Welcome to the 2018-2019 American History Page! This year, students will look at many questions about American History. Some of these questions include:
These are just a few of the questions scholars will explore this year through reading, research, examining and analyzing primary and secondary sources, and conducting simulations.
Overview: History is no longer taught simply as a list of dates, events, and important people. Rather, scholars explore history, reach conclusions, and link past events to our lives today. As many have said, we must learn from our history. This year in Social Studies students will analyze primary and secondary sources, read for information, work together on projects and simulations, conduct research, expand their historical vocabulary, explore current events and topics, and develop writing skills that will help them learn to develop their thinking and ability to explore issues in depth.
The survey of American History for grade 8 explores significant historical events which contributed to the development of the United States in which we live today. The course integrates vocabulary development, argument writing, reading for information, analyzing text, research skills, and other skills which will help students prepare for the rigor of high school history curricula.
This course will explore American History through multiple lenses that include all the players: African-Americans, Native Americans, Hispanic-Americans, Women, Children, and Men. Students will consider events ranging from the arrival of the first peoples to cross the Bering Land Bridge, to Christopher Columbus’ collision with native peoples, Native American Tribes, the arrival of the Pilgrims, the American Revolution, the development of the nation, industrialization, the Civil Rights movement, and much more.
Overall Curriculum Guide to Each Quarter:
Marking Period 1:
Marking Period 2:
Marking Period 3:
Marking Period 4:
Homework: Most often, students will receive a homework packet on Fridays which will consist of several articles with which scholars will read for information, answer multiple choice questions on the reading, and a write in response to analysis questions on the topics. Please help your scholar manage their time to ensure that they pace themselves to complete the homework during the week. The weekly homework packet will be due the following Friday. In addition, there may be a quiz each Friday on the week’s homework and classwork.
Assessments: Student learning will be assessed using several different approaches and methods. Each day, students complete an “exit slip” to determine if they met that day’s lesson objective. These are not graded, but used to guide teaching and instruction. There will be a weekly quiz on the week’s classwork and homework. Two or three times per quarter, students will have a formal exam which assesses understanding of important concepts and ideas. These often take the form of multiple-choice, short answer questions, and more extended analysis questions. Assessments are modified and differentiated to address each learner’s needs and learning styles. In addition, students will participate in quarterly “Performance Tasks,” in which students will focus on a specific topic, such as exploring the effectiveness and impact of Gandhi’s use of non-violence to gain India’s independence. They will also complete essays based on Document Based Questions (DBQ) in which students review primary and secondary sources and reach conclusions based on the documents. Finally, students will write one “Argument” paper each quarter in which they will make a claim in response to a question and defend that claim in a formal essay.
Grading Policy: Homework will count as 20% of a student's final grade each quarter. Classwork and Participation/Effort will count as 30% each quarter, and is graded using a "Participation Rubric" (see attachment below). Tests, Major Projects, and Writing Projects will count as 50% of a student's final grade.
- Who was here before Europeans arrived in the “New World? What happened to them?
- Why did Europeans first come to the New World? What was the impact?
- What were the causes of the American Revolution? Was everyone helped by the Revolution?
- How did the United States government come to be? Was it truly a government for all the people?
- What happened to Native peoples as the United States expanded?
- What led to the Civil War? What role did the Civil War play in racial equality?
- How did the United States develop after the Civil War?
- What were the impacts of the Industrial Revolution?
These are just a few of the questions scholars will explore this year through reading, research, examining and analyzing primary and secondary sources, and conducting simulations.
Overview: History is no longer taught simply as a list of dates, events, and important people. Rather, scholars explore history, reach conclusions, and link past events to our lives today. As many have said, we must learn from our history. This year in Social Studies students will analyze primary and secondary sources, read for information, work together on projects and simulations, conduct research, expand their historical vocabulary, explore current events and topics, and develop writing skills that will help them learn to develop their thinking and ability to explore issues in depth.
The survey of American History for grade 8 explores significant historical events which contributed to the development of the United States in which we live today. The course integrates vocabulary development, argument writing, reading for information, analyzing text, research skills, and other skills which will help students prepare for the rigor of high school history curricula.
This course will explore American History through multiple lenses that include all the players: African-Americans, Native Americans, Hispanic-Americans, Women, Children, and Men. Students will consider events ranging from the arrival of the first peoples to cross the Bering Land Bridge, to Christopher Columbus’ collision with native peoples, Native American Tribes, the arrival of the Pilgrims, the American Revolution, the development of the nation, industrialization, the Civil Rights movement, and much more.
Overall Curriculum Guide to Each Quarter:
Marking Period 1:
- America before European Arrival
- Settlement and Growth of American Colonies including the Mayflower Compact, early Colonial Governments including explorations of impacts on non-Europeans
- French and Indian War and events which ultimately led to the American Revolution, with a focus on groups and cultures which may or may not have benefited from the Revolution
- Development of the Declaration of Independence
- Overview of American Revolution which will include an American Revolution related simulation and argument writing on joining Patriots in supporting the Revolution.
Marking Period 2:
- From Revolution to Nation with an exploration of the formation of the United States Constitution and Government.
- Westward Expansion, its causes, impacts, and results.
- Native Removal with a focus on how and why this happened, which will include Argument writing regarding Native American removal.
- Growth of Slavery
Marking Period 3:
- Events leading to the American Civil War
- Civil War and Reconstruction with a focus on impacts on African-Americans
- The Industrial Revolution, including growth of factories, labor, management, and American Class Systems
- World War I
Marking Period 4:
- Harlem Renaissance
- Great Depression and New Deal
- World War II
- Civil Rights Movement
Homework: Most often, students will receive a homework packet on Fridays which will consist of several articles with which scholars will read for information, answer multiple choice questions on the reading, and a write in response to analysis questions on the topics. Please help your scholar manage their time to ensure that they pace themselves to complete the homework during the week. The weekly homework packet will be due the following Friday. In addition, there may be a quiz each Friday on the week’s homework and classwork.
Assessments: Student learning will be assessed using several different approaches and methods. Each day, students complete an “exit slip” to determine if they met that day’s lesson objective. These are not graded, but used to guide teaching and instruction. There will be a weekly quiz on the week’s classwork and homework. Two or three times per quarter, students will have a formal exam which assesses understanding of important concepts and ideas. These often take the form of multiple-choice, short answer questions, and more extended analysis questions. Assessments are modified and differentiated to address each learner’s needs and learning styles. In addition, students will participate in quarterly “Performance Tasks,” in which students will focus on a specific topic, such as exploring the effectiveness and impact of Gandhi’s use of non-violence to gain India’s independence. They will also complete essays based on Document Based Questions (DBQ) in which students review primary and secondary sources and reach conclusions based on the documents. Finally, students will write one “Argument” paper each quarter in which they will make a claim in response to a question and defend that claim in a formal essay.
Grading Policy: Homework will count as 20% of a student's final grade each quarter. Classwork and Participation/Effort will count as 30% each quarter, and is graded using a "Participation Rubric" (see attachment below). Tests, Major Projects, and Writing Projects will count as 50% of a student's final grade.
Weekly Updates and Homework Assignments
Weeks of January 7 to 11 and January , 2019: This week students will complete a district assigned argument essay in which they attempt to persuade colonial Loyalists to switch sides and join Patriots in supporting the Declaration of Independence. Once they are finished with this essay, students will turn their attention to the development of the American Government, beginning with an analysis of the Articles of Confederation. Homework due January 11: Being A Good Citizen; Legislative Branch; How Laws are Made. Homework due January 18: Our National Government; Our Wonderful Constitution; Constitution Vocabulary
Week of December 17 to 21 and January 2, 3, 4, 2019: This week students will complete a district assigned argument essay in which they attempt to persuade colonial Loyalists to switch sides and join Patriots in supporting the Declaration of Independence. Once they are finished with this essay, students will turn their attention to the development of the American Government, beginning with an analysis of the Articles of Confederation. Homework: No homework last week December, first week of January.
Week of December 10 to 14: This week, students will finish analyzing the Declaration of Independence, draw conclusions about its contents, and respond to Open Ended questions using the RACECES strategy. They will then use this as a foundation for writing a district assigned argument essay in which they attempt to persuade colonial Loyalists to switch sides and join Patriots in supporting the Declaration of Independence. Homework: A Declaration of Independence; Women in the Revolution; African Americans in the Revolution.
Week of December 3 to December 7: Having explored the causes/events that led to the Revolution, students will turn their attention to the Declaration of Independence. They will analyze this document, draw conclusions about its contents, respond to Open Ended questions, then use this as a foundation for writing a district assigned argument essay in which they attempt to persuade colonial Loyalists to switch sides and join Patriots in supporting the Declaration of Independence. Homework: The Declaration of Independence; A Very Messy Tea Party.
Week of November 28 to 30: This week, students will finish exploring how the colonies went from a loose network of colonies to gathering together to fight for independence against the most powerful country in the world. They will complete their Document Based Question (DBQ), analyzing the evolution of “American” identity as a nation rather than a set of British colonies, and specific events such as the Boston Massacre, The Stamp Act, the Intolerable Acts, and more that eventually led to the Revolution. Next, having explored the causes/events that led to the Revolution, students will turn their attention to the Declaration of Independence. They will analyze this document, draw conclusions about its contents, respond to Open Ended questions, then use this as a foundation for writing a district assigned argument essay in which they attempt to persuade colonial Loyalists to switch sides and join Patriots in supporting the Declaration of Independence. Homework: Colonization and Revolutionary War: Intro to Revolutionary War; Background to Colonies; Who Had Better Chance of Winning?
Week of November 13 to 16 and November 19 to 21: These next weeks, students will focus on preparing for and completing District Assessments on content vocabulary and will also continue conferencing with the teacher about their work and progress in Social Studies and setting goals for Argument Writing based on their Amazon Rainforest Argument Essay. They will also explore how the colonies went from a loose network of colonies to determining to stage a revolution against the most powerful country in the world! Responding to a DBQ, they will analyze the evolution of “American” identity, as well as specific events such as the Boston Massacre, The Stamp Act, the Intolerable Acts, and more. In addition, they will look into the idea of taxation, what taxes were used for then and how they are used today, and James Otis’ battle cry of “No Taxation without Representation.” Homework: American Presidents; King George III, due Friday, November 16. No homework Thanksgiving week.
Week of November 5 to 9: This week, students will continue learning new vocabulary words and present their findings about the founding and development of the original 13 colonies, focusing on where original settlers came from, why the colony was founded, how they made their money, crops, schooling and more. Next, students will begin exploring how the colonies went from a loose network of colonies to determining to stage a revolution against the most powerful country in the world! Responding to a DBQ, they will analyze the evolution of “American” nationalism, as well as specific events such as the Boston Massacre, The Stamp Act, the Intolerable Acts, and more. In addition, they will look into the idea of taxation, what taxes were used for then and how they are used today, and James Otis’ battle cry of “No Taxation without Representation.” Homework due November 9: Taxes are Here to Stay; Indentured Servants; Colonies in the Americas
Week of October 22 to 26 and October 29 to Nov 2: These next two weeks students will focus on new content vocabulary, development of the original 13 colonies, and events that led to the writing of the Declaration of Independence and the American Revolution. Students will learn about the founding and development of the original 13 colonies through a project in which teams of students “adopt” a colony and discover information on where original settlers came from, why the colony was founded, how they made their money, crops, schooling and more. Next, students will begin exploring how the colonies went from a loose network of colonies to determining to stage a revolution against the most powerful country in the world! Responding to a DBQ, they will analyze the evolution of “American” nationalism, as well as specific events such as the Boston Massacre, The Stamp Act, the Intolerable Acts, and more. In addition, they will look into the idea of taxation, what taxes were used for then and how they are used today, and James Otis’ battle cry of “No Taxation without Representation.” Homework due October 26: Why Settlers Came; Colonies and Revolutionary War; New England Colonies. Homework due November 2: Freedom of Religion; Education in Colonial America; Women in Colonial America.
Week of October 15 to 19: This week, students will complete their Argument Essays about preservation versus progress in the Amazon Rain Forest. Next, students will learn about the founding and development of the original 13 colonies through a project in which teams of students “adopt” a colony and discover information on where original settlers came from, why the colony was founded, how they made their money, crops, schooling and more. Homework: Colonies, The Middle Colonies, The Southern Colonies.
Week of October 9 to 12: This week, students will continue their work writing Argument Essays about preservation versus progress in the Amazon Rain Forest. Specifically, they are considering the building of the Bela Monte Dam’s impact on the Amazon Rain forest balanced against the need for electricity in Brazil. Once this is complete, students will learn a brief history and reason for the each of the original 13 colonies’ history and founding. Homework: Brazil Today – Independence; Brazil’s Constitution.
Week of September 24 to September 28: During the first part of this week, students will continue their exploration of European’s arrival to the “New World.” Having explored the first permanent settlement in Jamestown, students will turn their attention to the Pilgrim’s, why and how they came, what life was like when they got here, and their early relationships with Native Americans. Next, they will read a primary source document, the Mayflower Compact, so that they can understand the agreements laid forth in this document, and how it served as America’s first written agreement or Constitution. Finally, toward the end of the week, students will take a pre-assessment on Argument writing during which they will explore issues surrounding progress versus environment in the Amazon Rain Forest. Homework: Reward/Catch-up.
Week of September 11 to September 14: In the early part of this week, students will continue their Document Based Question (DBQ) on early Native American Cultures/Nations and how Native Americans survived and thrived before European settlers arrived so that they can practice using and analyzing primary and secondary sources to learn more about the richness of Native American cultures and civilizations. Toward the middle of the week, students will begin their exploration of European’s arrival to the “New World.” Through web quests, research, and using primary and secondary sources, students will learn about why early settlers choose to leave Europe (with focus on England) and make new lives in the new world. They will research Roanoke, the Jamestown Settlement, Pilgrims, the Mayflower Compact, and the eventual development of the American colonies. This lays groundwork for understanding the causes for the Declaration of Independence and the American Revolution. Homework: Native Americans of Northeast Cultural Region; Interest Inventory.
Week of September 4 to September 7, 2018: Over the next week, students will learn about primary documents and Mr. J will learn about students by having students create a primary document about themselves using a structured slide format. Next, they will investigate how the first humans first arrived on the North American continent, how those early nomads eventually developed into Native American Tribes and nations, and complete a Document Based Question (DBQ) about how people in Native American communities survived and lived. Homework: All About Me, The First Americans.
Week of May 29 to June 1: This week students are going to finish analyzing primary sources in the form of speeches by President Andrew Jackson and Tecumseh about Native American removal, so they can answer open ended questions interpreting each man’s point of view and intentions. Next, students will begin an argument essay in which they take the role of a person living in the United States in 1830, and argue a position either supporting or opposing Native American Removal. Homework: Cherokee In the United States; Frederick Douglass. Current Event for Extra Credit.
Week of May 21 to May 25: This week students are going to analyze primary sources in the form of speeches by President Andrew Jackson, and Tecumseh, so they can answer open ended questions interpreting each man’s point of view and intentions. Next, they will begin a Document Based Question in order to understand how the expansion of the United States during and after the Colonial Period impacted and devastated Native American peoples and nations. This will provide further background knowledge for an up-coming argument essay on Native American Removal. Homework: War of 1812, African Americans in War of 1812, Dealing with Peer Pressure.
Portrait of Tecumseh
Portrait of Tecumseh
Week of May 14 to 18: This week students will continue to research what happened to Native Americans as the United States expanded. They will continue reading primary and secondary documents, and complete a Document Based Question (DBQ) in order to understand how the expansion of the United States during and after the Colonial Period impacted and devastated Native American peoples and nations. They will investigate overall Native American cultures, their efforts to survive the onslaught of American expansion, the role of various historical figures (Tecumseh, Andrew Jackson, etc.), and ultimately about the Trail of Tears. This background information will prepare students to write an argument essay on Native American Removal and respond to Open Ended Analysis questions on key figure’s words and intentions. There will be no homework this week.
Week of May 7 to 11: This week students will focus on what happened to Native Americans as the United States expanded. They will read primary and secondary documents, and complete a Document Based Question (DBQ) in order to understand how the expansion of the United States during and after the Colonial Period impacted and devastated Native American peoples and nations. They will investigate overall Native American cultures, their efforts to survive the onslaught of American expansion, the role of various historical figures (Tecumseh, Andrew Jackson, etc.), and ultimately about the Trail of Tears. This background information will prepare students to write an argument essay on Native American Removal. Homework: Mapping the West: The Journey of Lewis and Clark; Sacagawea. NOTE: On Thursday, May 10, eligible students will take a field trip to sail on the replica of the slave ship Amistad which was also the scene of a slave up-rising! Students prepared for this trip several weeks ago with educators of Discover Amistad.
Week of April 30 to May 4: This week students will continue their exploration about how the United States expanded across the continent. They will continue to consider the common characteristics of the people who blazed trails across the continent and settled new places and their impact on the United States as a nation today. They will also consider the impacts settlers and pioneers had on Native Populations and the environment and consider how this contributed to the development of a nation that struggles with race. In addition, students will analyze the meanings and implications of the Louisiana Purchase, the Lewis and Clark Expedition, the War of 1812, and explore the major trails pioneers took to head west. Homework: Westward Expansion and Cool to Be Kind
Week of April 23 to April 28: This week, the week of SBAC testing, students will work on a project of their choice which focuses on historical themes and events. Choices are as follows: Option 1: American History Timeline: Make a collage that shows events in American History or another History that you find particularly interesting. Use the textbook to find timelines (at the beginning of each Chapter), select events that you would want to illustrate with pictures from magazines, then write a one-sentence summary of the event and include your picture(s) for each event. Option 2: Make a collage around a common theme. Common themes might include music from different countries, art from different countries, food from different countries, the Civil Rights Movement, the American Revolution, or a theme that you would like to work on. Option 3: Make an ABC Book about American History. Each letter could represent a person, place, event, etc. For example, A = America; the Country we live in. B = Ben Franklin, one of the Founding Fathers. C = _____. Draw or find pictures in the magazines to represent each letter. Be creative in your lettering and presentation. Option 4: Make a poster about a theme you select. Your poster could be about an historical figure, an invention, an event, or… Option 5: Make a timeline or ABC Book about your life in collage/illustration format. You could start with where/when born, pictures of cities in which you have lived, drawings of important events, etc. Option 6: Make a children’s book, or a book, by finding and using photos and pictures from magazines and writing a story that goes along with those photos. Option 7: Make an ABC book about the countries of the world and find photos to go with the countries you identify. Afghanistan, Bolivia, Canada, Denmark… Option 8: Make a collage book that shows the Bill of Rights. For example: 1st Amendment: Freedom of Speech. Find pictures and photos of people talking or writing or demonstrating… Option 9: Write and perform a song about a country or event or theme. Option 10: Your choice: What is something that you would like to do this week? It needs to be something you can accomplish this week using materials provided in the classroom. [Student submits proposal]. There will be no homework this week due to testing.
Week of April 9 - 12: This week students will continue their exploration about how the United States expanded across the continent. They will continue to consider the common characteristics of the people who blazed trails across the continent and settled new places and their impact on the United States as a nation today. They will also consider the impacts settlers and pioneers had on Native Populations and the environment and consider how this contributed to the development of a nation that struggles with race. In addition, students will analyze the meanings and implications of the Louisiana Purchase, the Lewis and Clark Expedition, the War of 1812, and explore the major trails pioneers took to head west. This will culminate in a brief project in which students plan a trip west or reflect on a trip already taken.
Week of April 2 to 6: This week students will learn about the history of how the United States expanded from thirteen colonies hugging the Atlantic Coast to a nation that extended across the continent. They will think about the people and the common characteristics of the people who blazed trails across the continent and settled new places as well as the impacts they had on Native Populations and the environment, analyze the meanings and implications of “Manifest Destiny” the Louisiana Purchase, the Lewis and Clark Expedition, the War of 1812, and explore the major trails pioneers took to head west. This will culminate in a brief project in which students plan a trip west or reflect on a trip already taken. Homework due Friday: The Louisiana Purchase, War of 1812. Current Event.
Week of March 26 to 29: This week students will complete their exploration of the Constitution and how it defines and lays out the American Government, the Bill of Rights, and the Supreme Court. Then, toward the end of the week, students will begin learning about the history of how the United States expanded from thirteen colonies hugging the Atlantic Coast to a nation that extended across the continent. They will think about the people and the common characteristics of the people who blazed trails across the continent and settled new places as well as the impacts they had on Native Populations and the environment, analyze the meanings and implications of “Manifest Destiny” the Louisiana Purchase, the Lewis and Clark Expedition, the War of 1812, and explore the major trails pioneers took to head west. This will culminate in a brief project in which students plan a trip west or reflect on a trip already taken. Homework DUE THURSDAY: American Government – Jury Duty, Westward Expansion, and Current Event.
Week of March 19 to March 23: This week students will complete their preparation work for their trip on the Amistad in April with a focus on the Amistad trial (re-scheduled from last week due to 3/13 Snow Day). This is presented by educators from the Amistad Exploration Organization. Students will also learn how to analyze news articles as part of learning about and following current events. Next, students will analyze and apply the Bill of Rights, why they were written, what they do and do not allow, and the nuances of inalienable rights. This will result in examining various situations such free speech in student newspapers, and determine if certain actions are allowed or not allowed under the Bill of Rights. Finally, students will examine a Supreme Court Case in order to explore what types of cases are heard by the Supreme Court and where the Supreme Court fits in the United States Government. HOMEWORK: American Government, Branches of Government, a Closer Look; Election of Senators; Current Events. Due Friday.
Photo: Supreme Court in Washington D.C.
Photo: Supreme Court in Washington D.C.
Week of March 12 to March 16: This week students will complete their preparation work for their trip on the Amistad in April with a focus on the Amistad trial. This is presented by educators from the Amistad Exploration Organization. They will also complete their exploration of the United States Constitution. They will discover why the Constitution was written, that it was a unique experiment in government at the time, and what the various Articles call for and define. They will read parts of the Constitution itself in the original language in order to better understand the Constitution’s contents and importance to our country today. Finally, they will review the Bill of Rights, why they were written, and what they do and do not allow. This will culminate in developing a 30 second commercial to convince others to support ratification of the Constitution. HOMEWORK: American Government –Bill of Rights Part I; American Government – Bill of Rights, Part II. Don’t Know Much About Liberty. Due Friday.
Photo: Freedom of Speech
Photo: Freedom of Speech
Week of March 5 to March 9: This week students will continue to explore the history and story of the Amistad Rebellion with educators from the Amistad Exploration Organization. They will also return to exploring the United States Constitution. They will discover why the Constitution was written, that it was a unique experiment in government at the time, and what the various Articles call for and define. Next they will read parts of the Constitution itself in the original language in order to better understand the Constitution’s contents and importance to our country today. Finally, they will review the Bill of Rights, why they were written, and what they do and do not allow. This will culminate in developing a 30 second commercial to convince others to support ratification of the Constitution. HOMEWORK: Constitution and Bill of Rights; American Government: Three Branches of Government.
Week of February 26 to March 2: This week students will learn the story and history of the Amistad Rebellion in preparation for a sailing trip in April. They will also return to exploring the United States Constitution. They will discover why the Constitution was written, that it was a unique experiment in government at the time, and what the various Articles call for and define. Next they will read parts of the Constitution itself in the original language in order to better understand the Constitution’s contents and importance to our country today. Finally, they will review the Bill of Rights, why they were written, and what they do and do not allow. This will culminate in developing a 30 second commercial to convince others to support ratification of the Constitution. HOMEWORK: Black History Month Readings. Due Friday March 2.
Weeks of February 5 to 9 and February 12 to 16, 2018: This week students will return to exploring the United States Constitution. They will discover why the Constitution was written, that it was a unique experiment in government at the time, and what the various Articles call for and define. Next they will read parts of the Constitution itself in the original language in order to better understand the Constitution’s contents and importance to our country today. Finally, they will review the Bill of Rights, why they were written, and what they do and do not allow. This will culminate in developing a 30 second commercial to convince others to support ratification of the Constitution. HOMEWORK due Friday: American Government – Preamble to Constitution; The United States Constitution; History and Process of Voting.
Week of January 29 to February 2: This week students will return to the Articles of Confederation in order to analyze their strengths and weaknesses in Text Dependent Open Ended Questions using a structured writing strategy. Next they will do a close reading and respond to a detailed secondary source that provides background and information about the United States Constitution. They will learn why the Constitution was written, and what the various Articles call for and define. Next they will read parts of the Constitution itself in the original language in order to better understand the Constitution’s contents and importance to our country today. Finally, they will review the Bill of Rights, why they were written, and what they do and do not allow. HOMEWORK: How the Constitution Came to Be; James Madison; The Making of the Constitution.
Week of January 22 to 26, 2018, This week students will read and respond to a detailed secondary source that provides background and information about the United States Constitution. They will learn why the Constitution was written, and what the various Articles call for and define. Next they will read parts of the Constitution itself in the original language in order to better understand the Constitution’s contents and importance to our country today. HOMEWORK: How the Constitution Came to Be; James Madison; The Making of the Constitution.
Weeks of January 8 - 12 and January 16 to 19 2018: This week, students will explore the Articles of Confederation, the nation’s first attempt for the 13 colonies to govern themselves together. Students will analyze several of the Articles, discover the Articles’ strengths and weaknesses and develop understandings for how the Articles led directly to the United States Constitution. At the end of the week, students will practice responding to text-dependent open-ended questions with a focus on the Articles of Confederation. HOMEWORK due January 19: Being A Good Citizen; The Powers of the Legislative Branch; How Laws are Made; Great Seal of United States.
Week of January 2 - 5, 2018: As students transition back from the Holiday Break, they will begin this week by continuing their exploration of the US Constitution’s organization and contents with a focus on the three branches of government, how each branch is defined in the Constitution, and how checks and balances works. Later in the week they will return to responding to text-dependent open-ended questions related to the Declaration of Independence using the RACECES strategy. They will end the week by responding to the District generated Text-Dependent Open-Ended questions on conflicts between the colonists and King George and what colonists meant in the Declaration when they questioned if King George was a civilized leader. Homework due Friday, January 3: Interpreting selected sections of the Declaration and Independence, Who Was King George, and a worksheet on analyzing sentences.
Week of December 18 to December 22: This week, having practiced using the RACECES strategy for responding to text-dependent open ended questions, students will turn their attention to further analyzing the Declaration of Independence. They will answer questions related to the Declaration of Independence having to do with conflicts between colonists and the English monarchy and colonists’ views of the monarchy as expressed in the Declaration and complete the District Text-Dependent Open Ended Questions Assessment on the Declaration. They will end the week by reflecting on their work to date this year and adding to their portfolios. HOMEWORK: As acknowledgement for completing all homework to date, those who have submitted all homework this quarter will have no homework this week. Students who have not completed all assignments will be given make-up homework which will be due on Friday.
Week of December 11 to December 15: This week students will learn the difference between closed and open-ended questions, and learn how to use the RACECES approach (Restate, Answer, Cite, Explain, Cite, Explain, Sum-it-up) for responding to text-dependent open-ended questions. They will use these strategies to respond to the District Assessment on answering Text-Dependent Questions. Specifically, students will answer questions related to the Declaration of Independence having to do with conflicts between colonists and the English monarchy and colonists’ views of the monarchy as expressed in the Declaration. HOMEWORK due Friday, December 15: Read and Respond to three articles: Quotes from Declaration of Independence, Reading on Thomas Jefferson and on King George III.
Weeks of November 27 to December 1 and December 4 to December 8: These next two weeks students will continue their District Assessment quarterly Argument Essay on urging Colonial Loyalists to change their minds and support the Declaration of Independence, and practice using a rubric to self-grade and improve their work. They will also complete final edits on their Argument paper which will include using spell check and grammar check. HOMEWORK due December 1: Read and Respond to several articles about the American Revolution including Lexington and Concord and African Americans in the American Revolution. HOMEWORK due December 8: Declaration of Independence; What is Declaration of Independence; Women in American Revolution.
Thanksgiving Week! Week of November 20 - 22: During this short week, students will begin their Argument Essay on supporting the Declaration of Independence, and practice using a rubric to self-grade and improve their work. In honor of Thanksgiving there will be no homework this week. Homework will resume the week following the Thanksgiving Break.
Week of November 13 to 17: Having explored some of the causes (taxes and other outrages!) and events that contributed toward Colonists’ seeking independence from England, students will now turn their focus to the Declaration of Independence. Over the next few weeks, students will analyze this document and draw conclusions about its contents. They will use this as a foundation for writing a district assigned argument essay in which they attempt to persuade colonial Loyalists to switch sides and join Patriots in supporting the Declaration of Independence. Homework due November 17: Read and respond to "Idea Review", Who Had Better Chance of Winning [Revolution]; Declaration of Independence.
Week of October 23 to October 27: This week students will begin their exploration of the many complex reasons and events that led to the Declaration of Independence. They will analyze the evolution of “American” nationalism, as well as specific events such as the Boston Massacre, The Stamp Act, the Intolerable Acts, and more. In addition, they will look into the idea of taxation, what taxes were used for then and how they are used today, and James Otis’ battle cry of “No Taxation without Representation.” This will led to an analysis of the Declaration of Independence, and writing an Argument Paper in which students attempt to change Loyalists’ minds to support the Declaration. Homework due on Friday, October 27: Read and respond to 4 articles: The Middle Colonies; The Southern Colonies; Taxes are Here to Stay; Indentured Servants.
Week of October 16 to October 20: This week students will shift their attention from Jamestown and the Pilgrims to the development of the original 13 colonies. They will examine how and why each colony was founded, what life was like in each original colony and how these early beginnings continue to be felt by residents today. This will include early colonists’ relations with Native Americans who were already here, and the development of slavery, particularly in Southern colonies. Furthermore, they will consider what colonies had in common and how they worked together, but also those things that they did not have in common and how that was felt in terms further development of the nation. HOMEWORK DUE Friday, October 20: Read and respond to several articles: The First American Colonies; Colonies in the United States; The Colonies; New England Colonies.
Week of October 10 to October 13: This week students will learn about who the Pilgrims were, the reasons they left England (and the related contradictions in their subsequent behavior), and what they found when they arrived. Next they will analyze the Mayflower Compact both in terms of content (what it says), the larger ideas expressed within, and what they can learn from the Pilgrims based on the Compact. HOMEWORK THIS WEEK: Did They Land Before Columbus? Why Settlers Came; New England Colonies. Due Friday.
Week of October 2 to October 6: This coming week students will be reading primary and secondary documents about Christopher Columbus and the Amazon Rain Forest. They will read passages, analyze the content, and respond with what is being claimed in each document and cite their evidence for this claim. Below is Christopher Columbus' letter to Queen Isabella about his impressions of the Natives when he arrived not in India, but in the New World! Did you know that Christopher Columbus never stepped foot on what is now the American mainland?
Primary source document
Written By Christopher Columbus to Queen Isabella of Spain:
Following is a letter that Christopher Columbus sent to Queen Isabella about the people he met when he first landed in what he thought was India (it turned out he was on an island south of what is now the United States).
These people in the Caribbean have no creed [religion]and they are not idolaters [people who pray to idols], but they are very gentle and do not know what it is to be wicked, or to kill others, or to steal…and they are sure that we are from heaven…So your Highnesses should resolve make them Christians, for I believe that if you begin, in a little while you will achieve the conversion of a great number of people to our holy faith [turn a lot of people into Christians], with the acquisition [getting] of great lordships and riches and all their inhabitants for Spain. For without doubt there is a very great amount of gold in these lands.
The people of this island [Hispaniola], and of all the others that I have found and seen or not seen, all go naked, men and women, just as their mothers bring them forth although some women cover a single place with the leaf of a plant, or a cotton something which they make for that purpose. They have no iron or steel, nor do any weapons….They have no other weapons than the stems of reeds…on the end of which they fix little sharpened stakes. Even these they dare not use...they are incurably timid.
They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything they owned. They do not bear arms [have weapons], and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance [not knowing something]. With fifty men we could subjugate [over-power] them all make them do whatever we want.
It appears to me, that the people are ingenious [very smart and capable], and would be good servants and I am of opinion that they would very readily become Christians, as they appear to have no religion. They very quickly learn words that are spoken to them. If it pleases our Lord, I intend [plan] at my return to carry home six of them to your Highness, that they may learn our language.
Primary source document
Written By Christopher Columbus to Queen Isabella of Spain:
Following is a letter that Christopher Columbus sent to Queen Isabella about the people he met when he first landed in what he thought was India (it turned out he was on an island south of what is now the United States).
These people in the Caribbean have no creed [religion]and they are not idolaters [people who pray to idols], but they are very gentle and do not know what it is to be wicked, or to kill others, or to steal…and they are sure that we are from heaven…So your Highnesses should resolve make them Christians, for I believe that if you begin, in a little while you will achieve the conversion of a great number of people to our holy faith [turn a lot of people into Christians], with the acquisition [getting] of great lordships and riches and all their inhabitants for Spain. For without doubt there is a very great amount of gold in these lands.
The people of this island [Hispaniola], and of all the others that I have found and seen or not seen, all go naked, men and women, just as their mothers bring them forth although some women cover a single place with the leaf of a plant, or a cotton something which they make for that purpose. They have no iron or steel, nor do any weapons….They have no other weapons than the stems of reeds…on the end of which they fix little sharpened stakes. Even these they dare not use...they are incurably timid.
They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything they owned. They do not bear arms [have weapons], and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance [not knowing something]. With fifty men we could subjugate [over-power] them all make them do whatever we want.
It appears to me, that the people are ingenious [very smart and capable], and would be good servants and I am of opinion that they would very readily become Christians, as they appear to have no religion. They very quickly learn words that are spoken to them. If it pleases our Lord, I intend [plan] at my return to carry home six of them to your Highness, that they may learn our language.
Week of September 25 to September 29: Over the next two weeks, students will begin their exploration of European’s arrival to the “New World.” Through web quests, research, and using primary and secondary sources, students will learn about why early settlers choose to leave Europe (with focus on England) and make new lives in the new world. They will research Roanoke, the Jamestown Settlement, Pilgrims, the Mayflower Compact, and the eventual development of the American colonies. This lays groundwork for understanding the causes for the Declaration of Independence and the American Revolution. HOMEWORK DUE: Students should read and respond to questions for three articles: Where They Here First? Early Americans; Nomadic History.
In addition, this coming week students will be reading primary and secondary documents about Christopher Columbus and the Amazon Rain Forest. They will read passages, analyze the content, and respond with what is being claimed in each document and cite their evidence for this claim. Below is Christopher Columbus' letter to Queen Isabella about his impressions of the Natives when he arrived not in India, but in the New World! Did you know that Christopher Columbus never stepped foot on what is now the American mainland?
Primary source document
Written By Christopher Columbus to Queen Isabella of Spain:
Following is a letter that Christopher Columbus sent to Queen Isabella about the people he met when he first landed in what he thought was India (it turned out he was on an island south of what is now the United States).
These people in the Caribbean have no creed [religion]and they are not idolaters [people who pray to idols], but they are very gentle and do not know what it is to be wicked, or to kill others, or to steal…and they are sure that we are from heaven…So your Highnesses should resolve make them Christians, for I believe that if you begin, in a little while you will achieve the conversion of a great number of people to our holy faith [turn a lot of people into Christians], with the acquisition [getting] of great lordships and riches and all their inhabitants for Spain. For without doubt there is a very great amount of gold in these lands.
The people of this island [Hispaniola], and of all the others that I have found and seen or not seen, all go naked, men and women, just as their mothers bring them forth although some women cover a single place with the leaf of a plant, or a cotton something which they make for that purpose. They have no iron or steel, nor do any weapons….They have no other weapons than the stems of reeds…on the end of which they fix little sharpened stakes. Even these they dare not use...they are incurably timid.
They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything they owned. They do not bear arms [have weapons], and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance [not knowing something]. With fifty men we could subjugate [over-power] them all make them do whatever we want.
It appears to me, that the people are ingenious [very smart and capable], and would be good servants and I am of opinion that they would very readily become Christians, as they appear to have no religion. They very quickly learn words that are spoken to them. If it pleases our Lord, I intend [plan] at my return to carry home six of them to your Highness, that they may learn our language.
In addition, this coming week students will be reading primary and secondary documents about Christopher Columbus and the Amazon Rain Forest. They will read passages, analyze the content, and respond with what is being claimed in each document and cite their evidence for this claim. Below is Christopher Columbus' letter to Queen Isabella about his impressions of the Natives when he arrived not in India, but in the New World! Did you know that Christopher Columbus never stepped foot on what is now the American mainland?
Primary source document
Written By Christopher Columbus to Queen Isabella of Spain:
Following is a letter that Christopher Columbus sent to Queen Isabella about the people he met when he first landed in what he thought was India (it turned out he was on an island south of what is now the United States).
These people in the Caribbean have no creed [religion]and they are not idolaters [people who pray to idols], but they are very gentle and do not know what it is to be wicked, or to kill others, or to steal…and they are sure that we are from heaven…So your Highnesses should resolve make them Christians, for I believe that if you begin, in a little while you will achieve the conversion of a great number of people to our holy faith [turn a lot of people into Christians], with the acquisition [getting] of great lordships and riches and all their inhabitants for Spain. For without doubt there is a very great amount of gold in these lands.
The people of this island [Hispaniola], and of all the others that I have found and seen or not seen, all go naked, men and women, just as their mothers bring them forth although some women cover a single place with the leaf of a plant, or a cotton something which they make for that purpose. They have no iron or steel, nor do any weapons….They have no other weapons than the stems of reeds…on the end of which they fix little sharpened stakes. Even these they dare not use...they are incurably timid.
They brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks bells. They willingly traded everything they owned. They do not bear arms [have weapons], and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance [not knowing something]. With fifty men we could subjugate [over-power] them all make them do whatever we want.
It appears to me, that the people are ingenious [very smart and capable], and would be good servants and I am of opinion that they would very readily become Christians, as they appear to have no religion. They very quickly learn words that are spoken to them. If it pleases our Lord, I intend [plan] at my return to carry home six of them to your Highness, that they may learn our language.
Week of September 19 to 22: This week, students will select from a choice of DBQs so that they can practice using and analyzing primary and secondary sources to learn more about the richness of Native American cultures and civilizations. This is laying the foundation for understanding both how European “settlers” or perhaps “invaders, impacted these civilizations and how they took the continent for their own. HOMEWORK due on Friday, September 22: Nomads; America at What Cost? Native American Homes.
Below and following are descriptions of our work last year in Grade 8 Social Studies. Reviewing these postings will provide information on last year's work and serve as an overall preview of things to come this coming school year.
Week of June 12 to June 16: These final weeks of the year, students will focus first on an overview of the Civil War in order to get a sense of causes and impacts, then work in teams to investigate a civil rights action from the 1950s, 60s, or 70s. (Brown v. Board of Education, Rosa Parks, Freedom Riders, Nashville sit-in, etc.)) and select one on which to focus. Once they have selected their civil rights action, they will develop a list of questions they want to research, then begin to research to find answers to their questions. They will organize and present their findings and conclusions to classmates using their choice of poster, PowerPoint, video presentation, photo display, or other ideas they may have. By the end of this unit students will:
- KNOW several causes of the Civil War beyond slavery (e.g. economic differences between North and South)
- DEFINE Reconstruction.
- KNOW what the 13th, 14th, and 15th Amendments called for.
- Be able to DESCRIBE several Civil Rights Actions that took place during the 1950s, 60s, and 70s and ANALYZE why Civil Rights Actions were taking place at the time.
- GENERATE questions to research and answer
- ANALYZE contributing factors to their selected Civil Rights Action
- KNOW the specific history and details of the problem they select
- ORGANIZE their own research
- Be able to ORGANIZE and PRESENT findings and conclusions on their selected problem
- DEVELOP solutions to the world problem they investigate
Week of June 5 to June 9: This week, students will complete their Argument essay. Having worked on how to structure an argument essay, consider audience and tone in the essay, make claims, and develop and find reasons and evidence for their claim, students will use these last few days of writing to focus on the final parts of writing a paper which includes editing and using a rubric to self-score their paper and make necessary improvements. Next, students will select from a choice of web quests to learn about various elements of the American Civil War. Choices include focus on causes, people, and battles. Beginning next week, students will select an Act of Civil Disobedience from the 1950s, 60s, and 70s, and begin researching and investigating causes, impacts, and long-term changes to society. HOMEWORK: Articles about the Causes of the American Civil War, and Peer Pressure. Homework is due on Friday, June 9.
Week of May 30 to June 2: During the next week, students will continue their work on their Argument essay. They will focus on structuring their argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations. By the end of these two weeks students will:
Week of May 23 to May 26: During the next two weeks, students will research, develop, and write an Argument essay. They will have several question options to choose from. Students may choose to write about an invention or inventor from 1800 to 1900 that had the greatest impact of American culture and society, select either Thomas Edison or Alexander Graham Bell as “Inventor of the Century” or explore whether industrialization either helped or harmed society as a whole. In writing their essay, students will deepen their understanding of structuring an argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations.
Week of May 15 to May 19: Students will begin the week by sharing what they learned about their inventor and invention with other students, and will draw conclusions about how various inventions changed individual’s lives and society in general. Next, and for the remainder of the next two weeks, students will write an Argument essay. They will have several question options to choose from (see attached). Topics will include structuring an argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations. By the end of these two weeks students will:
May 8 to May 12: This week students will consolidate and organize their research on their selected invention and inventor so that they can develop a rubric-driven presentation through which they can integrate their learning while also using the presentation to teach other students what they learned about their invention and inventor. They will include information on what the invention is used for, when and where it was invented, how the invention improved peoples’ lives, biographical and background information on the inventor, and related information. Presentation options will include making a brochure introducing the invention, making a commercial, writing a letter to a friend about the invention, making a poster, writing a newspaper article, or other ideas students may have. Toward the end of the week students will present what they learned about their invention to other students and begin writing an Argument Essay. Through developing these presentations students will:
April 24 to May 5: Over the next two weeks, students will continue their exploration of the Industrial Revolution with a focus on immigrants, immigration, and inventors and inventions. Students will do a web quest through which they will learn about the immigration waves of the 1800s in order to draw conclusions about where immigrants came from, why them came to the United States, and what their lives were like here. Next, students will become experts on an invention and its inventor. They will research the invention and inventor by considering the purpose and inspiration for the invention and how and why the particular inventor came up with the idea. This will result in a presentation to classmates about their inventor/invention which will then be used by students to consider who should receive an “Invention of the Century” Award as a guiding question for an argument paper. By the end of these investigations students will:
Week of May 30 to June 2: During the next week, students will continue their work on their Argument essay. They will focus on structuring their argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations. By the end of these two weeks students will:
- LIST what should be included in an Argument Essay
- USE an organizer to help organize and develop their writing
- WRITE an argument essay that includes an introduction, background information, claims, counter-claims, evidence and warrants, and a conclusion.
- Homework: Read and Respond to several articles: Immigration and why and how people came to America; The Lives of Immigrants during the late 1800s; Cool to Be Kind about developing empathy for others. Homework is due on Friday.
Week of May 23 to May 26: During the next two weeks, students will research, develop, and write an Argument essay. They will have several question options to choose from. Students may choose to write about an invention or inventor from 1800 to 1900 that had the greatest impact of American culture and society, select either Thomas Edison or Alexander Graham Bell as “Inventor of the Century” or explore whether industrialization either helped or harmed society as a whole. In writing their essay, students will deepen their understanding of structuring an argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations.
Week of May 15 to May 19: Students will begin the week by sharing what they learned about their inventor and invention with other students, and will draw conclusions about how various inventions changed individual’s lives and society in general. Next, and for the remainder of the next two weeks, students will write an Argument essay. They will have several question options to choose from (see attached). Topics will include structuring an argument essay, considering audience and tone in the essay, making a claim, writing an introduction, finding and using primary and secondary sources for evidence and how to integrate evidence into the essay, writing a rebuttal, writing a conclusion, reviewing and editing their work, and using a rubric to understand and meet expectations. By the end of these two weeks students will:
- Be able to DESCRIBE and EXPLAIN identified facts and statistics about their assigned invention/inventor, and MAKE GENERALIZATIONS about the impacts of inventions in the 1800s and today
- LIST what should be included in an Argument Essay
- USE an organizer to help organize and develop their writing
- WRITE an argument essay that includes an introduction, background information, claims, counter-claims, evidence and warrants, and a conclusion.
- USE a rubric to guide their writing.
- HOMEWORK resumes this week. Students are to read and respond to 4 articles: Machines for the Industrial Revolution; Child Labor, Making Cloth in the Industrial Revolution; Practicing Mindfulness in Schools.
May 8 to May 12: This week students will consolidate and organize their research on their selected invention and inventor so that they can develop a rubric-driven presentation through which they can integrate their learning while also using the presentation to teach other students what they learned about their invention and inventor. They will include information on what the invention is used for, when and where it was invented, how the invention improved peoples’ lives, biographical and background information on the inventor, and related information. Presentation options will include making a brochure introducing the invention, making a commercial, writing a letter to a friend about the invention, making a poster, writing a newspaper article, or other ideas students may have. Toward the end of the week students will present what they learned about their invention to other students and begin writing an Argument Essay. Through developing these presentations students will:
- KNOW and EXPLAIN basic factual information about their selected invention
- DESCRIBE how their invention enhanced peoples’ lives,
- SUMMARIZE important information about the inventor,
- DEVELOP an ENGAGING and creative presentation that helps other students learn the most important information about their selected invention
- ANALYZE how inventions and the industrial revolution changed and helped expand the developing United States.
- There will be no homework this week. Social Studies Homework will resume next week.
April 24 to May 5: Over the next two weeks, students will continue their exploration of the Industrial Revolution with a focus on immigrants, immigration, and inventors and inventions. Students will do a web quest through which they will learn about the immigration waves of the 1800s in order to draw conclusions about where immigrants came from, why them came to the United States, and what their lives were like here. Next, students will become experts on an invention and its inventor. They will research the invention and inventor by considering the purpose and inspiration for the invention and how and why the particular inventor came up with the idea. This will result in a presentation to classmates about their inventor/invention which will then be used by students to consider who should receive an “Invention of the Century” Award as a guiding question for an argument paper. By the end of these investigations students will:
- Be able to EXPLAIN the big idea of immigration and who immigrants were (e.g. where came from, why came, etc.).
- UNDERSTAND why and how many immigrants were taken advantage of and DESCRIBE some steps that were taken to help immigrants have better lives
- LIST which countries most immigrants came from and the reasons they came
- DESCRIBE how immigrants overall affected the development of the United States then and now
- UNDERSTAND that some immigrants came by choice and many did not.
- UNDERSTAND and DESCRIBE the impacts of various inventions on people and society and DRAW CONCLUSIONS about the similarities of the invention revolution of the 1800s and the technology revolution of today.
- For more information on inventions and inventors click HERE and HERE
- HOMEWORK: There will be no homework during these weeks due to SBAC testing at school.
April 3 to April 13: Over the next two weeks, students will investigate the Industrial Revolution. They will begin with an overview… what was the Industrial Revolution? Why did it happen? What were some of its impacts on society, class structure, individuals and families, women, children, people of color? Where and how did immigration and immigrants fit into the Industrial Revolution? In what ways did the Industrial Revolution benefit as well as harm society overall? Next, students will explore that immigration waves of the 1800s in order to learn where immigrants came from, why them came to the United States, and what their lives were like here. Web Sites students are using in their investigation include: History of the Industrial Revolution and Impacts of Industrial Revolution on Women, Children, Immigrants. By the end of these investigations students will:
- Be able to DEFINE the Industrial Revolution
- KNOW approximately when it happen
- UNDERSTAND the reasons behind the Industrial Revolution
- Be able to DESCRIBE how the Industrial Revolution changed the United States and its cultures and citizens
- UNDERSTAND and DESCRIBE impacts on various groups including women, children, people of color, and immigrants.
- UNDERSTAND and DESCRIBE the impacts of various inventions on people and society
- UNDERSTAND the big idea of immigration and who immigrants were (e.g. where came from, why came, etc.).
- HOMEWORK for Week of April 3 to April 7: Industrial Revolution Part 1; Industrial Revolution Part 2; Labor and the Industrial Revolution; Due Friday, April 7
- HOMEWORK for Week of April 10 to 13: Women Get the Vote; Empire Built on Paper. Due Thursday, April 13.
Week of March 27 to March 31: This next week students will explore and analyze the Bill of Rights so that they can understand the obvious as well as subtle meanings of each of the first Ten Amendments to the Constitution. They will study the content of each Amendment then apply each Amendment to various real life situations, deciding if an action was legal or illegal according to the Bill of Rights, and defend their reasoning. HOMEWORK: Please note: Some students were given the choice of no homework or doing homework for extra credit because they have turned in all homework assignments this quarter! If you would like to know your scholar’s homework status, please contact me. The Homework assignment this week is to read and respond to articles about The Bill of Rights, Branches of Government, Branches of Government In Depth, and a news article about a Teenager Running for City Council in a Town in Georgia.
Week of March 20 to March 24: This week students will apply their learning about the United States Constitution in order to develop presentations for other students which shows how the Constitution is organized and the main idea of the Preamble and each of the seven Articles. This will include using wording from the Constitution itself, interpreting what the wording requires and implies, and drawing or locating illustrations which demonstrate each Article’s intention. HOMEWORK: Complete analysis of the Constitution using assigned secondary and primary sources. The assigned secondary source, started in class, is due on Wednesday. The primary source work is due Friday.
Week of March 20 to March 24: This week students will apply their learning about the United States Constitution in order to develop presentations for other students which shows how the Constitution is organized and the main idea of the Preamble and each of the seven Articles. This will include using wording from the Constitution itself, interpreting what the wording requires and implies, and drawing or locating illustrations which demonstrate each Article’s intention. HOMEWORK: Complete analysis of the Constitution using assigned secondary and primary sources. The assigned secondary source, started in class, is due on Wednesday. The primary source work is due Friday.
Week of March 13 to March 17: This week students will finish reading and respond to a secondary source that provides background and information about the Constitution, then read parts of the Constitution (primary source) and analyze selected articles from the Constitution so that they can better understand the Constitution’s overall purpose, contents, and importance in our country today. Toward the end of the week, students will begin to apply rights from the Bill of Rights to better understand the importance of these first ten Amendments to the Constitution and how they affect our lives today. By the end of the week students will:
Homework: Making of Constitution; Checks and Balances, Power of Legislative Branch; Shooting of Trayvon Martin Impacts. Homework is due on Friday, March 17.
Week of March 6: This week students will read and analyze primary and secondary sources to learn that the United States was founded by agreement, first through the Articles of Confederation, then to the United States Constitution (click for background information and text of Constitution) which is still in force today. They will finish analyzing the strengths and weaknesses of the Articles, and discover why the Constitution was written. Next, students will read and respond to a secondary source that provides background and information about the Constitution. Following this, they will read parts of the Constitution (primary source) and analyze selected articles from the Constitution so that they can better understand the Constitution’s overall purpose, contents, and importance in our country today. By the end of the week students will:
Week of February 28 to March 3: This week students will read and analyze primary and secondary sources to learn that the United States was founded by agreement, first through the Articles of Confederation, then to the United States Constitution which is still in force today. They will analyze the strengths and weaknesses of the Articles, and discover why the Constitution was written. This will lay the foundation for understanding how the Constitution creates and defines the government that we use today. By the end of this week students will:
- KNOW that the Constitution is still in force today
- UNDERSTAND the contents of Constitution in terms of defining the United States Government structure
- UNDERSTAND that the Constitution defined the government in some very specific ways such as creating and defining the three branches of government
- INTERPRET and UNDERSTAND selected parts of the Constitution in the original language
- CHART the Constitution and Bill of Rights in order to better understand the big idea of both.
- EXPLAIN the differences between the Secondary and Primary Sources regarding the Constitution.
Homework: Making of Constitution; Checks and Balances, Power of Legislative Branch; Shooting of Trayvon Martin Impacts. Homework is due on Friday, March 17.
Week of March 6: This week students will read and analyze primary and secondary sources to learn that the United States was founded by agreement, first through the Articles of Confederation, then to the United States Constitution (click for background information and text of Constitution) which is still in force today. They will finish analyzing the strengths and weaknesses of the Articles, and discover why the Constitution was written. Next, students will read and respond to a secondary source that provides background and information about the Constitution. Following this, they will read parts of the Constitution (primary source) and analyze selected articles from the Constitution so that they can better understand the Constitution’s overall purpose, contents, and importance in our country today. By the end of the week students will:
- KNOW that it was very difficult to create a government
- KNOW that the Articles of Confederation were first attempt
- KNOW included all 13 colonies to work together and no king or president
- KNOW that Articles lasted only 8 years
- UNDERSTAND Articles had many weaknesses and KNOW what some of those were
- UNDERSTAND that the Articled led to the Constitution.
- ANALYZE several examples in the Articles for strength or weakness
- ANALYZE the first the Articles from the Articles
- KNOW that the Constitution is still in force today
- UNDERSTAND the contents of Constitution in terms of defining the United States Government structure
Week of February 28 to March 3: This week students will read and analyze primary and secondary sources to learn that the United States was founded by agreement, first through the Articles of Confederation, then to the United States Constitution which is still in force today. They will analyze the strengths and weaknesses of the Articles, and discover why the Constitution was written. This will lay the foundation for understanding how the Constitution creates and defines the government that we use today. By the end of this week students will:
- KNOW that it was very difficult to create a government
- KNOW that the Articles of Confederation were first attempt
- KNOW included all 13 colonies to work together and no king or president
- KNOW that Articles lasted only 8 years
- UNDERSTAND Articles had many weaknesses and KNOW what some of those were
- UNDERSTAND that the Articled led to the Constitution.
- ANALYZE several examples in the Articles for strength or weakness
- ANALYZE the first the Articles from the Articles
- HOMEWORK THIS WEEK: In recognition of the last week of Black History Month, students will read articles about Maya Angelou, Marian Anderson, and The early Mali Empire in Africa. In addition, given all the media about refugees and political asylum, students will review a current events article which helps clarify what a refugee is and the reasons that people might seek political asylum. Homework is due on Friday, March 3.
Weeks of January 30 and February 6, 2017: This next two weeks, students will continue writing their argument essay on Native American Removal in response to the prompt: If you had been an early American settler, would you have supported or opposed continued Native American Removal? Students will work on structuring an argument essay, audience and tone for writing the essay, writing an introduction to an argument essay, defining, identifying and using various types of evidence, identifying and writing a rebuttal, writing a conclusion, and using a rubric to understand and meet expectations. Homework for week of January 30: In recognition of the beginning of Black History Month, students will about the first African Americans to contribute to American Literature, and about Bessie Coleman (click name for more information!) and all that she faced to become the first African American Female Pilot. Homework for week of February 6: One article on the Trail of Tears; 2 Native American Fables, and one New Article on protest responses to President Trump’s inauguration and policies. Homework is due on Fridays.
Week of January 23: This week students will be working on the complex task of writing an argument essay. Writing an argument essay for Social Studies requires learning about and then analyzing historical events, developing and synthesizing conclusions, making or responding to claims about these events, then finding and explaining evidence to support those claims. Students have been exploring the Indian Removal Act and the Trail of Tears. See last week's entry for some links that will provide more information on these transformative events. In their essay, students will write either supporting Indian Removal as a means toward Westward expansion, or against Indian Removal as an injustice toward existing nations and peoples. Homework for week of January 30: Students read and respond to two articles about Native American Removal and one article on President Obama’s farewell. Some homework may be a little different based on modifications. If you are curious for more information about writing argument essays, two good resources are argument writing and a very thorough explanation from The University at North Carolina.
Week of January 17, 2017: This week, students will complete their research and background on Americans moving West and expanding across the Continent. Studies will focus on how expansion impacted settlers, pioneers, the country in general, and particularly Native Americans. Students will then use this information to develop an argument essay (District Assessment) either supporting or opposing the United States’ Indian Removal Policies whereby Native Americans were forced off their lands (Follow the link for a Cherokee Nation perspective on The Trail of Tears) and made to move west onto Reservations. Homework this week: Early Trail Systems (routes Pioneers used to move West), Prairie Schooners (Covered Wagons), Pioneer Life, Population Growth in the 1800s, and an article about Gabby Douglas, an Olympic Athlete who is addressing bullying in the United States.
Essential Questions:
Week of January 9, 2017: This week, students will learn about the history of how the expansion of the United States during and after the Colonial Period into the 1800s impacted and devastated Native American Nations. This will include learning about the Louisiana Purchase, the War of 1812, and the challenges and triumphs of settlers and pioneers. They will analyze the meaning and implications of “Manifest Destiny,” focus on Native American cultures and their efforts to survive the onslaught of expansion, the role of various historical figures (Tecumseh, Andrew Jackson, etc.), and ultimately about the Trail of Tears. This background investigation will prepare students to write an argument essay on Native American Removal. Homework this week is to read and answer analysis questions about the Louisiana Purchase of 1803, and the War of 1812.
Week of December 19: This week students will complete their examination and analysis of the Declaration of Independence in order to understand the reason it was written, its main ideas, and its contents. Next they will explore the challenges Founding Fathers faced after the Revolution as they developed a new government for a brand new nation unlike any that had existed before, and will examine and analyze the Articles of Confederation to understand it’s strengths and weaknesses and ultimately why it was abandoned in favor of the United States Constitution. Essential Questions: What do we mean by “freedom” and “independence”? How does the Declaration of Independence create and shape us as a nation and as individuals today? Where does government come from? Who “organizes” a government? How do governments remain “stable”? What were some of the challenges Founding Fathers faced in organizing a government? What does it mean for citizens to live in a “democratic republic”? The text of the original Declaration is included here, with some additional historical background. Homework this week is to read two articles about important historical figures. First is Thomas Jefferson who, among other things, was the primary author the Declaration and also the third president of the United States. The other is Martha Washington, wife of George Washington and influential in her own right. Click on the green link to learn more about each of these people. NOTE: As a reward for completing and submitting excellent homework, those students with a combined homework grade of B or above are EXCUSED from this week's homework. Those with a C or below are required to complete this week's homework. Students were told today if they need to do the homework this week or not. Those students who were excused may do the homework as extra credit, but it is not required this week. Regular required homework will continue after the break.
Week of December 12: This week students will examine and analyze the Declaration of Independence in order to understand the reason it was written, its main ideas, and its contents. Some questions they will look at in their investigation include: What was the Declaration of Independence? Why was it and is it important today? How does the Declaration of Independence create and shape us as a nation and as individuals today? Homework this week is to read and analyze background about the Declaration including some primary source documents; Read and respond to an article about African-Americans in the Revolution, and an update on the Dakota Pipeline from Newsela.com. For more background information on the Declaration of Independence, click here.
Week of December 5: The first part of the week, students will finish their analysis of primary and secondary documents, via a DBQ so they can draw conclusions about the causes and reasons for the writing of the Declaration of Independence and the American Revolution. Next, they will integrate and present their findings via a PowerPoint presentation, a poster, or a 500 word essay. Toward the end of the week, students will begin their analysis of the Declaration of Independence in order to understand its contents and implications for the country in which we live today. HOMEWORK this week is to read about Paul Revere’s famous ride; The American Revolution, Who Had a Better Chance of Winning; Women in the American Revolution and Young People and Listening to Music through Headphones. This work will be due on Friday.
Week of November 28: This week students will analyze primary and secondary documents, via a Document Based Question (DBQ) that will help them better understand the causes and reasons for the writing of the Declaration of Independence and the American Revolution. Once they have analyzed the documents, they will integrate and present their understandings of these causes via a PowerPoint presentation, a poster, or a 500 word essay. HOMEWORK this week, which was distributed before the break to give students some additional time, is to read and write about the events, ideas, and actions that ultimately led to the American Revolution. This work is due on Friday and information from the homework will be included in this week’s weekly quiz. To learn more about the events leading to the American Revolution click here.
November 14 – November 23, 2016: This week and next students will learn the geography of the 13 colonies and how location and climate affected how people lived and traded. They will also compare and contrast the reason each Colony was founded and basic information about each colony to learn how they were coming together as a country and how they still had differences. This will provide background for the events leading to the Declaration of Independence and eventually the American Revolution. Student will explore events leading to the Declaration and the War through Document Based Questions (DBQs). HOMEWORK: Read and respond to two Newsela articles: "Indian War of Independence" and Syrian Refugee Family Living in California. Due November 18. To learn more about the events leading to the American Revolution click here.
Week of November 7: NOTE: THIS IS THE FIRST WEEK OF THE NEW MARKING PERIOD! Students are finishing their exploration of the presidential election with a focus on the hows and whys of the Electoral College. Next, they will continue to chart the physical geography of the original 13 colonies, the reasons each colony was founded and by whom, and the regional differences between the colonies and how these would affect the developing country for years to come. HOMEWORK: Students are to complete an exploration of the Tuskegee Airmen and their impact on us today. This will be due on Thursday. In addition, students are completing a background packet on the Pilgrims and the Mayflower Compact.
Week of October 31: This week and next students will resume their exploration of early US history by reading and analyzing the Mayflower Compact and learning about the context in which it was written and its role as the precursor to the Constitution. In the middle of the week, they will view videos and read background information in preparation for the Off-Broadway production Black Angels Over Tuskegee. Next they will learn locations of United States Landforms such as the Atlantic Ocean, the Appalachian Mountains, etc., and the reason each Colony was founded and basic information about each colony. This will provide background for the events leading to the Declaration of Independence and eventually the American Revolution so that they can analyze parts of the Declaration of Independence and take a stand (argument writing) on participation in the American Revolution. Homework for Week of October 31: Please note this homework is due Thursday November because students will be out on a Field Trip on Friday, November 4. Students are to read and respond to three articles: Indentured Servants, Southern Colonies; Syrian Refugees.
Week of January 17, 2017: This week, students will complete their research and background on Americans moving West and expanding across the Continent. Studies will focus on how expansion impacted settlers, pioneers, the country in general, and particularly Native Americans. Students will then use this information to develop an argument essay (District Assessment) either supporting or opposing the United States’ Indian Removal Policies whereby Native Americans were forced off their lands (Follow the link for a Cherokee Nation perspective on The Trail of Tears) and made to move west onto Reservations. Homework this week: Early Trail Systems (routes Pioneers used to move West), Prairie Schooners (Covered Wagons), Pioneer Life, Population Growth in the 1800s, and an article about Gabby Douglas, an Olympic Athlete who is addressing bullying in the United States.
Essential Questions:
- Why were Native Americans consistently forced west as Europeans coming to America moved westward? How did Native Americans resist? What led to their defeat?
- How did Americans in the 1800s justify Native American removal?
- How did this historical period help shape the country we live in today?
- What is valid evidence and what is not?
- How do I organize a major argument paper to use my time most efficiently?
Week of January 9, 2017: This week, students will learn about the history of how the expansion of the United States during and after the Colonial Period into the 1800s impacted and devastated Native American Nations. This will include learning about the Louisiana Purchase, the War of 1812, and the challenges and triumphs of settlers and pioneers. They will analyze the meaning and implications of “Manifest Destiny,” focus on Native American cultures and their efforts to survive the onslaught of expansion, the role of various historical figures (Tecumseh, Andrew Jackson, etc.), and ultimately about the Trail of Tears. This background investigation will prepare students to write an argument essay on Native American Removal. Homework this week is to read and answer analysis questions about the Louisiana Purchase of 1803, and the War of 1812.
- What does Manifest Destiny mean? What might be some “manifest destiny” for you?
- Why were Native Americans consistently forced west as Europeans coming to America moved westward? How did Native Americans resist? What led to their defeat?
- How did Americans in the 1800s justify Native American removal?
- How did this historical period help shape the country we live in today?
- What hardships did Americans face while moving west?
- Were there alternatives to Native American removal?
Week of December 19: This week students will complete their examination and analysis of the Declaration of Independence in order to understand the reason it was written, its main ideas, and its contents. Next they will explore the challenges Founding Fathers faced after the Revolution as they developed a new government for a brand new nation unlike any that had existed before, and will examine and analyze the Articles of Confederation to understand it’s strengths and weaknesses and ultimately why it was abandoned in favor of the United States Constitution. Essential Questions: What do we mean by “freedom” and “independence”? How does the Declaration of Independence create and shape us as a nation and as individuals today? Where does government come from? Who “organizes” a government? How do governments remain “stable”? What were some of the challenges Founding Fathers faced in organizing a government? What does it mean for citizens to live in a “democratic republic”? The text of the original Declaration is included here, with some additional historical background. Homework this week is to read two articles about important historical figures. First is Thomas Jefferson who, among other things, was the primary author the Declaration and also the third president of the United States. The other is Martha Washington, wife of George Washington and influential in her own right. Click on the green link to learn more about each of these people. NOTE: As a reward for completing and submitting excellent homework, those students with a combined homework grade of B or above are EXCUSED from this week's homework. Those with a C or below are required to complete this week's homework. Students were told today if they need to do the homework this week or not. Those students who were excused may do the homework as extra credit, but it is not required this week. Regular required homework will continue after the break.
Week of December 12: This week students will examine and analyze the Declaration of Independence in order to understand the reason it was written, its main ideas, and its contents. Some questions they will look at in their investigation include: What was the Declaration of Independence? Why was it and is it important today? How does the Declaration of Independence create and shape us as a nation and as individuals today? Homework this week is to read and analyze background about the Declaration including some primary source documents; Read and respond to an article about African-Americans in the Revolution, and an update on the Dakota Pipeline from Newsela.com. For more background information on the Declaration of Independence, click here.
Week of December 5: The first part of the week, students will finish their analysis of primary and secondary documents, via a DBQ so they can draw conclusions about the causes and reasons for the writing of the Declaration of Independence and the American Revolution. Next, they will integrate and present their findings via a PowerPoint presentation, a poster, or a 500 word essay. Toward the end of the week, students will begin their analysis of the Declaration of Independence in order to understand its contents and implications for the country in which we live today. HOMEWORK this week is to read about Paul Revere’s famous ride; The American Revolution, Who Had a Better Chance of Winning; Women in the American Revolution and Young People and Listening to Music through Headphones. This work will be due on Friday.
Week of November 28: This week students will analyze primary and secondary documents, via a Document Based Question (DBQ) that will help them better understand the causes and reasons for the writing of the Declaration of Independence and the American Revolution. Once they have analyzed the documents, they will integrate and present their understandings of these causes via a PowerPoint presentation, a poster, or a 500 word essay. HOMEWORK this week, which was distributed before the break to give students some additional time, is to read and write about the events, ideas, and actions that ultimately led to the American Revolution. This work is due on Friday and information from the homework will be included in this week’s weekly quiz. To learn more about the events leading to the American Revolution click here.
November 14 – November 23, 2016: This week and next students will learn the geography of the 13 colonies and how location and climate affected how people lived and traded. They will also compare and contrast the reason each Colony was founded and basic information about each colony to learn how they were coming together as a country and how they still had differences. This will provide background for the events leading to the Declaration of Independence and eventually the American Revolution. Student will explore events leading to the Declaration and the War through Document Based Questions (DBQs). HOMEWORK: Read and respond to two Newsela articles: "Indian War of Independence" and Syrian Refugee Family Living in California. Due November 18. To learn more about the events leading to the American Revolution click here.
Week of November 7: NOTE: THIS IS THE FIRST WEEK OF THE NEW MARKING PERIOD! Students are finishing their exploration of the presidential election with a focus on the hows and whys of the Electoral College. Next, they will continue to chart the physical geography of the original 13 colonies, the reasons each colony was founded and by whom, and the regional differences between the colonies and how these would affect the developing country for years to come. HOMEWORK: Students are to complete an exploration of the Tuskegee Airmen and their impact on us today. This will be due on Thursday. In addition, students are completing a background packet on the Pilgrims and the Mayflower Compact.
Week of October 31: This week and next students will resume their exploration of early US history by reading and analyzing the Mayflower Compact and learning about the context in which it was written and its role as the precursor to the Constitution. In the middle of the week, they will view videos and read background information in preparation for the Off-Broadway production Black Angels Over Tuskegee. Next they will learn locations of United States Landforms such as the Atlantic Ocean, the Appalachian Mountains, etc., and the reason each Colony was founded and basic information about each colony. This will provide background for the events leading to the Declaration of Independence and eventually the American Revolution so that they can analyze parts of the Declaration of Independence and take a stand (argument writing) on participation in the American Revolution. Homework for Week of October 31: Please note this homework is due Thursday November because students will be out on a Field Trip on Friday, November 4. Students are to read and respond to three articles: Indentured Servants, Southern Colonies; Syrian Refugees.
October 24, 2016: Students continue their exploration of the early beginnings of the United States from the moment humans arrived on this continent to the writing of the Declaration of Independence.
At present, students are completing their analysis of the Mayflower Compact, the document written and agreed to by the Separatists and Strangers on the Mayflower before arriving on Cape Cod, and used in part as a basis for the United States Constitution. Over the next few weeks, students will focus on how and why the early colonies came into being, how the colonies began to form an identity as a nation, and the events leading to the Declaration of Independence and eventually the American Revolution. Students will end the quarter by analyzing portions of the Declaration of Independence in order to understand the reason colonists felt the need to write the Declaration and writing an argument paper to convince other colonists to support the Declaration of Independence. HOMEWORK on OCTOBER 24: Students are to read four articles: "Taxes are Here to Stay; Early Colonies Overview; Third Presidential Debate; Middle Colonies. These readings are due on Friday, October 28.
The Tuskegee Airmen! Tuskegee Airmen summary: Tuskegee Airmen is the name given to members of the U.S. Army Air Force units in World War II that were mostly African American flyers and maintenance crews, though a few white officers and trainers were also involved. The group accomplished many things even though they faced a lot of resistance from the formerly all-white Army Air Corps. Although the best-known Tuskegee Airmen were the fighter pilots of the 332nd Pursuit Group (99th, 100th, 301st, and 302nd fighter squadrons), the 477th Bombard Group (the first black bomber group) was also part of the Tuskegee Airmen. Pilots, navigators, bombardiers, maintenance and support staff, and instructors all played a role. To learn more about the Tuskegee Airmen click here.
HOMEWORK Policy: Students receive a homework packet every Monday which contains the upcoming week's homework. The packets are due each Friday. There will be a quiz each Friday which will reflect the week's homework and classwork. Each night I will assign a portion of the homework to be completed that evening, to help students pace themselves for successful completion of the entire packet. In most cases, homework consists of reading for information and responding to comprehension and drawing conclusion types of questions. Each week's packet will require some short essay writing. Packet's are modified to student's individual needs to ensure that all students will be able to complete the work successfully.
Grading Policy: Homework will count as 20% of a student's final grade each quarter. Classwork and Participation/Effort will count as 30% each quarter, and is graded using a "Participation Rubric" (see attachment below). Tests, Major Projects, and Writing Projects will count as 50% of a student's final grade.
What is the Electoral College?
The citizens of the United States do not elect their president directly. When Americans cast their vote for a presidential candidate, they are really voting for an elector — a delegate pledged to vote for that same candidate. There are 538 such electors chosen in every presidential election. To learn more, click here |
Questions, concerns, information? Please submit and I will get back to you as soon as possible!
|