
clothing. Where
were the clothes
made? How does this
affect supply and
·
Interdepe
ndence
· Factors of
production
· Change
·
Governm
ent
· Decision
Taxation ·
Regulatio
n and
Deregulation ·
Social
Programs
(Health,
Welfare,
Education) ·
Great
Society,
Reganomics ·
Peace
Corp,
AmeriCorps ·
The
Information
Revolution ·
Crime ·
Substance
abuse ·
Environm
ental
protection ·
Economic
and social
justice ·
Balancing
national unity
and cultural
identity
demand in the
American
economy? Research
an enduring problem
or issue from
different points of
view. Compare the
beginning of the 20th
century with that of
the 21st
century. American
Nation text
Connection Ch. 30
making
· Science
and
Technology
· Culture
· Justice
Citizenship
(Start in week 37 of the school year 2 – 3 weeks of review
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 1
Standard 1: History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in history of the United States and New York Key Idea 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 67 Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans. (Mastery)
Concepts/ Themes x� belief systems x� culture x� diversity x� identity x� nationalism x� government x� civic values x� human rights
Content Units x� VII: An Industrialized Society x� IX: The United States Between
Wars x� XI: The Changing Nature of the
American People from World War II to the Present
x� list the key ideas, beliefs and behavior that unite all Americans.
x� associate key ideas and beliefs with patterns of behavior and identify cause and effect relationships.
x� analyze the integration of new ideas, beliefs and behaviors at various points in American history.
Vocabulary x� pluralism x� assimilation x� civil rights x� free enterprise x� opportunity x� social mobility x� immigration x� tolerance x� nativism
Specific Items x� Rags to Riches stories of
Robber Barons x� The American Melting Pot x� Attempts to Assimilate
Immigrant Groups x� The Home Front in WWII x� Desegregation and the Civil
Rights Movement
x� Multicultural: Native American poems and folklore (Ghost Dance), Jazz and African American art
x� ELA: Short Stories, Speeches and Poems that reflect American Traditions
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 2
PI 68 Interpret the ideas, values and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents. (Mastery)
Concepts/ Themes x� human rights x� justice x� citizenship x� civic values x� political systems
Content Units x� VI: Division and Reunion x� VIII: The United States as an
Independent Nation in an Increasingly Interdependent World
x� IX: The United States Between the Wars
x� XI: The Changing Nature of the American People from World War II to the Present
x� diagram the contribution ideas, values, and beliefs to specific laws and constitutional amendments
x� specify how these government documents incorporated and established democratic ideas and institutions
x� evaluate events in American history according to the ideas, values and beliefs in our founding documents.
x� give examples of the impact of the ideas in these founding documents on their own lives.
Vocabulary x� democracy x� natural rights x� republic x� limited government x� federalism x� separation of powers x� checks and balances x� constitutionality x� impeachment x� protest x� assimilation
Specific Items x� Slave Amendments x� Abolitionism x� Suffrage x� Segregation x� Muckrakers x� Woodrow Wilson’s 14
Points x� Prohibition x� government based on the
consent of the governed x� Civil Rights
x� Multicultural: Compare how different peoples have been treated in the United States using the amendments to the Constitution.
x� Character Education: Discuss how various documents have solved or created conflicts.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 3
Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 69 Describe the reasons for periodizing history in different ways. (Mastery)
Concepts/Themes: x� change x� conflict x� government x� movement of people and goods x� science and technology x� factors of production x� human systems x� places and regions
Content Units x� Present in all Content Units
x� identify key eras in U.S. History and put them in chronological order
x� compare and contrast important ideas and social and cultural values of different eras.
x� illustrate how important ideas, values and beliefs have crossed over from one period of history to another.
x� Compare and contrast the perspectives on historical events and important ideas from each era.
Vocabulary x� era x� timeline Specific Items x� Reconstruction x� Imperialims x� Closing of the Frontier x� Progressive Era x� Jazz Age x� Great Depression x� Cold War x� Civil Rights Movement x� Space Age
x� Math: Create timelines or graphs.
x� Science: Periodize natural history into geographic periods.
x� ELA: Create story lines.
PI 70 Investigate key turning points in New York State and United States history and explain why these events or developments are significant. (Mastery)
Concepts/Themes: x� change x� choice x� conflict x� movements of people and goods x� factors of production x� science and technology x� government x� human rights
Content Units x� Present in all Content Units
x� identify two examples of significant changes in a given key era in New York State or U.S. History.
x� explain how circumstances lead to the major turning points and discuss the effects of the turning point.
x� Rank the importance of specific turning points to American and New York State history.
Vocabulary x� conflict x� compromise x� turning points x� cause and effect
Specific Items x� Civil War Amendments x� Plessy v. Ferguson x� New Deal x� Brown v. Board of Ed x� Tonkin Gulf Resolution x� September 11, 2001
x� ELA: Define turning points and connect to various ELA terms (climax).
x� Science: Discuss turning points in science, such as the Neolithic Revolution.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 4
PI 71 Understand the relationship between the relative importance of United States domestic and foreign policies over time. (Mastery)
Concepts/Themes: x� movement of people and goods x� nationalism x� interdependence x� imperialism x� needs and wants x� nation state x� human rights x� government x� political systems
Content Units x� VIII: The United States as an
Independent Nation in an Increasingly Interdependent World
x� X: The United States Assumes Worldwide Responsibilities
x� XI: The Changing Nature of the American People from World War II to the Present
x� identify specific policies and categorize them as foreign or domestic.
x� analyze the role of each branch of government in making specific domestic or foreign policies.
x� Construct a timeline diagram showing specific foreign and domestic policies and how they relate to each other.
Vocabulary x� isolationism x� neutrality x� tariffs x� blockade x� appeasement x� globilization
Specific Items x� Monroe Doctrine x� Open Door Policy x� Roosevelt Corollary x� Isolation x� Dollar Diplomacy / Good
Neighbor Policy x� United Nations x� Marshall Plan x� Truman Doctrine / Containment x� Peace Corp x� European Union x� North America Free Trade
Agreement
x� Multicultural: UNICEF, United Nations, International Pen Pals
x� Technology: Use the Internet to find information on the Peace Corps.
x� ELA: International pen pals.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 5
PI 72 Analyze the role played by the United States in international politics, past, and present. (Mastery)
Concepts/Themes: x� conflict x� nationalism x� interdependence x� imperialism x� government x� political systems x� human right x� nation state x� the world in spatial terms
Content Units x� VIII: The United States as an
Independent Nation in an Increasingly Interdependent World
x� X: The United States Assumes Worldwide Responsibilities
x� analyze different U.S. foreign policies and name different themes of each foreign policy.
x� determine the motivations, traditions, and values behind each policy.
x� evaluate the different roles played by the US in international politics and analyze the reasons for change.
Vocabulary x� imperialism x� isolationism x� neutrality x� cold war x� super power x� communism x� alliance
Specific Items
x� same as PI # 71
x� Multicultural: International Pen Pals
x� Character Education: Define tolerance and debate the importance of tolerance in dealing with conflict.
x� ELA: Write a letter to a consulate requesting information on the country.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 6
Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 73 Complete well documented and historically accurate case studies about individuals and groups who represent different ethnic, national and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations. (Mastery)
Concepts/ themes x� belief systems x� culture x� diversity x� empathy x� identity x� nationalism x� citizenship
Content Units x� Present in all Content Units
x� examine historical case studies about individuals and groups who represent different ethnic, nation, and religious groups.
x� summarize how different individuals and groups contributed in different ways to New York State and United States history.
x� compose case studies on individual and groups which evaluate the important roles they played and their contributions to the development of history.
Vocabulary x� ethnic x� bias x� perspective x� sectionalism
Specific Items
x� Dawes Act x� Segregation x� Exodusers x� Immigrant Groups x� Suffrage x� Harlem Renaissance x� Internment of Japanese-
Americans-WW II x� Tuskegee Airmen x� Civil Rights Movement
x� Multicultural: Tuskegee Airmen, Harlem Hell Fighters, and Buffalo Soldiers
x� Math: Create a case study on a famous mathematician.
x� Science: Create a case study on an influential scientist.
PI 74 Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States. (Mastery)
Concepts/ themes x� belief systems x� choice x� culture x� identity x� citizenship x� civic values
Content Units x� Present in all Content Units
x� explain how achievements and accomplishments of individuals impacted the development of the U.S.
x� categorize an individual’s contributions and achievements according to their political, economic, and social impact
x� develop a written standard that could be used to evaluate the achievements and contributions of an individual or group.
Vocabulary x� ethnic groups x� biography x� autobiography
Specific Items
x� Abolitionists x� Freedmen x� Immigrant Assimilation :
Melting Pot/Salad Bowl x� Key Personalities in each unit
x� Technology: Use the Internet to research a historical figure.
x� ELA: Use the library catalog to find resource materials.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 7
PI 75 Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and Unites States Constitutions, the Bill of Rights, and other important historic documents. (Mastery)
Concepts/ themes x� choice x� identity x� justice x� citizenship x� civic values x� human rights x� political systems x� government
Content Units x� VI: Division and Reunion x� IX: The United States Between the
Wars x� XI: The Changing Nature of the
American People from World War II to the Present
x� assess famous historic figures and determine how their beliefs and actions advanced democratic values.
x� assess how ordinary people’s beliefs and actions advanced democratic values.
x� evaluate historic figures based on their advancement of, or detraction from, democratic values, beliefs and traditions.
Vocabulary x� political parties x� elections
Specific Items
x� Key Individuals in each unit
x� Multicultural: Hold a debate in which the students must convince the negotiator that “ordinary people” have changed the world. Examples of “ordinary people” include Stokey Carmicheal, Medgar Evers, or Cesar Chavez.
x� Character Education: Examine the democracy and illustrate how democracy effects everyday life.
PI 76 Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious. (Mastery)
Concepts/ themes x� belief systems x� culture x� economic systems x� science and technology x� scarcity x� places and regions x� environment
Content Units x� Present in all Content Units
x� encapsulate major historical events and assess the political, economic, social, cultural, and religious developments that resulted from the event.
x� organize events under political, economic, social, cultural, religious
x� compare and contrast events and their significance as a major development
x� relate the development to their own lives.
Vocabulary x� political x� economic x� social x� cultural x� religious
Specific Items x� Any Major Development
x� ELA: seminal authors in specific genres
x� Science / Technology: Technological Innovation and Design (Electricity, Atomic Bomb, Physical Energy
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 8
Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 77 Consider the sources of historical documents, narratives, or artifacts and evaluate their reliability. (Mastery)
Concepts/Themes x� empathy x� identity x� economic systems x� political systems x� power x� human systems
Content Units x� Present in all Content Units
x� take examples of historical documents and interpret them for bias and point of view.
x� organize historical documents, narratives, artifacts by their political, economic, social, cultural, and religious significance.
x� support a thesis by critically using historical documents.
Vocabulary x� primary and secondary
sources x� narratives x� documents x� artifacts x� diaries x� political cartoons x� bias
Specific Items
x� Emma Lazarus poem on base of Statue of Liberty
x� Zimmerman Telegram x� Muckraker Literature (Upton
Sinclair, Jane Addams, Jacob Riis, Thomas Nast)
x� Evidence from the Holocaust
x� Multicultural: The Shoa Project and the Holocaust Museum
x� Character Education: Define trust and debate whether documents are trustworthy or not.
x� Science: Explain carbon dating and assess its value as an archeological tool.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 9
PI 78 Understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives. (Mastery)
Concepts/Themes x� belief systems x� identity x� culture x� diversity x� citizenship x� power x� places and regions
Content Units x� Present in all Content Units
x� distinguish between primary and secondary sources; identify authorship and evaluate potential bias.
x� examine how a political scientist, economist, sociologist or historian would interpret certain events.
x� Identify the different groups that would interpret an event and predict their interpretation of a specific event.
x� assess the importance of competing and changing interpretations of historical events and issues
x� perspectives x� point of views x� bias x� interpretation
Specific Items
x� Radical Republicans /Southern Conservatives
x� Homesteaders / Displaced Native Americans
x� Industrialists / Workers x� Immigrants / Nativists x� Expansionists / Isolationists
x� ELA: Read dissimilar poems from the same time periods and explain how the perspectives of authors differ.
PI 79 Compare and contrast different interpretations of key events and issues in New York State and United States (Mastery)
Concepts/Themes x� conflict x� empathy x� diversity x� needs and wants x� citizenship x� places and regions
Content Units x� Present in all Content Units
x� summarize the different interpretations of key events and issues.
x� discern the motivations behind different groups interpretations of a specific historical event.
x� compare and contrast competing interpretations and perspectives of specific historical events and issues within NY State History and U.S. History.
x� from the student’s point of view, assess the validity of each interpretation of a key historical event
Vocabulary x� same as PI # 78
Specific Items x� same as PI # 78
x� Multicultural: Compare reactions of different people to the same event (Wounded Knee).
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 10
PI 80 Describe historic events through the eyes and experiences of those who were there. (Mastery)
Concepts/Themes x� belief systems x� empathy x� identity x� change x� culture
Content Units x� Present in all Content Units
x� role play major events through the eyes from those who were there.
x� create large scale collaborative, collages or dioramas that encompass the experiences of those present at an historical event.
x� construct a student generated ‘eyewitness’ account of an historical event from the perspective of two different groups involved in an historical event.
Vocabulary x� perspectives x� point of views x� bias x� interpretation
Specific Items x� Any important event
x� ELA: Read and summarize any primary source. (The Diary of Anne Frank)
x� Science: Examine accounts of men and women who have survived environmental disasters. (Chernobyl, Hiroshima, or Nagasaki).
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 11
Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 81 Know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education, and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations. (Mastery)
Concepts/Themes x� conflict x� citizenship x� identity x� human rights x� culture x� diversity
Content Units x� VII: An Industrial Society x� VIII: The United States as an
Independent Nation in an Increasingly Interdependent World
x� X: The United States Assumes Worldwide Responsibilities
x� XI: The Changing Nature of the American People from World War II to the Present
x� identify ethnic communities that developed in their city, NY State and America and explain their role in American History
x� diagram the various social and economic characteristics and socialization process of specific ethnic groups in American History.
x� Compare the social and economic characteristics and socialization process of various ethnic groups and predict how they will interact with each other.
Vocabulary x� customs x� traditions x� cultural diversity x� immigrant x� extended family
Specific Items x� Sharecroppers x� Immigrant Ghettos x� Homesteaders x� Dust Bowl Oakies x� Eastern European Cultures
(Immigrants / Cold War) x� Asian Cultures (Immigrants /
WWII) x� Euro-Mediterranean Cultures
(Immigrants) x� Jewish Culture (Immigrants /
Holocaust) x� Migrant Workers x� Suburbanites
x� Multicultural: Oral traditions
x� Character Education: The importance of family
x� Technology: Use the computer to create a family tree.
x� ELA: Create a family tree for any figure in literature.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 12
Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 84 Develop timelines by placing important events and developments in world history in their correct chronological order. (Mastery)
Concepts/Themes x� change x� movement of people and goods
Content Units x� Present in all Content Units
x� organize historical events and developments in proper chronological order on a time line
x� identify the different themes and eras from world history timelines and map their relationship to United States History.
x� justify the inclusion of specific historical events on a time line.
Vocabulary x� conflict x� imperialism x� Sphere of Influence x� Chronological order x� Causes and effects
Specific Items x� Students should create at
least one timeline per unit. Timeline possibilities include the following:
x� Amendments to the Constitution
x� Imperialism and Expansion of U.S. Influence
x� World Wars I & II x� The Cold War x� The Civil Rights Movement
x� Math: Place fractions, mixed numbers, and negative numbers onto a number line.
x� Science: Create geographic timeline.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 13
Key Idea 4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 90 Explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed. (Mastery)
Concepts/Themes x� political systems x� empathy x� belief systems x� economic systems x� decision making x� identity
Content Units x� Present in all Content Units
x� identify and analyze various historical documents and the events, individuals that are related to them.
x� interpret various historical documents and analyze causes that lead to these international documents and their relationship to US History.
x� analyze the consequences of these documents and how they impacted US History and the shaping of US foreign policy.
Vocabulary x� imperialism x� containment x� isolationism x� 1st world, 2nd world, 3rd
world x� self determination x� hawks x� doves
Specific Items x� any primary source x� FDR’s Fireside Chats and
“Day that will Live in Infamy” Speech
x� MLK’s “Letter from a Birmingham Jail” and “I have a Dream”
x� Multicultural: “Letter from a Birmingham Jail” / “I have a Dream”
x� ELA: Analyze literature and identify the protagonists and antagonists.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 14
PI 93 Investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions. (Mastery)
Concepts/Themes x� interdependence x� power x� change x� imperialism x� movement of people x� political systems
Content Units x� Present in all content Units
x� identify and analyze the important historical events when the US was involved with other parts of the world.
x� classify the cause and effects of US involvement in other parts of the world.
x� criticize or justify the policy decisions that involved the US in world affairs.
Vocabulary x� relevant and irrelevant x� opinion x� bias x� fact
Specific Items
x� Radical Reconstruction – Jim Crow Laws-Civil Rights Movement
x� Immigration-Assimilation-Diverse Culture
x� Versailles Treaty-Punishment of Germany-Rise of Hitler-World War II
x� Russian Revolution-Cold War
x� Math: Complete basic logic problems to determine cause and effect.
x� Science: Summarize the scientific method.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 15
Standard 3: Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global-including the distribution of people, places, and environment over the Earth’s surface Key Idea 1: Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 94 Map information about people, places, and environments. (Mastery)
Concepts/Themes x� The Six Essential Elements of
Geography (per NYS Core Curriculum)
x� environment x� scarcity x� interdependence x� change x� choice
Content Units x� Present in all Content Units
x� identify, analyze and interpret various types of maps, ( e.g. economic, political, and physical).
x� Generate a map that identifies and regionalizes people, places, and environments during a specific historical period.
Vocabulary x� compose x� scale of miles x� map key x� latitude x� longitude, x� themes of geography
Specific Items
x� Military Maps from WWI, WWII…
x� Industrialization x� Changes in Population
Centers over Time (Westward Movement. Immigration, Urbanization, Suburbanization)
x� Natural Resources (70’s Oil Crisis)
x� Technology: Find interactive maps on the Internet and answer questions based on the information provided.
x� Science: Interpret weather maps.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 16
PI 95 Understand the characteristics, functions, and applications of maps, global, aerial and other photographs, satellite-produced images, and models. (Mastery)
Concepts/Themes x� The Six Essential Elements of
Geography (per NYS Core Curriculum)
x� movement of people x� scarcity x� interdependence x� change x� choice
Content Units x� Present in all Content Units
x� Investigate the characteristics, functions and applications of maps, photographs and satellite produced images and models that pertain to historical time periods and events in US history.
x� classify and compare the characteristics of maps, aerial photography and satellite-produced images.
x� Predict how various geographic material will be used.
Vocabulary x� Geographic Information
Systems x� aerial photograph x� satellite image x� computer model x� physical map x� political map
Specific Items
x� Same as PI # 94
x� Technology: Examine satellite imagery.
x� Math: Solve math problems based on information provided in satellite imagery.
PI 96 Investigate why people and places are located where they are located and what patterns can be perceived in these locations. (Mastery)
Concepts/Themes x� The Six Essential Elements of
Geography (per NYS Core Curriculum)
x� movement of people x� scarcity x� interdependence x� change x� needs and wants x� factors of production x� choice x� diversity
Content Units x� VII: An Industrial Society x� IX: The United States Between the
Wars x� XI: The Changing Nature of the
American People from World War II to the Present
x� Compare and contrast regional migration and development at various points in American History.
x� Analyze historical accounts to determine the motivation and facilitating factors leading to settlement, agriculture or industrial developments in various areas.
x� recommend government and civic policies that would be appropriate for specific settlement patterns.
Vocabulary x� reservation x� nomadic x� homesteader x� prairie x� sod x� ghetto x� tenement x� immigrant x� settlement house. x� transcontinental x� cow town x� cattle drive
Specific Items x� covered in vocabulary
x� Science: Punit Squares and Genetics
x� Math: Demographics, Statistics, and Probabilities.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 17
PI 97 Describe the relationship between people and environments and the connections between people and places. (Mastery)
Concepts/Themes x� The Six Essential Elements of
Geography (per NYS Core Curriculum)
x� movement of people x� culture x� scarcity x� interdependence x� needs and wants
Content Units x� VII: An Industrial Society x� VIII: The United States as an
Independent Nation in an Increasingly Interdependent World
x� XI: The Changing Nature of the American People from World War II to the Present
x� compare how indigenous people and nonindigenous people developed cultural practices and institutions that were a product of their geography and environment.
x� examine how geography shaped peoples way of life in various geographic regions and at various times in American history.
x� evaluate geographic interaction by assessing the impact on and technological manipulation of the environment by human settlement.
Vocabulary x� urban x� rural x� suburban x� indigenous, aboriginal, native x� all descriptive geographic
terms (bay, river, plain, prairie, etc.)
Specific Items
x� Urban Life in the Early 20th Century
x� Homestead Life x� Letters from Soldiers in
Various Wars x� The Holocaust x� The WWII Home Front
x� ELA: Read novels and short stories in which the characters must adapt to their environment. (Julie and the Wolves, Of Mice and Men,
x� Science: Name the different geographic regions and summarize the differences.
Social Studies Intermediate Level Benchmarks - Grade 8
Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 18
Key Idea 2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 98 Formulate geographic questions and define geographic issues and problems. (Mastery)
Concepts/Themes x� The Six Essential Elements of
Geography (per NYS Core Curriculum)
x� Imperialism x� interdependence x� movement of people and goods x� factors of production x� scarcity
Content Units x� Present in all Content Units
x� identify geographic issues and problems that are relevant to the historical time periods and events.
x� raise questions that pertain to individual geographic issues and problems that will lead to drawing inferences.
x� consider geographic information to generate a response a geographic question.
Vocabulary x� The Six Essential Elements
of Geography (per NYS Core Curriculum)
x� natural resources x� climate x� agriculture
Specific Items
x� Multicultural: Discuss Segregation and Gentrification
x� Science: Environmental Protection, Recycling, Biodiversity, Climate Patterns.
PI 99 Use a number of research skills (e.g. computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems. (Mastery)
Concepts/Themes x� The Six Essential Elements of
Geography (per NYS Core Curriculum)
Content Units
x� could be present in all Content Units
x� identify the reference sources for geographical data and use them to search for data.
x� rank the reliability of various sources of geographic data.
x� support a thesis using several different geographic research tools.
Vocabulary x� census x� survey x� database x� demographics x� statistics
Specific Items
x� Technology: Use of Computer databases and mapping programs
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PI 100 Present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models (Mastery)
Concepts/Themes x� The Six Essential Elements of
Geography (per NYS Core Curriculum)
Content Units
x� could be present in all Content Units
x� determine appropriate format to best present specific geographic information.
x� evaluate a variety of formats to present geographical information.
x� Use several formats to present geographic information in a variety of ways that create a comprehensive picture.
Vocabulary x� graphs x� charts x� tables x� summarize x� interpret x� land formations x� topography x� relief maps x� satellite images
Specific Items x� Areas of Urbanization x� Growth of Population x� Economic Growth
x� Math / Technology: Make graphs, charts, and tables that present data
PI 101 Interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems. (Mastery)
Concepts/Themes x� The Six Essential Elements of
Geography (per NYS Core Curriculum)
x� change x� interdependence x� movement of people and goods
Content Units x� present in all Content Units
x� gather, organize and categorize geographic data
x� arrange geographic data in an appropriate formats.
x� synthesize and analyze geographic data and draw conclusions.
x� defend the conclusions drawn from geographic data using geographic support material.
Vocabulary x� The Six Essential Elements
of Geography (per NYS Core Curriculum)
Specific Items
x� Imperialism x� Relations with various parts
of the world x� Energy Policy
x� ELA: Persuasive Essays
x� Science: Scientific Method and conducting Laboratory Experiments
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Standard 4: Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies and how an economy solves the scarcity problem through market and non market mechanisms Key Idea 1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and interdependence of economies and economic systems throughout the world.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 102 Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources. (Mastery)
Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� science and technology x� political systems x� change x� imperialism x� nationalism x� power x� choice
Content Units x� present in all Content Units
x� describe the impact of scarcity on a specific group or historical period
x� explain the impact of scarcity on business practices and public policy.
x� compare and contrast different economic systems from different periods of American history and different parts of the world.
Vocabulary x� scarcity x� law of supply demand x� interdependence x� producer x� consumer x� trade x� raw materials x� human resources x� natural resources x� limited resources
Specific Items
x� Industrialization and Robber Barons
x� Frontier Land Management (Grange)
x� Labor Management Relations
x� The Conservation Movement (National Parks)
x� 70’s Gas Crisis x� Energy Sources
x� Multicultural: Examine how different cultures approach the three fundamental questions (the traditional Native American approach to economics).
x� Character Education: Predict what conflicts may occur as a result of scarcity.
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PI 103 Define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems. (Mastery)
Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� power x� movement of goods and people x� political systems x� environment and society
Content Units x� VII: An Industrial Society x� VIII: The United States as an
Independent Nation in an Increasingly Interdependent World
x� IX: The United States Between the Wars
x� XI: The Changing Nature of the American People from World War II to the Present
x� identify and define economic concepts as they pertain to historical events, political policies, and economic conditions.
x� relate economic concepts to specific historical events, business practices, economic reforms and government policies.
Vocabulary x� trade x� raw materials x� human resources x� natural resources x� limited resources. x� opportunity costs x� scarcity x� factors of production x� productivity x� supply and demand x� economic market
Specific Items
x� Industrialization and Big Business, Markets and Monopolies
x� Introduction of Federal Taxation
x� WWII Wartime Economy x� Great Depression x� Economic Expansion in the
50’s and 90’s
x� Technology: Choose a stock and follow the progress of the stock everyday using the newspaper or the Internet.
x� Math: Create a supply and demand graph.
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PI 104 Understand how scarcity requires people and nations to make choices that involve costs and future considerations. (Mastery)
Concepts/Themes x� economic systems x� factors of production x� scarcity x� imperialism x� power x� movement of goods and people x� political systems x� environment and society
Content Units x� present in all Content Units
x� demonstrate the role of scarcity in specific historical periods and its role in government polices, business decisions, and consumer choices.
x� predict the possible future cost and considerations of an specific historical economic decision.
x� recommend alternatives to a specific historical economic decision which considers scarcity and opportunity costs.
Vocabulary x� same as PI 102
Specific Items
x� same as PI # 102
x� Character Education: “The Economics of Staying in School”
x� ELA: Read stories with consequences for the characters.
PI 105 Understand how people in the United States and throughout the world are both producers and consumers of goods and service. (Mastery)
Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� imperialism x� power x� movement of goods and people x� political systems
Content Units x� present in all Content Units
x� distinguish the differences and similarities between producer and consumer and the roles they play in economic development.
x� Diagram the relationship between producers and consumers of goods and services in a variety of market conditions and economic conditions.
x� assess the impact of governmental policy on the relationship of production and consumption.
Vocabulary x� producer x� consumer x� goods and services x� trade x� tariffs x� cash crops x� import x� export
Specific Items x� Mass production x� Installment buying x� 1929 Stock Market Crash x� Arab Oil Embargo x� Trade deficit x� Globalization and NAFTA
x� Multicultural: Globalization and its effects on other cultures.
x� Character Education: Conservation and consumption
x� Science: Cellular respiration and the food chain.
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PI 106 Investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems. (Mastery)
Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� science and technology x� power x� movement of goods and people x� political systems
Content Units x� present in all Content Units
x� Use the three basic economic questions (what to produce and in what quantities, how to produce goods & services, who is going to use goods & services) to describe the economic decisions made in a specific period of American history.
x� compare and contrast the different approaches to economics in various time periods in American and global history.
x� examine economic and political reforms that are a result of solving basic economic problems.
Vocabulary x� Production Possibilities
Curve (Frontier) x� Supply and Demand Graph.
Specific Items x� The three fundamental
economic questions: What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?
x� Multicultural: Compare the economies of America and Cuba.
x� Character Education: Assess the importance of consumer choice while comparing different types of economies.
PI 107 Describe how traditional, command, market, and mixed economies answer the three fundamental economic questions. (Mastery)
Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� nationalism x� political systems x� power
Content Units x� X: The United States Assumes
Worldwide Responsibilities x� XI: The Changing Nature of the
American People from World War II to the Present
x� summarize and classify the characteristics of each economic systems
x� compare and contrast the advantages and disadvantages of each economic systems.
x� evaluate the effectiveness of each economic system as it is implemented in specific periods of American history or in other nations.
Vocabulary x� stock market x� sphere of influence x� imperialism x� market economy x� capitalism x� command economy x� mixed economy
Specific Items x� Trust-busting and the
Sherman Antitrust Act x� New Deal x� Bolshevik and Stalinism x� Vietnam and North Korea x� Post WWI Economic
Expansion
x� Character Education: Assess the importance of consumer choice while comparing different types of economies,
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PI 108 Explain how nations throughout the world have joined with one another to promote economic development and growth. (Mastery)
Concepts/Themes x� economic systems x� factors of production x� scarcity x� science and technology x� change x� nationalism x� power x� movement of goods and people x� political systems
Content Units x� X: The United States Assumes
Worldwide Responsibilities x� XI: The Changing Nature of the
American People from World War II to the Present
x� identify policies that promote international economic development
x� analyze the cost and benefits of trade policies on the American economy.
x� summarize the international and domestic developments that have lead to an increase in global trade.
Vocabulary x� scarcity x� law of supply demand x� interdependence x� producer x� consumer x� trade x� raw materials x� human resources x� natural resources x� limited resources.
Specific Items x� Marshall Plan x� Peace Corps x� Foreign Aid x� NAFTA
x� Math: Quadratic Equations.
x� ELA: Read and discuss any books on cooperation.
x� Science: Biological Synergy, Parasites.
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Standard 5: Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Key Idea 1: The study of civics, citizenship, and government involves learning about political systems; the purpose of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 114 Analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs. (Maintain Mastery)
Concepts/themes x� justice x� government x� political systems x� human rights x� civic values x� power x� decision making x� needs and wants
Content Units x� VII: An Industrial Society x� IX: The United States Between
the Wars x� X: The United States Assumes
Worldwide Responsibilities x� XI: The Changing Nature of the
American People from World War II to the Present
x� Give examples of values that promote the guarantee of human rights
x� Evaluate government policies and laws that make provisions for human needs and assess the results of these policies.
x� Compare how effectively the rights of different groups from specific periods of American history are protected and recommend how those rights could have been better protected.
Vocabulary x� rights x� natural rights x� citizenship rights x� democracy
Specific Items x� Immigrants and Push and
Pull Factors x� Civil Rights Movement x� Mexican American Rights x� A.I.M. Native American
Rights x� Peace Corps x� Civil Liberties in the Post
9/11 World
x� Multicultural: Evaluate government policies towards Native Americans and African Americans.
x� Character Education: Define citizenship and discuss the ramifications of being a citizen.
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PI 115 Consider the nature and evolution of constitutional democracies. (Maintain Mastery)
Concepts/themes x� justice x� political systems x� government x� human rights x� civic values x� power
Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� XI: The Changing Nature of the
American People from World War II to the Present
x� give examples of democratic principles that were strengthened during different time periods.
x� examine the causal agents and mechanisms of change in the US Constitution that allow for democracy to evolve in America.
x� assess how well democracy has served various groups during these periods of change.
Vocabulary x� Democracy x� Constitution x� Colonial Charter x� Rule of Law x� Democracy x� Constitution x� Colonial Charter
Specific Items x� Amendments (Slave, 17, 19,
26) x� New Deal x� The Imperial Presidency x� The Warren Court x� The Burger Court x� Watergate
Character Education: Define justice and examine how constitutional monarchies distribute justice.
PI 116 Explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens. (Maintain Mastery)
Concepts/themes x� political systems x� human rights x� power x� economic systems
Content Units
x� VIII: The United States as an Independent Nation in an Increasingly Interdependent World
x� X: The United States Assumes Worldwide Responsibilities
x� XI: The Changing Nature of the American People from World War II to the Present
x� compare and contrast the rights of citizens in different countries throughout the western hemisphere.
Vocabulary x� Democracy x� Constitution x� Colonial Charter
Specific Items x� Canadian Branches of
Government x� Panama Canal x� Dollar Diplomacy x� Cuba, Sandanistas, Contras x� NAFTA
x� Multicultural: Analyze the treatment of citizens in Communist countries (Cuba, Vietnam, Cambodia).
x� ELA: Read literature from other parts of the world and compare the characters to American citizens.
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PI 117 Analyze the sources of a nation’s values as embodied in its constitution, statutes, and important court cases. (Mastery)
Concepts/Themes x� change x� decision making x� civic values x� citizenship x� political systems x� power x� government x� human rights.
Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� IX: The United States Between
the Wars x� XI: The Changing Nature of the
American People from World War II to the Present
x� summarize important court cases, legislation and Amendments that exemplify the nation’s values.
x� asses the role of specific people and groups in promoting democratic values.
x� critique the motivations behind and specific amendments, legislation and court cases and their effects
Vocabulary x� Constitution x� Statute x� Amendment x� Court case
Specific Items x� Plessy V. Ferguson x� Brown v. Board of Education
of Topeka, Kansas x� Miranda Case x� Civil Rights and Voting
Rights Act
x� Multicultural: Court cases involving minorities.
x� Character Education: Arbitration and Conflict Resolution.
x� Technology: x� Math: x� ELA: Legal Fiction
(To Kill A Mockingbird )
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Key idea 2: The state and federal governments established by the Constitutions of the United States and New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for self, others, and property) principles, and practices and establish a system of shared and limited government.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 118 Understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices. (Mastery)
Concepts/Themes x� change x� decision making x� civic values x� citizenship x� political systems x� power x� government x� human rights.
Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� IX: The United States Between the
Wars x� XI: The Changing Nature of the
American People from World War II to the Present
x� identify and define civic values. x� classify examples of the civic
values that are embedded within the national and states’ constitutions, and laws.
x� evaluate how specific laws and practices reflect civic values.
Vocabulary x� Constitution x� statute x� amendment x� court case.
Specific Items x� desegregation and integration x� Labor Laws x� Suffrage Movement
x� Multicultural: Minority Legislation
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Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 29
PI 119 Understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution. (Mastery)
Concepts/Themes x� political systems x� government x� decision making x� civic values x� human rights.
Content Units x� VI: Division and Reunion x� VII: An Industrial Society
x� explain how NY state constitution served as a model for the Amendments to the US constitution.
x� analyze several documents and the NY State constitution to compare them to the constitution of the United States.
Vocabulary x� separation of power x� social contract x� election x� democracy x� suffrage
Specific Items x� Amendments from various
periods
PI 120 Compare and contrast the development and evolution of the constitutions of the United States and New York State. (Mastery)
Concepts/Themes x� nation state x� citizenship, x� political systems x� power x� government x� decision making x� civic values x� human rights x�
Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� XI: The Changing Nature of the
American People from World War II to the Present
x� identify the differences and similarities between the development of NY state constitution and the US constitution.
x� compare and contrast the structure and organization of the state and federal governments as described in both the US and New York State constitution.
Vocabulary x� legislative x� executive x� judicial x� President x� Vice president x� Congress x� House of Representatives x� Assembly x� Senate x� federal court x� state court x� Governor x� lieutenant governor
Specific Items x� Civil War Amendments x� Seneca Falls Declaration x� League of Nations Charter
x� Science: Evolution and various theories of how the Earth has grown and changed.
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PI 121 Define federalism and describe the powers granted the national and state governments by the United States Constitution. (Mastery)
Concepts/Themes x� nation state x� citizenship, x� political systems x� power x� government x� decision making x� civic values x� human rights.
Content Units x� VI: Division and Reunion x� IX: The United States Between the
Wars x� XI: The Changing Nature of the
American People from World War II to the Present
x� examine the role of national and state governments in federalism.
x� critique the role tensions between state and nation interests played in various periods of American history and the results of these tensions.
x� use historic events to justify the role of state governments in the system of federalism.
Vocabulary x� federalism x� delegated powers x� reserved powers x� concurrent powers x� supremacy clause x� confederacy
Specific Items x� Reconstruction x� Segregation and Desegregation x� Business Regulation x� New Deal x� Civil Liberties Protections x� Vietnam Protest x� Rehnquist Court
x� Technology: Look up emails for National, State, and local Representatives.
x� ELA: Write letters to representatives.
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PI 122 Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality. (Mastery)
Concepts/Themes x� nation state x� citizenship, x� political systems x� power x� government x� decision making x� civic values x� human rights.
Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� X: The United States Assumes
Worldwide Responsibilities x� XI: The Changing Nature of the
American People from World War II to the Present
x� identify and explain the principles, ideals and core values of the American democratic system.
x� give examples of core democratic values and rate how effectively they are represented in the American democratic system.
Vocabulary x� justice x� liberty x� democracy x� human dignity
Specific Items x� Holocaust x� Japanese Internment Camps x� Nuremberg Trials x� Settlement Houses x� Labor Unions x� Warren Court x� Berger Court x� Vietnam War Protest x� Civil Rights Movement x� NATO intervention in Kosovo
x� Multicultural: The Civil Rights Movement and the American Indian Movement
x� Character Education: Study the values of “human dignity, liberty, justice, and equality.”
PI 123 Understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority. (Mastery)
Concepts/Themes x� human rights x� civic values, x� government.
Content Units x� VII: An Industrial Society x� IX: The United States Between the
Wars x� X: The United States Assumes
Worldwide Responsibilities x� XI: The Changing Nature of the
American People from World War II to the Present
x� analyze the methods used to determine the will of the majority and how, over time, they have become more or less inclusive.
x� describe Constitutional Amendments and Federal laws which are meant to protect the rights of the minority.
x� criticize the treatment of people in the minority at various periods of American history and recommend better treatment.
Vocabulary x� majority x� minority
Specific Items x� Amendments, 13, 14, 15, 19,
24; x� Civil Rights Act, 64, 68 x� Voting Rights Act, 65 x� American’s with Disabilities
Act 1990 x� Minority Voting Rights Acts of
1975
x� Multicultural: Civil Liberties
x� Character Education: Tolerance of Minority views.
x� Math: Opinion polls and surveys.
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Key Idea 3: Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 124 Explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time. ( Mastery)
Concepts/Themes x� change x� citizenship x� power x� human rights x� government
Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� IX: The United States Between
the Wars x� X: The United States Assumes
Worldwide Responsibilities x� XI: The Changing Nature of the
American People from World War II to the Present
x� examine and describe the roles and responsibilities of a citizen in a democratic society.
x� illustrate how the definition of citizenship has changed over time and categorize those changes by time period, rights given or taken, and responsibilities placed on citizens.
x� compare and contrast the voting rights in different time periods.
x� give examples of citizenship as it is defined in the constitution and in laws.
Vocabulary x� citizenship x� democracy x� naturalization x� immigration x� suffrage x� poll tax x� literacy test x� bilingual ballot. x� Refugee
Specific Items x� Naturalized Citizen x� Alien x� Immigration at
various points in American History
x� Nativism
x� Character Education: Obeying Laws
x� Math: Grouping
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Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 33
PI 125 Understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities. ( Mastery)
Concepts/Themes x� conflict x� justice x� human rights x� citizenship x� civic values
Content Units x� VI: Division and Reunion x� IX: The United States Between
the Wars x� XI: The Changing Nature of the
American People from World War II to the Present
x� summarize how the American legal and political systems guarantee and protect the rights of citizens.
x� analyze specific historic events where the participants exercised civic values and fulfilled civic responsibility.
x� evaluate 5 basic responsibilities of a citizen using examples of these responsibilities from everyday life.
Vocabulary x� citizenship x� responsibilities x� vote x� military service x� draft / conscription x� jury x� selective service x� census report
Specific Items x� Naturalized Citizen x� Alien x� Immigration at
various points in American History
x� Nativism x� Voting Rights /
Motor Voter Law x� Americorp
x� Character Education: Civic Responsibilities
PI 126 Discuss the role of an informed citizen in today’s changing world. ( Mastery)
Concepts/Themes x� government x� civic values x� decision making
Content Units x� VII: An Industrial Society x� XI: The Changing Nature of the
American People from World War II to the Present
x� define the essential attributes of an informed citizen
x� give examples of how citizens are informed in today’s society.
x� describe how the role of an informed citizen has changed over time
Vocabulary x� newspaper x� media x� internet
Specific Items x� Vietnam War x� Holocaust x� Freedom Riders /
Student NonViolent Coordinating Committee
x� Election of 2000
x� Technology: Discuss how the Internet has changed the definition of an informed citizen.
x� ELA: Read newspapers and magazines.
x� Science: Science in the news.
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PI 127 Explain how Americans are citizens of their states and of the United States. ( Mastery)
Concepts/Themes x� identity x� conflict x� citizenship x� political systems x� government
Content Units x� VI: Division and Reunion x� XI: The Changing Nature of the
American People from World War II to the Present
x� identify a citizen’s roles in their state and nation and compare and contrast these roles.
x� discuss specific historical examples of citizens contributing to the betterment or reform of their state.
x� Evaluate the establishment of a federal system and its impact on citizenship.
Vocabulary x� city x� county x� state x� nation x� concurrent powers
Specific Items x� same as PI # 121
x� Multicultural: Study the reactions of different states to the Civil Rights Movement and other historical events.
Key Idea 4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.
Performance Indicators
Content The student is able to: Vocabulary Curricular Connections
PI 128 Respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint. (Maintain Mastery)
Concepts/Themes x� conflict x� choice x� empathy x� decision making x� civic values
Content Units x� present in all Content Units
x� formulate and defend 3-5 rules for classroom discussion and debates.
x� engage in discussion and debate in an appropriate manner.
x� after a debate, critique their own and others’ conduct.
Vocabulary x� debate x� discussion x� viewpoint x� respect
x� Character Education: Mock debates and elections, Model UN, Conflict Resolution Role Playing.
x� ELA: Debate, Persuasive essays.
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PI 129 Explain the role that civility plays in promoting effective citizenship in preserving democracy. (Maintain Mastery)
Concepts/Themes x� conflict x� choice x� empathy x� decision making x� civic values
Content Units x� VI: Division and Reunion x� VIII: The United States as an
Independent Nation in an Increasingly Interdependent World
x� XI: The Changing Nature of the American People from World War II to the Present
x� evaluate certain events where civility would have produced a different outcome and recommend how civility could have been introduced into these events.
x� develop and implement a variety of conflict resolution strategies.
Vocabulary x� morality x� discrimination x� toleration x� conflict resolution
Specific Items x� Martin Luther King
and Nonviolence
x� Character Education: Define civility.
x� ELA: Manners and friendly letters.
PI 130 Participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems. (Maintain Mastery)
Concepts/Themes x� conflict x� choice x� empathy x� decision making
Content Unit x� XI: The Changing Nature of the
American People from World War II to the Present
x� identify and explain the process of negotiation and compromise.
x� role-play a disagreement and act out the process of negotiation and compromise.
Vocabulary x� negotiation x� problem solving x� brain storming x� role play x� mediation
Specific Items x� BPS Student
Responsibility Plan
x� Character Education: Compromise and arbitration
x� Technology: Local Internet resources