cis curriculum maps 2014

CIS Curriculum Maps 2014 Class Title: Literature Grade Level: 8th

Nine Weeks: 1 Unit: Short Stories

Concepts/Content Desired Outcomes

Summarizing nonfiction and fiction texts Analyzing details in a text Plot Structure (exposition, rising action, climax, falling action, resolution) Plot (subplot, parallel episodes) Conflict (internal and external) Characterization (static and dynamic, direct and indirect) Motivation Setting Mood Theme Irony Foreshadowing Author Style Genre Vocabulary acquisition Context clues Connotation, denotation Comprehension questions Analytical discussion questions Constructed response

R.L.8.1 Cite text evidence, analysis of explicit and implicit meaning RL.8.2 Determine theme and analyze its development, relationship to characters, setting, plot; summarize RL.8.3 Analyze how lines of dialogue or events propel action, reveal character, provoke decision RL.8.4 Determine meaning of words and phrases - figurative, connotative; analyze word choice; allusion RL.8.5 Compare and contrast structure of 2 texts and analyze how differing structure contributes to meaning and style RL.8.6 Analyze dramatic irony - different points of view - creates suspense or humor RL.8.9 Analyze how modern fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 complexity band independently and proficiently L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases (use context, use affixes and roots, consult references) L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings L.8.6 Vocabulary acquisition L.8.10 Read a range of text types, from a broad range of cultures and periods

CIS Curriculum Maps 2014

(stories, dramas, poetry, literary nonfiction, historical, scientific, and technical texts) W.8.1 Write arguments to support claims with clear reasons and relevant evidence W.8.3 Write narratives to develop real or imagined experiences W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

CIS Curriculum Maps 2014 Nine Weeks: 2 Unit: Non-Fiction and Novel


Summarizing nonfiction and fiction texts Analyzing details in a text Plot Structure (exposition, rising action, climax, falling action, resolution) Plot (subplot, parallel episodes) Conflict (internal and external) Characterization (static and dynamic, direct and indirect) Motivation Setting Mood Theme Irony Foreshadowing Author Style Genre Vocabulary acquisition Context clues Connotation, denotation Comprehension questions Discussion skills and etiquette Analytical discussion questions Constructed response Evaluation of a play Evaluation of a novel Comparing written stories and live theatre Synthesizing ideas from multiple texts to form a conclusion

R.L.8.1 Cite text evidence, analysis of explicit and implicit meaning RL.8.2 Determine theme and analyze its development, relationship to characters, setting, plot; summarize RL.8.3 Analyze how lines of dialogue or events propel action, reveal character, provoke decision RL.8.4 Determine meaning of words and phrases - figurative, connotative; analyze word choice; allusion RL.8.5 Compare and contrast structure of 2 texts and analyze how differing structure contributes to meaning and style RL.8.6 Analyze dramatic irony - different points of view - creates suspense or humor RL.8.7 Analyze the extent to which a live production of a story or drama stays faithful to or departs from the text, evaluating choices made by the director or actors RL.8.9 Analyze how modern fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 complexity band independently and proficiently L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases (use context, use affixes and roots, consult references) L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings L.8.6 Vocabulary acquisition L.8.10 Read a range of text types, from a broad range of cultures and periods


(stories, dramas, poetry, literary nonfiction, historical, scientific, and technical texts) RI.8.1 Cite the textual evidence to support analysis of text meaning explicit and implicit RI.8.2 Determine central idea of text and analyze its development; summarize RI.8.4 Determine meaning of words and phrases; analyze impact of word choice on meaning and tone RI.8.6 Determine an author’s point of view or purpose; analyze how author acknowledges and responds to conflicting evidence RI.8.9 Analyze a case in which two or more texts provide conflicting information and identify where texts disagree on matters of fact or interpretation

W.8.1 Write arguments to support claims with clear reasons and relevant evidence W.8.2 Write explanatory texts to examine a topic and convey ideas W.8.3 Write narratives to develop real or imagined experiences W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

CIS Curriculum Maps 2014 Nine Weeks: 3 Unit: Non-Fiction, Poetry, Oral Tradition


Summarizing nonfiction and fiction texts Analyzing details in a text Plot Structure (exposition, rising action, climax, falling action, resolution) Plot (subplot, parallel episodes) Conflict (internal and external) Characterization (static and dynamic, direct and indirect) Motivation Setting Mood Theme Irony Foreshadowing Author Style Genre Poetry: Assonance, Dissonance, Alliteration, Symbolism, simile, imagery, metaphor, allusion, onomatopoeia, tone, couplet, quatrain, meter, rhyme Types of Poetry: Elegy, sonnet, ode, ballad, lyric, free verse, narrative, epic Vocabulary acquisition Context clues Connotation, denotation Comprehension questions Discussion skills and etiquette Analytical discussion questions Constructed response Poetry analysis Oral tradition analysis Comparing written stories across genre and theme Synthesizing ideas from multiple texts to form a conclusion

L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases (use context, use affixes and roots, consult references) L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings L.8.6 Vocabulary acquisition L.8.10 Read a range of text types, from a broad range of cultures and periods (stories, dramas, poetry, literary nonfiction, historical, scientific, and technical texts) RI.8.1 Cite the textual evidence to support analysis of text meaning explicit and implicit RI.8.2 Determine central idea of text and analyze its development; summarize RI.8.3 Analyze how a text makes connections between individuals, ideas, events RI.8.4 Determine meaning of words and phrases; analyze impact of word choice on meaning and tone RI.8.5 Analyze the structure of a paragraph, including role of sentences in developing and refining a key concept RI.8.6 Determine an author’s point of view or purpose; analyze how author acknowledges and responds to conflicting evidence RI.8.7 Evaluate the advantages and disadvantages of using different mediums (print, digital, video, multimedia) to present topic or idea RI8.8 Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence relevant and sufficient; recognize irrelevant evidence RI.8.9 Analyze a case in which two or more texts provide conflicting information and identify where texts disagree on matters of fact or interpretation


RI.8.10 Read and comprehend complex nonfiction R.L.8.1 Cite text evidence, analysis of explicit and implicit meaning RL.8.2 Determine theme and analyze its development, relationship to characters, setting, plot; summarize RL.8.3 Analyze how lines of dialogue or events propel action, reveal character, provoke decision RL.8.4 Determine meaning of words and phrases - figurative, connotative; analyze word choice; allusion RL.8.5 Compare and contrast structure of 2 texts and analyze how differing structure contributes to meaning and style RL.8.6 Analyze dramatic irony - different points of view - creates suspense or humor RL.8.9 Analyze how modern fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 complexity band independently and proficiently W.8.1 Write arguments to support claims with clear reasons and relevant evidence W.8.2 Write explanatory texts to examine a topic and convey ideas W.8.3 Write narratives to develop real or imagined experiences W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

CIS Curriculum Maps 2014 Nine Weeks: 4 Unit: Novel, Non-Fiction, Interdisciplinary Unit


Summarizing nonfiction and fiction texts Analyzing details in a text Plot Structure (exposition, rising action, climax, falling action, resolution) Plot (subplot, parallel episodes) Conflict (internal and external) Characterization (static and dynamic, direct and indirect) Motivation Setting Mood Theme Irony Foreshadowing Author Style Genre Vocabulary acquisition Context clues Connotation, denotation Comprehension questions Discussion skills and etiquette Analytical discussion questions Constructed response Evaluation of a novel Comparing written stories across genre and theme Synthesizing ideas from multiple texts to form a conclusion

L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases (use context, use affixes and roots, consult references) L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings L.8.6 Vocabulary acquisition L.8.10 Read a range of text types, from a broad range of cultures and periods (stories, dramas, poetry, literary nonfiction, historical, scientific, and technical texts) RI.8.1 Cite the textual evidence to support analysis of text meaning explicit and implicit RI.8.2 Determine central idea of text and analyze its development; summarize RI.8.3 Analyze how a text makes connections between individuals, ideas, events RI.8.4 Determine meaning of words and phrases; analyze impact of word choice on meaning and tone RI.8.5 Analyze the structure of a paragraph, including role of sentences in developing and refining a key concept RI.8.6 Determine an author’s point of view or purpose; analyze how author acknowledges and responds to conflicting evidence RI.8.7 Evaluate the advantages and disadvantages of using different mediums (print, digital, video, multimedia) to present topic or idea RI8.8 Evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and evidence relevant and sufficient; recognize irrelevant evidence RI.8.9 Analyze a case in which two or more texts provide conflicting information and identify where texts disagree on matters of fact or interpretation RI.8.10 Read and comprehend complex nonfiction


R.L.8.1 Cite text evidence, analysis of explicit and implicit meaning RL.8.2 Determine theme and analyze its development, relationship to characters, setting, plot; summarize RL.8.3 Analyze how lines of dialogue or events propel action, reveal character, provoke decision RL.8.4 Determine meaning of words and phrases - figurative, connotative; analyze word choice; allusion RL.8.5 Compare and contrast structure of 2 texts and analyze how differing structure contributes to meaning and style RL.8.6 Analyze dramatic irony - different points of view - creates suspense or humor RL.8.9 Analyze how modern fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 complexity band independently and proficiently W.8.1 Write arguments to support claims with clear reasons and relevant evidence W.8.2 Write explanatory texts to examine a topic and convey ideas W.8.3 Write narratives to develop real or imagined experiences W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

CIS Curriculum Maps 2014 Class Title: English Grade Level: 8th

Nine Weeks: 1st Unit: Grammar (punctuation and citations)

Concepts/Content Desired Outcomes Concepts/Content

• Proper usage of commas, semi-colons, and colons

• Parenthetical citations • Works Cited page

Main Outcomes: 1. Students will demonstrate correct placement of punctuation in their written work. 2. Students will correctly cite (following the MLA format) researched information within the essay. 3. Students will produce a proper Works Cited page (following the MLA format) for all cited

sources. Power Standards:

• Use punctuation to indicate a pause or break. • Gather relevant information from multiple sources, and quote the data while avoiding plagiarism

and following a standard format for citation.


Nine Weeks: 2nd Unit: Grammar (word usage)


• Vocabulary • Verbs

Main Outcomes: 1. Students will recognize passive verbs and replace with active verbs. 2. Students will use a thesaurus to utilize stronger terms. 3. Students will understand verb tense and consistently apply it to their writing.

Power Standards: • Use grade-appropriate words • Consult reference materials to find information on a word • Recognize and correct inappropriate shifts in verb voice and mood • Form and use verbs in the active and passive voice


Nine Weeks: 1st Unit: Narrative Writing


• Telling stories about self • Expanding moments • Writing for an audience

Main Outcomes: 1. Students will recognize and connect with desired audience through tools such as hooks and

figures of speech. 2. Students will address the five senses throughout their writing as a way to describe particular

moments of their narratives. 3. Students will produce stories with clear beginnings, middles, and ends. 4. Students will re-read and revise product through one-on-one editing with me. 5. Students will provide a life lesson at the end.

Power Standards: • Engage reader by establishing a point-of-view • Use dialogue, description, and reflection to develop story • Provide a conclusion that reflects on the experience • Produce clear and coherent writing • Strengthen writing by revising, editing, and rewriting


Nine Weeks: 2nd Unit: 10-Chapter Stories


• Creative writing • Plot and character development • Story telling

Main Outcomes: 1. Students will develop and organize a story with a complete beginning, middle, and end. 2. Students will create and develop characters to tell the story. 3. Students will identify and write to their desired audience. 4. Students will identify core components of story-telling and apply understanding to books read

the rest of the year. Power Standards:

• Engage the reader by establishing a point-of-view and introducing characters • Organize an event sequence that unfolds naturally and logically • Use techniques such as dialogue, pacing, and description to develop events and/or characters • Use precise words and phrases, descriptive details, and sensory language to capture the action

and convey events.


Nine Weeks: 3rd Unit: Argumentative Writing


• Write persuasively • Personal examples • Compromises • Proof/research • Citations

Main Outcomes: 1. Students will clearly argue one side of a topic. 2. Students will identify and rebut the opposing viewpoint. 3. Students will conclude with a compromise in an effort to end the argument. 4. Students will provide examples for each of their reasons, including at least one personal example. 5. Students will provide researched evidence to support each of their reasons. 6. Students will correctly cite all research following the MLA format. 7. Students will include a Works Cited page following the MLA format. 8. Students will re-read and revise product through one-on-one editing with me.

Power Standards: • Introduce claim and distinguish claim from opposing claim • Support claim with logical reasoning and evidence from credible source • Provide a concluding statement that supports the argument presented • Produce clear and coherent writing • Gather relevant information from multiple sources, and quote the data while avoiding plagiarism

and following a standard format for citation • Strengthen writing by revising, editing, and rewriting


Nine Weeks: 4th Unit: Informative Writing


• Teaching the reader • Research • Citations

Main Outcomes: 1. Students will instruct the reader on a topic as a teacher instructs a student. 2. Students will provide research to help support their “lesson.” 3. Students will correctly cite research following the MLA format. 4. Students will include a Works Cited page following the MLA format. 5. Students will provide examples to help demonstrate their “lesson.” 6. Students will re-read and revise work based on one-on-one editing with me.

Power Standards: • Introduce a topic clearly; organize ideas and information • Develop the topic with relevant facts, concrete details, quotations, or other information and

examples • Establish and maintain a formal style • Conduct research projects to answer a question • Gather relevant information from multiple sources, and quote the data while avoiding plagiarism

and following a standard format for citation. • Produce clear and coherent writing • Strengthen writing by revising, editing, and rewriting

CIS Curriculum Maps 2014 Class Title: 8th Grade Math Grade Level: 8th

Nine Weeks: 1st Unit: CCSS Unit 1: Real Numbers and Exponents

Concepts/Content Desired Outcomes Distinguish between rational and irrational numbers. (8.NS.1)

Convert a decimal expansion which repeats eventually into a rational number. (8.NS.1)

Convert a fraction into a repeating decimal. (8.NS.1)

Find rational approximations of irrational numbers. (8.NS.2)

Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line, and estimate the value of expressions.(8.NS.2)

Evaluate square roots of small perfect squares and cube roots of small perfect cubes. (8.EE.2)

Use square root and cube root symbols to solve and represent solutions of equations. (8.EE.2)

Apply the properties of integer exponents to generate equivalent numerical expressions. (8.EE.1)

Estimate very large or very small quantities using a single digit times a power of ten. (8.EE.3)

Know that there are numbers that are not rational, and approximate them by rational numbers. Work with radicals and integer exponents.

CIS Curriculum Maps 2014 Express how much larger one number expressed as a single digit times a power of ten is than another in the context of the situation. (8.EE.3) Express numbers in scientific notation. (8.EE.4)

Perform operations with numbers expressed in scientific notation and a mix of scientific notation and decimal notation. (8.EE.4)

Choose appropriate units of measurements for a given number in scientific notation. (8.EE.4)

Interpret scientific notation that has been generated by technology. (8.EE.4)


Nine Weeks: 1st Unit: CCSS Unit 2: Expressions and Equations

Concepts/Content Desired Outcomes Simplify linear expressions utilizing the distributive property and collecting like terms. (8.EE.7) Create a multi-step linear equation to represent a real-life situation. (8.EE.7) Solve equations with linear expressions on either or both sides including equations with one solution, infinitely many solutions, and no solutions. (8.EE.7) Give examples of and identify equations as having one solution, infinitely many solutions, or no solutions. (8.EE.7)

Analyze and solve linear equations.


Nine Weeks: 2nd Unit: CCSS Unit 3: Congruence & Similarity

Concepts/Content Desired Outcomes Describe a series of transformations that exhibits congruence between two congruent figures. (8.G.2) Describe transformations (dilations, translations, rotations, and reflections) with words and with coordinates. Note that dilations can have centers other than (0,0). (8.G.3) Describe a series of transformations that exhibits similarity between two similar figures. (8.G.4) Find the measures of angles using transversals, the sum of angles in a triangle, the exterior angles of triangles. (8.G.5) Determine if triangles are similar using the angle-angle criterion. (8.G.5) Justify congruence or similarity of figures using a series of transformations. (8.G.2 and 8.G.4)

Understand congruence and similarity using physical models, transparencies, or geometry software.


Nine Weeks: 2nd Unit: CCSS Unit 4: Functions

Concepts/Content Desired Outcomes Verify that a relationship is a function or not. (8.F.1) Reason from a context, graph, or table after knowing which quantity is the input and which is the output. (8.F.1) Represent and compare functions numerically, graphically, verbally and algebraically. (8.F.2) Interpret equations in form y = mx + b as a linear function. (8.F.3) Determine whether a function is linear or non-linear. (8.F.3) Identify and contextualize the rate of change and the initial value from tables, graphs, equations, or verbal descriptions. (8.F.4) Construct a model for a linear function. (8.F.4) Describe the qualities of a function using a graph (e.g., where the function is increasing or decreasing). (8.F.5) Sketch a graph when given a verbal description of a situation. (8.F.5) Compare graphs, tables, and equations of proportional relationships. (8.EE.5)

Understand the connections between proportional relationships, lines, and linear equations. Define, evaluate, and compare functions.

CIS Curriculum Maps 2014 Graph proportional relationships and interpret the unit rate as the slope. (8.EE.5) Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane. (8.EE.6) Derive the equation y = mx for a line through the origin and y = mx + b for a line intercepting the vertical axis at. (8.EE.6)


Nine Weeks: 3rd Unit: CCSS Unit 5: Linear Relationships

Concepts/Content Desired Outcomes Estimate solutions by graphing equations. (8.EE.8) Solve systems by graphing, substitution, or elimination (combination). (8.EE.8) Determine if a system has one solution, no solutions, or many solutions. (8.EE.8) Interpret the solution to a system of equations in context. (8.EE.8)

Analyze and solve linear equations and pairs of simulations linear equations.


Nine Weeks: 3rd Unit: CCSS Unit 6: Pythagorean Theorem

Concepts/Content Desired Outcomes Explain a proof of the Pythagorean Theorem and its converse. (8.G.6) Use the Pythagorean Theorem to solve for a missing side of a right triangle given the other 2 sides in both 2-D and 3-D problems. (8.G.7) Apply the Pythagorean Theorem to solve problems in real-world contexts. (8.G.7) Apply the Pythagorean Theorem to find the distance between two points in the coordinate system. (8.G.8)

Understand and apply the Pythagorean Theorem


Nine Weeks: 4th Unit: CCSS Unit 7: Volume

Concepts/Content Desired Outcomes Find the volume of rounded objects in real-world contexts. (8.G.9)

Give volume in terms of 𝜋 and using 𝜋≈3.14 or

227

. (8.G.9) Find a missing dimension given the volume of rounded object. (8.G.9)

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.


Nine Weeks: 4th Unit: CCSS Unit 8: Patterns & Bivariate Data

Concepts/Content Desired Outcomes Construct and interpret scatter plots and two-way tables for patterns such as positive or negative association, linearity or curvature, and outliers. (8.SP.1) Generate an approximate line of best fit. (8.SP.2) Use the equation of a linear model to solve problems in the context of bivariate measurement data. (8.SP.3) Interpret the slope and 𝑦-intercept of the line of best fit in context. (8.SP.3) Show that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. (8.SP.4) Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. (8.SP.4)

Use relative frequencies calculated for rows or columns to describe possible association between the two variables. (8.SP.4)

Investigate patterns of associations in bivariate data.

CIS Curriculum Maps 2014 Class Title: Physical Science Grade Level: 8th Grade


First Nine Weeks - 8th Grade Physical Science NGSS Science and Engineering Practices throughout MS-ETS1 Engineering Design and MS-PS2 Motion and Stability: Forces and Interactions

Unit 1 – Brainology

How do we harness science and the power of our brains to learn best?

1. Identify skills needed for the workforce of your future. 2. Explain what current research teaches about the brain and learning as it relates to the following terms: IQ

and growth of brain cells, potential, scotoma, conscious mind, subconscious mind, creative subconscious mind, prefrontal cortex, autonomic brain, reticular activating system (RAS), limbic system, amygdala, hippocampus, and dopamine.

3. Compare and contrast a fixed mind-set and a growth mind-set and apply this to maximize your learning potential.

4. Understand the importance of self-talk and affirmations in setting and achieving personal goals. 5. Develop and apply a personal learning plan for success in 8th grade science this year. This plan will be

refined and added to all year long!

Unit 2 – The Nature of Science

What is Science? How do we do Science?

1. Define science. Distinguish between the three main branches of science and the two branches of physical science.

2. Explain and apply all year long the ways scientists investigate nature. 3. Identify the steps or phases of the scientific method that scientists often use to solve problems. Apply these

steps or phases to hypothetical or real lab situations. 4. Describe why scientists use variables. Identify the independent variable, dependent variable, constants, and

controls used in an experiment. 5. Tell the difference between a theory and a scientific law. 6. Compare and contrast science and technology. Give examples of modern technologies and how they


benefit us. 7. Compare and contrast science and engineering. Identify some of the main areas of engineering and tell

what is studied or developed by each area. 8. Identify 3 types of graphs and explain the ways they are used. Use them appropriately to represent,

interpret, and analyze data in the lab.

Unit 3 - Laboratory Safety and Measurement Unit

How do we safely and accurately carry out scientific investigations?

1. Identify common laboratory equipment and safety devices found in the physical science lab. 2. Learn and practice AT ALL TIMES safe laboratory behavior and procedures while working in the lab. Master

these at the 93% level before beginning lab investigations. 3. Name the prefixes used in the SI system. 4. Identify the SI units and symbols for length, volume, mass, density, time, and temperature. 5. Properly use the SI system for measurements made in the lab. 6. Convert measurements from one SI unit to another. 7. Convert from other units of measure to SI using the factor-label method (Advanced). 8. Define and explain how to calculate density. Find the density of different objects in the lab. Solve density

problems using the equation D = m/V.

Unit 4 – The Physics of Motion (Chapter 2)

How do things move? How can we measure and study that?

1. Compare different frames of reference. Explain how the same motion looks different from two different frames of reference.

2. Tell the difference between: scalar and vector quantities, distance and displacement, speed and velocity, and instantaneous speed and average speed

3. Learn and apply the steps for solving physics problems given a known mathematical relationship between variables.

4. Measure and or calculate the speed of an object using the equation s = d/t.


5. Make and interpret a distance vs. time graph for a moving object. 6. Explain how velocity and acceleration are related. 7. Solve acceleration problems using the equation a = (vf-vi)/t 8. Make and interpret a velocity vs. time graph. 9. Describe what inertia is and how it is related to mass. 10. State Newton’s first law of motion and relate it to inertia.

Second Nine Weeks - 8th Grade Physical Science NGSS Science and Engineering Practices throughout MS-ETS1 Engineering Design and MS-PS2 Motion and Stability: Forces and Interactions MS - PS3 Energy

Unit 5A – Forces Why do things Move?

1. Read and research how the Wright Brothers were able to be the first to create a plane that flew.

Explain how they were “engineers first and pilots second”. 2. Apply the engineering design method to (1) understand the success of the Wright Brothers, and (2)

design a paper airplane to design specs. 3. Define potential energy and kinetic energy. 4. Use the law of conservation of energy to explain climbing and diving in an airplane. 5. REVIEW: Distinguish between speed and velocity and acceleration. Use the terms correctly in the

context of flying an airplane. 6. Explain what terminal velocity is and apply it to airplanes and skydiving. 7. Define what a force is. Explain how forces affect motion. 8. Distinguish between balanced forces and unbalanced forces. Learn to identify and illustrate all the

forces acting on a given object. Calculate and explain the net force in an illustrated situation. 9. Define, illustrate, and explain the 4 forces involved in the flight of an airplane. 10. (MS-PS2-4) Construct and present arguments using evidence to support the claim that gravitational

interactions are attractive and depend on masses of interaction objects.


11. Tell at least 5 differences between mass and weight. 12. REVIEW: State Newton’s 1st law of motion. 13. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object’s motion

depends on the sum of the forces on the object and the mass of the object (skater lab). Use a spreadsheet to collect data and generate a graph of lab results.

14. Write a formal lab report of this independent investigation of force and motion (Advanced). 15. Solve problems using Newton’s 2nd law of motion: F = m x a. 16. Solve problems to calculate the force of gravity on an object or to find its weight. (Advanced) 17. State Newton’s 3rd law of motion. Use it to identify action and reaction forces in everyday

examples. 18. (MS-PS2-1) Apply Newton’s third law of motion to a problem involving the motion of two colliding

objects. 19. Apply all 3 of Newton’s laws of motion to how an airplane moves.

Unit 5B – Forces How does an airplane fly?

1. REVIEW: Review and continue to apply these concepts from the last unit: kinetic energy,

potential energy, law of conservation of energy, balanced and unbalanced forces, Newton’s 3 laws of motion, 4 forces of flight.

2. Apply the Bernoulli principle to how a wing and a prop work. 3. Investigate the effect of increasing the payload of a plane on lift and take-off distance. 4. Investigate the conditions necessary to create the lift to take off in an airplane (and not stall it). 5. Investigate the effect of flaps on the drag and lift of an airplane. Use flaps to successfully to land an

airplane. 6. Define the 3 directions of motion of an airplane and explain what part of the plane is used to control

each. 7. Explain stability in a plane in terms of dihedral wings, the tail surfaces, and center of gravity

moments and tail moments.


8. Calculate torque or moment (Advanced). 9. Investigate how changing the aspect ratio of the wing changes the performance of a plane. 10. Explain how changing wing loading changes the performance of an airplane (Advanced only). 11. Apply the engineering design method to create a plane in Plane Maker that meets the design specs

and flies in Xplane. 12. (MS-ETS-2) Evaluate competing design solutions using a systematic process to determine how well

they meet the criteria and constraints of the problem. 13. (MS-ETS-3) AnalyzeData from tests to determine similarities and differences among several design

solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

14. (MS-ETS1-4) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Unit 6 - Energy (Chapters 4, 5, & 9) How is energy transferred and conserved?

1. Define and calculate work scientifically. 2. Define energy and tell how work and energy are related. 3. Define potential (3 different types) and kinetic energy and describe how they are related. 4. Calculate gravitational potential energy and kinetic energy. 5. (MS-PS3) Construct and interpret graphical displays of data to describe the relationships of kinetic

energy to the mass of an object and to the speed of an object. 6. Identify the 7 main sources of energy. Apply what we already know about the law of conservation of

energy to energy transfers from one source to another. 7. (MS-PS3-5) Construct, use, and present arguments to support the claim that when the motion energy of

an object changes, energy is transferred to or from that object. 8. Tell the difference between renewable and nonrenewable resources. Classify different types of

resources either renewable or nonrenewable. 9. Describe some of the problems associated with a dependence on fossil fuels.


10. (MS-PS3-3) Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.

11. (MS-PS3-4) Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in average kinetic energy of the particles as measured by the temperature of the sample.

Third Nine Weeks - 8th Grade Physical Science NGSS Science and Engineering Practices throughout MS-ETS1 Engineering Design and MS - PS3 Energy MS - PS4 Waves and Their Applications in Technologies for Information Transfer

Unit 7 - Electricity What is electricity and how can we safely use it?

1. Use a simple model of an atom to explain what static electricity is and the two charges involved. 2. Use that model to explain how objects become charged and why charged objects attract or repel each

other. 3. Identify 3 ways static charges can build up. 4. Explain what lightening is, what causes it, and how to be safe around it. 5. (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields

exist between objects exerting forces on each other even though the objects are not in contact. 6. Compare electric insulators and conductors. 7. Build a dry cell battery and learn how electricity can be produced from chemical energy. 8. Use a dry cell battery to investigate the movement of charges in an electric circuit. 9. Identify 3 sources of electric current. 10. Define and give the SI units for charge, current, voltage, and resistance. 11. Identify the parts of a simple electric circuit; draw simple circuit diagrams. 12. Compare series and parallel circuits. 13. Understand and avoid the dangers of household electricity. Recognize the function of circuit breakers and

fuses and other safety devices. 14. Use ohm’s law to solve problems involving the relationship between current, voltage, and resistance

(Advanced). 15. Solve problems to calculate power and electric energy usage (Advanced).


Unit 8 – Magnetism What creates a magnetic force and how can it be applied?

1. Review: Use a simple model of an atom to explain what electricity is and the difference between static

electricity and electric current. 2. Define magnetic poles and magnetic fields. 3. Explain why some things are magnetic and others are not. 4. Describe the magnetic field produced by an electric current. 5. Use the relationship between electricity and magnetism (electromagnetism) to explain: 6. How an electromagnet works 7. How an electric motor works 8. How a generator works 9. How a transformer works 10. Design and test your own experiment to determine what affects the strength of an electromagnet.

Represent your findings in a formal lab report. 11. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of magnetic forces.

Unit 9 – Waves How are waves used to transfer energy and send and store information?

1. Understand how waves are generated and what they carry. 2. Define mechanical waves. 3. Tell the difference between transverse and compressional waves. On a transverse wave label crests and

troughs, and on a compressional wave label compressions and rarefactions. 4. Define wavelength, frequency, and amplitude of a wave. Label them on both transverse and compressional

waves. 5. (MS-PS4-1) Use mathematical representations to describe a simple model for waves that includes how the

amplitude of a wave is related to the energy of a wave. 6. Explain and give common examples of the following wave behaviors:


a. Reflection (law of reflection) b. Refraction c. Diffraction d. Interference (constructive and destructive) e. Standing waves f. Resonance

7. Explain how sound waves are created, how they travel through different mediums, and what affects the speed of them.

8. Explain how electromagnetic waves are produced. 9. Identify the different parts of the electromagnetic spectrum. Give some properties and uses of each part. 10. Explain the duel nature of light theory (Advanced). 11. (MS-PS4-2) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through

various materials. 12. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized

signals (sent as wave pulses) are a more reliable way to encode and transmit information. 13. Distinguish light waves from sound waves in the following ways.

a. How they are made b. Type of wave c. How they move (speed and medium) d. How humans sense them e. Examples of how they are

i. Reflected ii. Refracted

iii. Diffracted iv. Interference

Engineering design contest – bobsleds 1. (MS-ETS-2) Evaluate competing design solutions using a systematic process to determine how well they meet

the criteria and constraints of the problem. 2. (MS-ETS1-4) Develop a model to generate data for iterative testing and modification of a proposed object,


tool, or process such that an optimal design can be achieved.

4th Nine Weeks - 8th Grade Physical Science NGSS Science and Engineering Practices throughout MS-PS1 Matter and Its Interactions

Unit 10 - Classification of Matter (Chapters 15-16) What is everything made of? How can we organize and understand the different

types of matter?

16. Review lab procedures and learn the names of 36 common pieces of lab equipment and what they are used for.

17. Review the difference between chemistry and physics. 18. All matter can be classified by its state of matter. Review the 4 states of matter. 19. All matter can be classified as either a pure substance or a mixture. Tell the difference between pure

substances and mixtures. 20. Pure substances are either elements or compounds. Identify common elements and compounds. 21. (MS-PS1-4) Develop a model that predicts and describes changes in particle motion, temperature, and state of

a pure substance when thermal energy is added. 22. Classify a mixture as heterogeneous or homogeneous. 23. Tell the difference between solutions (solute/solvent), colloids, and suspensions. (Advanced) 24. Tell the difference between chemical and physical properties and give examples of each. 25. Identify substances in the lab by their chemical and physical properties. Use physical properties and physical

means to separate a mixture in the lab. 26. Compare and contrast physical and chemical changes. Identify the signs of a chemical changes. 27. (MS-PS1-2) Analyze and interpret data on the properties of substances before and after the substances

interact to determine if a chemical reaction has occurred. 28. (MS-PS1-5) Develop and use a model to describe how the total number of atoms does not change in a

chemical reaction and thus mass is conserved. 29. Solve problems involving the mass of substances before and after chemical changes applying the law of

conservation of mass (Advanced). 30. Identify these 3 common gases by their gas tests in the lab: Oxygen, Hydrogen, Carbon Dioxide

Unit 11 – Elements and the Periodic Table (Chapters 17 and 19) What are the basic building blocks of matter and how are they different?


1. Identify the names and symbols of common elements (separate quiz on the 40 most common ones). 2. Review: Name and describe the parts of the atom (where they are located and their charges and the relative

scale of their sizes and the size of an atom in general). 3. Review what a model is and what it is used for. Summarize how the models of atoms and our understanding

of atoms have changed over time. 4. Identify quarks as subatomic particles of matter and explain how they were discovered. 5. Compute atomic mass and mass number of an atom. 6. Using the periodic table (atomic mass and atomic number), determine the correct number of protons,

neutrons, and electrons in a given atom and draw a Bohr model of that atom with the electrons in the correct energy levels.

7. Define and give examples of isotopes. (Advanced – correctly name and draw isotopes) 8. Interpret what the average atomic mass of an element represents. 9. Describe how Mendeleev/Moseley arranged the periodic table. Distinguish between periods and groups. 10. Classify an element as to: Metal/nonmetal/metalloid, Natural/synthetic, Solid/liquid/gas/noble gas, Group

name/period 11. Identify and element as a metal or nonmetal based on these properties: luster, ductility, malleability,

conduction of heat/electricity, common state of matter. 12. Relate where an elements is found on the periodic table to how many electrons are found in its outer energy

level. Draw electron dot diagrams for a given element. 13. Explain why elements in a family have the same properties.

Unit 12 – Chemical Bonds How are elements held together in compounds?

1. Describe how compounds are different from the elements from which they are made. 2. Explain what a chemical formula tells us. Identify the numbers of each atom in a given chemical formula. 3. State the reason why atoms form chemical bonds. 4. Describe ionic bonds and covalent bonds. Draw electron dot models to show how each type forms. 5. Determine whether atoms in a covalent bond share electrons equally or not. 6. Distinguish between a nonpolar covalent molecule and a polar covalent molecule. 7. Determine in the lab how compounds formed with ionic bonds are different from those formed with covalent

bonds. 8. Describe how atoms bond together in a metal and what unique properties that gives them. 9. (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended

structures.


10. Identify oxidation numbers for any given element. 11. Write formulas for ionic and covalent compounds from their chemical names. 12. Name a chemical compound from its formula for both ionic and covalent compounds. 13. Explain the unique properties of hydrates and give examples (Advanced). 14. (MS-PS1-3) Gather and make sense of information to describe that synthetic materials come from natural

resources and impact society.

Unit 13 – Chemical Reactions How and why do substances react?

1. Review the signs that a chemical reaction has taken place. 2. Review the law of conservation of mass and relate it to chemical reactions. Solve problems showing how

mass is conserved in a chemical reaction. 3. Define a chemical reaction; identify some common chemical reactions that take place in the world around

you. 4. Identify the reactants and products in a chemical reaction. 5. Define chemical equation. Explain what the different symbols used in a chemical equation mean (Table 1 pg

635). 6. Distinguish between what subscripts and coefficients are used for in chemical equations. 7. Apply the law of conservation of mass to balance chemical equations. 8. Communicate what happens in the lab by writing a balanced chemical equation for what is observed. 9. Name the 4 main types of reactions. Classify reactions as one of these. 10. Define and identify combustion reactions. 11. Using the patterns of the 4 main reaction types, predict what products will be made in a chemical reaction. 12. Explain the difference between endothermic and exothermic reactions. 13. (MS-PS1-6) Undertake a design project to construct, test, and modify a device that either releases or absorbs

thermal energy by a chemical process. 14. Identify 3 factors that affect the rate of a chemical reaction 15. Define catalysts and inhibitors and explain how they affect a reaction.

CIS Curriculum Maps 2014 Class Title: U.S. History Grade Level: 8th

Nine Weeks: 1st Unit: The Jefferson’s Presidency and the War of 1812


• XYZ Affair • Marbury vs. Madison • Judicial Review • Impressment • Embargo Act of 1807 • Tecumseh • War Hawks • War of 1812 • Battle of Lake Erie • Battle of Thames • Burning of

Washington • Treaty of Ghent • Battle of New Orleans • Lewis and Clark

Expedition

Main Ideas: 1. Students will be able explicate how Thomas Jefferson’s Presidency shaped and impacted the US. 2. Students will be able to identify the main results of the War of 1812 and how it shaped the growth

of American society. Power standards: • Students will understand the key philosophies of the Federalist and Antifederalist. • Students will be able to explain the Outcome of the Presidential Election of 1800. • Students will be able to explain how John Adams limit the success of Jefferson's presidency before

Jefferson even took Office. • Students will be able to elucidate the outcome of Marbury vs. Madison and what did it establish. • Students will be able to explain why purchasing the Louisiana territory was in direct violation of

Jefferson's principles. • Students will be able to explain why it important for the Lewis and Clark Expedition to have

Sacagawea’s help. • Students will be able to explain what the goals and accomplishments of the Lewis and Clark

Expedition. • Students will be able to explain the results of the Embargo Act of 1807 and why was it unpopular. • Students will be able to identify and explain some of the causes for the War of 1812. • Students will be able to explain the results of the Battle of Thames (immediate and long term). • Students will be able to explain why the Battle of New Orleans an important American victory. • Students will be able to explain some of the effects of the War of 1812 and how it impacted the growth of America.


Nine Weeks: 1st Unit: Jackson’s Presidency


• Andrew Jackson’s Presidency • Elections of 1824 and 1828 • Trail of Tears • National Bank • States Rights

Main Outcomes: 1. Learners will be able to identify and explain the 3 main issues that Jackson faced during his

presidency and how his decisions impacted our country. (States’ Rights, Native American Rights, War on the National Bank)

2. Learners will be able to judge if Andrew Jackson was a good President or bad President. Students will be able to support their opinion with detailed facts and information.

Power Standards: • Students will be able to identify the 4 candidates that ran for president in the Election of 1824 and

explain the impact of the election on the country as well as the election of 1828. • Students will be able to identify and explain key characteristics of Andrew Jackson that impacted

his Presidency. • Students will be able to identify the 5 Civilized Tribes be able to explain some of the ways the

Cherokee Indians tried to assimilate into white society. • Students will explain how the Supreme Court ruled on the Indian Removal Act and evaluate

Jackson’s decision not to uphold the Supreme Court’s ruling. • Students will be able to identify the 3 main regions of the United States and explain the 3 main

issues in this time period that caused sectional disputes. • Students will be able to explain what the Tariff of Abomination was and how Jackson responded

to South Carolina threat to secede. • Students will be able to explain the 3 main reasons Jackson opposed the National Bank and how

he destroyed the National Bank. • Students will be able to identify the caused the Panic of 1837 and its impact on American

society?


Nine Weeks: 1st Unit: Rising Tensions leading up to the Civil War


• Slavery • Compromise of 1850 • Fugitive Slave Act • Uncle Tom’s Cabin • Kansas-Nebraska Act • Dred Scott Case • Lincoln Douglas debate • John Brown and Harpers Fiery • Election of 1860

Main Outcomes: 3. Students will be able to explain the various social and political events that caused sectional tensions

in the U.S. 4. Students will be able to explicate how slavery impacted those sectional tensions and untimely helped

lead to the Civil War. Power Standards:

• What were the two different paths the North and South took economically leading up until the Civil War?

• What was the Compromise of 1850 and how did it impact the sectional tensions in the country?

• What was the Fugitive Slave act, why was it created, and what was the reaction by Northerners?

• Who wrote Uncle Tom’s Cabin and how did that book impact American’s view of slavery? • Explain the Kansas-Nebraska Act and how it caused tension in the country (elaborate on the

term Bleeding Kansas). • What political party split and created the Republican Party? Why did it split? • Who was Dred Scott? What were the events that caused and resulted from the Dred Scott

case? • How did the Lincoln Douglas debates help propel Lincolns career? • Who was John Brown and what events took placed at Harpers Fiery? How did those events

impact sectional tensions. • Who were the 4 political candidates who ran for president in 1860 and what was there

political parties/platform they were associated with? • What was the result of the election of 1860 and why was the South upset about the result? • What two ways did the North and Lincoln attempt to avoid the Civil War after South

Carolina seceded?


Nine Weeks: 1st Unit: Early Civil War Civil War 1860-1862


• Abraham Lincoln • Battle of Bull Run • Battle of Shiloh • Battle of Antietam • Civil War technology • Battlefield medicine

Main Outcomes: 1. Students will be able to describe how events early in the Civil War shaped and impacted the

Union strategy in the war and how it shaped Lincoln’s political decisions. 2. Students will be able to argue why the Civil War is considered a modern war and how

battlefield technology and medicine impacted the war. Power Standards:

• Students will be able to describe the events at Fort Sumter and the results of the confederate attack there.

• Students will be able to describe the importance of the Border States and what actions Lincoln took to ensure their stability in the union.

• Students will be able to identify and explain the strengths and weakness the North and South had in the Civil War.

• Students will be able to describe the strategies both the North and the South had in the war. • Students will understand the outcome and impact of the first Battle of Bull Run. • Students will be able to infer about the conditions Civil War soldiers had to endure. • Students will identify and understand the impact of new advancements in military

technology in the Civil war. • Students will be able to recognize the significance of Ulysses S. Grant’s as a general while

explaining the outcome of his victory at Shiloh and its impact. • Students will be able to explain the importance of the port of New Orleans in context to

Union and Confederate war strategies. • Students will evaluate the Battle of Antietam along with it outcome and impact on the war

and Lincoln’s political strategies.


Nine Weeks: 1st Unit: End of the Civil War Civil War 1863-1865


• Abraham Lincoln • Battle of Gettysburg • Siege of Vicksburg • Thirteenth Amendment • John Wilkes Booth • Emancipation Proclamation • 54th Massachusetts

Main Outcomes: 1. Students will be able to explain how the emancipation Proclamation impacted the War and how lead to the

creation of the 13th Amendment. 2. Students will be able to describe how certain battle and events of the war impacted the outcome of the war

and helped shape our country. Power Standards:

• Students will be able to explain the Emancipation Proclamation and be able to infer the reasoning behind

Lincoln deciding to pass the proclamation.

• Students will be able to recognize the significant contributions of African American troops in the Union

army.

• Students will be able to identify the economic impact of the Civil War on American society and be able to

explain how the Union and the Confederacy implemented policies to counter act the effects.

• Students will deduce the importance and impact women had in the Civil War.

• Students will analyze and explain the Battle of Gettysburg including its impact on the war.

• Students will be able to describe the importance of the Siege of Vicksburg including its impact on the

Confederate and union war effort.

• Students will be able to explain the significance of Sherman’s March to the Sea as well as its impact on the

war and the presidential election.

• Students will be able to explain the 13th Amendment and why it was necessary in order to abolish slavery.

• Students will be able to explain the circumstances leading up to Lincoln’s assassinate

• Students will analyze the impact of Lincoln’s assassinate on American society and Civil War Reconstruction.


Class Title: U.S. History Grade Level: 8th

Nine Weeks: 1st Unit: American Reconstruction


• Reconstruction

• Black Codes

• 14th Amendment

• Freedmen’s Schools

• Sharecropping

• Ku Klux Klan

• Plessey vs. Ferguson

• 15th Amendment

• Panic of 1873

• Compromise of 1877

• Carpetbagger

• Freedmen’s Bureau

• U.S. vs. Reese

• U.S. vs. Cruikshank

• Convict Lease System

Main Ideas: 1. Students will be able to explicate the main events of Reconstruction and how Reconstruction

impacted the development of America from 1865 until today. 2. Students will be able to explain if they believe Reconstruction was a success or failure, then plan

written explanation. Power standards:

• Students will be able to elucidate the key civil rights amendments and laws that were implemented during Reconstruction.

• Students will be able to explain the impact President Andrew Johnson had on reconstruction. • Students will be able to identify the underling tensions and resistance that hindered civil rights and

reconstruction. • Students will be able to explicate the main systems used in the South to exploit African American

labor and suppress civil rights. • Students will be able to formulate how the Ku Klux Klan shaped and impacted the development of

civil rights. • Students will be able to explain the results of the election of 1868 and the impact Ulysses S. Grant’s

presidency had on reconstruction. • Students will be able to identify the Supreme Court rulings and events that limited the

effectiveness of reconstruction. • Students will be able to recognize the long term success and failures of Reconstruction.


Nine Weeks: 1st Unit: America after Reconstruction: Rise of a World Power and WWI


• Progressivism • 19th Amendment • Imperialism • Yellow Journalism • Spanish American War • WWI • Trench warfare • Zimmermann

Telegram • Fourteen Points • Treaty of Versailles • Red Scare

Main Outcomes: 3. Students will be able to explain how Women’s Civil Rights compared to African American Civil Rights.

a. Students compare and contrast the Discourse on Women to the Declaration of Independence. 4. Students will be able to identify the main causes and outcomes of Imperialism on American global power. 5. Students will be able to identify the outcomes of World War I and how those events shaped

American History. Power Standards:

• Students will understand how women’s roles expanded near the turn of the century. • Students will be able to explain how World War I influenced the passage if the 19th

Amendment. • Students will be able to explain how the Women’s suffrage movement was similar and different

from the African Americans’ struggle for civil rights. • Students will be able to explain what Imperialism is and helped motivate America to expand? • Students will be able to explain the main events of the Spanish American War and elucidate

how that war ties into American Imperialism. • Students will be able to explain the events that caused World War I. • Students will be able to clarify the importance of America’s entrance to the war. • Students will be able to identify and explain how the war opened up new job opportunities for

women as well as minorities. • Students will be able to identify the immediate and long term effects of World War I in world

politics, economics, and it’s implication in World War II.


Nine Weeks: 1st Unit: The Great Depression and World War II


• Progressivism • 19th Amendment • Imperialism • Yellow Journalism • Spanish American War • WWI • Trench warfare • Zimmermann

Telegram • Fourteen Points • Treaty of Versailles • Red Scare

Main Ideas: 3. Students will be able to explain how and why the US was able to transition out of the Great

Depression and into World War II. 4. Students will form and support an argument about whether or not the US was justified in using the

Atomic bomb. 5. Students will compare and contrast the American system of segregation and Japanese internment

to the Jewish Holocaust. a. Students will be able to identify why it is important to study the Holocaust.

Power standards: • Students will be able to explain why Hoover became unpopular as President following Market

crash. • Students will be able to explicate the 3 main goals of Roosevelt’s New Deal. • Students will be able to explain the main event and policies of the Great Depression. • Students will be able to categorize who the main Allied and Axis countries were. • Students will be able to explain the main events that lead the US to enter into World War II. • Students will be able to elucidate how the US was able to mobilize and transform its economy for

the war • Students will be able to explain the main battles and events of World War II. • Students will be able to identify the main political leader and how they shaped the outcome of

World War II. • Students will be able to recognize how and why the US used the strategy if Island hopping in World

War II. • Students will be able to explain why and how the US detained Japanese American’s in internment

camps during World War II. • Students will summarizes the main outcomes of World War II and how those outcomes impacted

our modern world.

cis curriculum maps 2014

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