grade 8 social studies instructional guide

GRADE8SOCIALSTUDIESINSTRUCTIONALGUIDE

2020-21

Grades7and8:HistoryoftheUnitedStatesandNewYorkState

InGrades7and8,studentswillexaminetheUnitedStatesandNewYork

Statethroughahistoricallens.Thetwo-yearsequenceisarranged

chronologically,beginningwiththesettlementofNorthAmericaby

NativeAmericansandendingwithanexaminationoftheUnitedStates

inthe21stcentury.Althoughthecoursesemphasizetheskillof

chronologicalreasoningandcausation,thecoursesalsointegratethe

skillsandcontentfromgeography,politics,economy,andcultureinto

thestudyofhistory.

Teachersareencouragedtoincorporatelocalfeaturesofstatehistoryin

thecourse,suchastheDutchintheHudsonValley,theGermansinthe

SchoharieValley,theFrenchintheChamplainValley,FortNiagara,the

BrooklynNavalYard,theSenecaFallsConvention,UndergroundRailroad

locations,warmemorials,andotherfeaturesintheircommunity.

Grade8BPSInstructionalGuideforSocialStudiesSY2020-2021

NYSSocialStudiesStandards

Standard1:HistoryoftheUnitedStatesandNewYorkStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofmajorideas,eras,themes,developments,andturningpointsinthehistoryoftheUnitedStatesandNewYork.Standard2:WorldHistoryStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofmajorideas,eras,themes,developments,andturningpointsinworldhistoryandexaminethebroadsweepofhistoryfromavarietyofperspectives.Standard3:GeographyStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofthegeographyoftheinterdependentworldinwhichwelive—local,national,andglobal—includingthedistributionofpeople,places,andenvironmentsoverEarth’ssurface.Standard4:EconomicsStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofhowtheUnitedStatesandothersocietiesdevelopeconomicsystemsandassociatedinstitutionstoallocatescarceresources,howmajordecision-makingunitsfunctionintheUnitedStatesandothernationaleconomies,andhowaneconomysolvesthescarcityproblemthroughmarketandnonmarketmechanisms.Standard5:Civics,Citizenship,andGovernmentStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofthenecessityforestablishinggovernments;thegovernmentalsystemsoftheUnitedStatesandothernations;theUnitedStatesConstitution;thebasiccivicvaluesofAmericanconstitutionaldemocracy;andtheroles,rights,andresponsibilitiesofcitizenship,includingavenuesofparticipation.

UnifyingThemesofSocialStudies

The unifying Social Studies themes represent different lenses to be applied to the teaching and learning of the Key Ideas and ConceptualUnderstandingswithintheNYSFrameworkacrossallgrades,K-12.

1.IndividualDevelopmentandCulturalIdentity 6.Power,Authority,andGovernance2.Development,Movement,andInteractionofCultures 7.CivicIdealsandPractices3.Time,Continuity,andChange 8.Creation,Expansion,andInteractionofEconomicSystems4.Geography,Humans,andtheEnvironment 9.Science,Technology,andInnovation5.DevelopmentandTransformationofSocialStructures 10.GlobalConnectionsandExchange


NYSGrade8KeyIdeasKEYIDEASKeyIdeasarealignedtothestandardsandrepresentenduringunderstandingsthatshouldbethefocusofteachingandlearningforeachgrade.KeyIdeasaredesigned to address larger social studies perspectives, trends, and issues. Each grade level consists of eight to twelve Key Ideas, so these statements areintentionallyrichandsubstantial.

8.1RECONSTRUCTION:RegionaltensionsfollowingtheCivilWarcomplicatedeffortstohealthenationandtoredefinethestatusofAfricanAmericans.(Standards:1,4,5;Themes:MOV,SOC,CIV,ECO)8.2ACHANGINGSOCIETY:IndustrializationandimmigrationcontributedtotheurbanizationofAmerica.ProblemsresultingfromthesechangessparkedtheProgressivemovementandincreasedcallsforreform.(Standards:1,2,4;Themes:MOV,SOC,TECH,EXCH)8.3EXPANSIONANDIMPERIALISM:Beginninginthesecondhalfofthe19thcentury,economic,political,andculturalfactorscontributedtoapushforwestwardexpansionandmoreaggressiveUnitedStatesforeignpolicy.(Standards:1,2,3,5;Themes:GEO,GOV,CIV,ECO)8.4WORLDWARIANDTHEROARINGTWENTIES:Variousdiplomatic,economic,andideologicalfactorscontributedtotheUnitedStatesdecisiontoenterWorldWarI.InvolvementinthewarsignificantlyalteredthelivesofAmericans.PostwarAmericawascharacterizedbyeconomicprosperity,technologicalinnovations,andchangesintheworkplace.(Standards:1,2,4;Themes:SOC,GOV,ECO,TECH8.5GREATDEPRESSION:Economicandenvironmentaldisastersinthe1930screatedhardshipsformanyAmericans.Amidstmuchdebateabouttheappropriateroleofgovernment,PresidentFranklinD.RoosevelthelpedtocreateintensivegovernmentinterventionsintheUnitedStateseconomyandsociety.(Standards:1,3,5;Themes:TCC,SOC,GOV,ECO)8.6WORLDWARII:TheaggressionoftheAxispowersthreatenedUnitedStatessecurityandledtoitsentryintoWorldWarII.ThenatureandconsequencesofwarfareduringWorldWarIItransformedtheUnitedStatesandtheglobalcommunity.ThedamagefromtotalwarfareandatrocitiessuchastheHolocaustledtoacallforinternationaleffortstoprotecthumanrightsandpreventfuturewars.(Standards:1,2,3;Themes:TCC,GOV,TECH,EXCH)


8.7FOREIGNPOLICY:TheperiodafterWorldWarIIhasbeencharacterizedbyanideologicalandpoliticalstruggle,firstbetweentheUnitedStatesandcommunismduringtheColdWar,thenbetweentheUnitedStatesandforcesofinstabilityintheMiddleEast.Increasedeconomicinterdependenceandcompetition,aswellasenvironmentalconcerns,arechallengesfacedbytheUnitedStates.(Standards:1,2,4,5;Themes:TCC,GEO,ECO,EXCH)8.8DEMOGRAPHICCHANGE:AfterWorldWarII,thepopulationoftheUnitedStatesrosesharplyasaresultofbothnaturalincreasesandimmigration.PopulationmovementshaveresultedinchangestotheAmericanlandscapeandshiftingpoliticalpower.Anagingpopulationisaffectingtheeconomyandstrainingpublicresources.(Standards:1,3,4,5;Themes:ID,GEO,SOC,GOV,ECO)8.9DOMESTICPOLITICSANDREFORM:ThecivilrightsmovementandtheGreatSocietywereattemptsbypeopleandthegovernmenttoaddressmajorsocial,legal,economic,andenvironmentalproblems.Subsequenteconomicrecessioncalledforaneweconomicprogram.(Standards:1,4,5;Themes:TCC,SOC,CIV,ECO)ConceptualUnderstandingsConceptualUnderstandingsaremorespecificstatementsthataredesignedtosupporteachKeyIdea.EachKeyIdeaconsistsofapproximatelytwoto sevenConceptualUnderstandings thataredesigned to support the largerKey Idea.Together, theKey IdeasandConceptualUnderstandingsrepresentthebodyofSocialStudiesconceptsthatshouldbethefocusofteachingandlearning.ContentSpecificationsContentSpecifications,craftedas“Studentswill…”statements,addfurtherclarityanddepthtotheConceptualUnderstandingbyarticulatingspecificcontent that can be taught to illuminate the Conceptual Understanding. Ultimately, Content Specifications work in tandem with ConceptualUnderstandingsinsupportofthelargerKeyIdeas.SocialStudiesPracticesTheSocialStudiesPracticesrepresentthesocialscienceandhistoricalthinkingskillsthatstudentsshoulddevelopthroughouttheirK-12educationin order to be prepared for civic participation, college, and careers. Similar to theMathematical Practices within the Common Core LearningStandards, the Social Studies Practices should be infused with the Social Studies content contained within the Key Ideas and ConceptualUnderstandings.

NYSSSInstructionalShifts

(refertoNYSSSFieldGuide)


1) FocusonConceptualUnderstandingsa. Fromfacts�conceptsandcontentknowledgeb. Frombreadth�depthc. Fromrecall�transferandconnections

2) FosterStudentInquiry,Collaboration,andInformedActiona. Fromteacherasdisseminator�teacherasfacilitatorofinvestigationb. Fromstudentslearnfactsfromtextbooks�studentsinvestigatethesocialsciences,usingmultiplesourcesc. Fromstudentsretellinterpretations�studentsconstructinterpretationsandcommunicateconclusions

3) IntegrateContentandSkillsPurposefullya. Fromstudentsexperienceanadditionalnonfictionreadingclassortextbook-focusedinstruction�studentslearntoread,discuss

andwritelikesocialscientistsb. Fromstudentsdevelopliteracyskillsandsocialstudiespracticesseparately�studentsdevelopdisciplinaryliteracyskillsandsocial

sciencepracticesintandemc. Fromstudentslearncontentknowledge�studentsintegrateandapplyconcepts,skills,andknowledge


September21–October23Unit1(Topic9ofSavvasRealizeResources):8.1RECONSTRUCTIONUnit1Overview:RegionaltensionsfollowingtheCivilWarcomplicatedeffortstohealthenationandtoredefinethestatusofAfricanAmericans.

(Standards:1,4,5;Themes:MOV,SOC,CIV,ECO)CompellingQuestion:

§ Howshouldwehandleconflict?

SupportingQuestions:

§ Whateconomic,politicalandsocialproblemsdidtheUnitedStatesfaceaftertheCivilWar?§ WhatstepsweretakeninitiallyduringReconstruction?§ HowdidtheassassinationofLincolnandtheinaugurationofnewPresidentleadtoconflict?§ HowdidCongressreacttotheblackcodes?§ WhywasPresidentJohnsonimpeached?§ HowdidReconstructionredefinewhatitmeanttobeanAmerican?§ HowdidconservativesresistReconstruction?§ Whateconomic,political,andsocialchallengesfacedReconstructiongovernments?§ HowdidReconstructionredefinewhatitmeanttobeAmerican?§ WhateventsledtotheendofReconstruction?§ HowweretherightsofAfricanAmericansrestrictedintheSouthduringReconstructionandfoedecadesafterward?§ Whatindustriesflourishedinthe“NewSouth”?

SocialStudiesPracticesinthisUnit:Gathering,InterpretingandUsingEvidence

• DefineandframequestionsabouttheUnitedStatesandanswerthembygathering,interpreting,andusingevidence.• Identify,describe,andevaluateevidenceabouteventsfromdiversesources(includingwrittendocuments,worksofart,photographs,charts

andgraphs,artifacts,oraltraditions,andotherprimaryandsecondarysources).• Analyzeevidenceintermsofhistoricaland/orsocialcontext,content,authorship,pointofview,purpose,andformat;identifybias;explain

theroleofbias,contextandaudienceinpresentingargumentsorevidence.


• Describeandanalyzeargumentsofothers,consideringhistoricalcontext.• Makeinferencesanddrawconclusionsfromevidence.• Recognizeanargumentandidentifyevidencethatsupportstheargument;examineargumentsrelatedtoaspecificsocialstudiestopicfrom

multipleperspectives;deconstructarguments,recognizingtheperspectiveoftheargumentandidentifyingevidenceusedtosupportthatperspective.

ChronologicalReasoning

• Articulatehoweventsarerelatedchronologicallytooneanotherintime,andexplainthewaysinwhichearlierideasandeventsmayinfluencesubsequentideasandevents.

• Employmathematicalskillstomeasuretimebyyears,decades,centuries,andmillennia;tocalculatetimefromthefixedpointsofthecalendarsystem(B.C.orB.C.E.andA.D.orC.E.);andtointerpretthedatapresentedintimelines.

• Identifycausesandeffects,usingexamplesfromcurrentevents,grade-levelcontent,andhistoricalevents.• Identify,analyze,andevaluatetherelationshipbetweenmultiplecausesandeffects.• Distinguishbetweenlong-termandimmediatecausesandeffectsofaneventfromcurrenteventsorhistory.• Recognize,analyze,andevaluatedynamicsofhistoricalcontinuityandchangeoverperiodsoftime.• Recognizethatchangingtheperiodizationaffectsthehistoricalnarrative.• Relatepatternsofcontinuityandchangetolargerhistoricalprocessesandthemes.• Identifyanddescribemodelsofhistoricalperiodizationthathistoriansusetocategorizeevents.

ComparisonandContextualization

• IdentifyaregionoftheUnitedStatesbydescribingmultiplecharacteristicscommontoplaceswithinit,andthenidentifyothersimilarregionsinsidetheUnitedStates.

• Identifyandcomparemultipleperspectivesonagivenhistoricalexperience.• Describe,compare,andevaluatemultiplehistoricaldevelopments(withinsocieties;acrossandbetweensocieties;invariouschronological

andgeographicalcontexts).• Describetherelationshipbetweengeography,economics,andhistoryasacontextforeventsandmovementsintheUnitedStates.• Connecthistoricaldevelopmentstospecificcircumstancesoftimeandplaceandtobroaderregional,national,orglobalprocesses.• Analyzecase studies inUnitedStateshistory ina comparative framework,attending to the roleof chronologyandsequence,aswellas

categoriesofcomparisonorsocio-politicalcomponents.


GeographicReasoning

• Uselocationtermsandgeographicrepresentations,suchasmaps,photographs,satelliteimages,andmodelstodescribewhereplacesareinrelationtoeachotherandconnectionsbetweenplaces;evaluatethebenefitsofparticularplacesforpurposefulactivities.

• Distinguishhumanactivitiesandhuman-madefeaturesfrom"environments"(naturaleventsorphysicalfeatures-land,air,andwater-thatarenotdirectlymadebyhumans)anddescribetherelationshipbetweenhumanactivitiesandtheenvironment.

• IdentifyandanalyzehowenvironmentsaffecthumanactivitiesandhowhumanactivitiesaffectphysicalenvironmentsintheUnitedStates.• Recognizeandanalyzehowcharacteristics(cultural,economic,andphysical-environmental)ofregionsaffectthehistoryoftheUnitedStates.• Characterizeandanalyzechanginginterconnectionsbetweenplacesandregions.• Describethespatialorganizationofplace,consideringthehistorical,social,political,andeconomicimplicationofthatorganization.Identify

anddescribeexamplesofhowboundariesanddefinitionoflocationarehistoricallyconstructed.

EconomicsandEconomicSystems

• Explainhoweconomicdecisionsaffectthewell-beingofindividuals,businesses,andsociety;evaluatealternativeapproachesorsolutionstoeconomicissuesintermsofbenefitsandcostsfordifferentgroupsofpeople.

• Explaintherolesofbuyersandsellersinproduct,labor,andfinancialmarkets.• Describetheroleofcompetitioninthedeterminationofpricesandwagesinamarketeconomy.• Examinetherolesofinstitutionssuchascorporations,non-profitorganizations,andlaborunionsinamarketeconomyintheUnitedStates.• Useappropriatedatatoevaluatethestateofemployment,unemployment,inflation,totalproduction,income,andeconomicgrowthinthe

economy.• Explainhowgovernmentpoliciesaffecttheeconomy.

CivicParticipation

• Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints. Usetechniquesandstrategiestobeanactiveandengagedmemberofclassdiscussionsoffellowclassmates'viewsandstatements.

• Participateinactivitiesthatfocusonaclassroom,school,community,state,ornationalissueorproblem.• IdentifyandexplaindifferenttypesofpoliticalsystemsandideologiesusedatvarioustimesinUnitedStateshistoryandexplaintherolesof

individualsandkeygroupsinthosepoliticalandsocialsystems.• Identify,describe,andcontrasttheroleoftheindividualinopportunitiesforsocialandpoliticalparticipationasanagentofhistoricalchange

indifferentsocietiesandcommunities,aswellasatdifferenttimes,intheUnitedStates.


• Participateinpersuading,negotiating,andcompromisingintheresolutionofconflictsanddifferences;introduceandexaminetheelementsofdebate.

• Identifysituationsinwhichsocialactionsarerequiredanddetermineanappropriatecourseofaction.• Worktoinfluencethoseinpositionsofpowertostriveforextensionsoffreedom,socialjustice,andhumanrights.• Fulfillsocialandpoliticalresponsibilitiesassociatedwithcitizenshipinademocraticsociety.• Developtheconnectionsofaninterdependentglobalcommunitybyengaginginthepoliticalprocessasitrelatestoaglobalcontext.

ConceptualUnderstandings/LiteracyStandards ContentSpecifications&Assessments Vocabulary&Resources

8.1aDifferentapproachestowardandpoliciesforReconstructionhighlightthechallengesfacedinreunifyingthenation.

8.1bFreedAfricanAmericanscreatednewlivesforthemselvesintheabsenceofslavery.ConstitutionalamendmentsandfederallegislationsoughttoexpandtherightsandprotectthecitizenshipofAfricanAmericans.

Ø 8.1aStudentswillcompareandcontrast

thedifferencesbetweenReconstructionunderLincoln’splan,Johnson’splan,andcongressional(Radical)Reconstruction.

Ø 8.1bStudentswillexaminethe

Reconstructionamendments(13th,14th,and15th)intermsoftherightsandprotectionsprovidedtoAfricanAmericans.

Ø 8.1bStudentswillexaminetheFreedmen’sBureau’spurpose,successes,andtheextentofitssuccess.

Ø 8.1bStudentswillexaminetheeffectsofthesharecroppingsystemonAfricanAmericans.

Ø 8.1bStudentswillexaminethereasonsforthemigrationofAfricanAmericanstotheNorth.

Ø 8.1bStudentswillexaminetheriseofAfricanAmericansingovernment.

TextbookSupportsAmericanHistory:myWorldInteractiveTopic9:TheReconstructionEra(1865-1877)Pages546-581

• Topic9TimelinePgs.548-549• 9.1EarlyReconstructionPgs.551-557• 9.2RadicalReconstructionPgs.558-563• 9.3ReconstructionandSouthernSociety

Pgs.566-572• 9.4TheAftermathofReconstructionPgs.

574-579

Topic9Vocabulary:UsethevocabularyactivityinyourActiveJournaltopracticethevocabularywords.Freedman

Reconstruction

Amnesty

Freedman’sBureau

13thAmendment



8.1cFederalinitiativesbegunduringReconstructionwerechallengedonmanylevels,leadingtonegativeimpactsonthelivesofAfricanAmericans.

ReadingStandardsforLiteracyinHistory/SocialStudies6-8KeyIdeasandDetailsRH1RH2RH3CraftandStructureRH4RH5RH6IntegrationofKnowledgeandIdeasRH7RH8RH9WritingStandardsforLiteracyinHistory/SocialStudies6-8TextTypesandPurposesWHST1:

§ WHST1a§ WHST1b§ WHST1c§ WHST1d

Ø 8.1cStudentswillexploremethodsusedbySouthernstategovernmentstoaffectthelivesofAfricanAmericans,includingthepassageofBlackCodes,polltaxes,andJimCrowlaws.

Ø 8.1acStudentswillexploretheresponsesofsomeSouthernerstotheincreasedrightsofAfricanAmericans,notingthedevelopmentoforganizationssuchastheKuKluxKlanandWhiteLeagues.

Ø 8.1cStudentswillexaminethewaysinwhichthefederalgovernmentfailedtofollowuponitspromisestofreedAfricanAmericans.

Ø 8.1cStudentswillexaminetheeffectsofthePlessyv.Fergusonruling.

Topic9FormativeAssessmentso CivicDiscussionInquiryPg.550

o LessonCheck9.1Pg.557


o PrimarySourcesPg.564

o AnalysisSkillsPg.565




BlackCodes

RadicalRepublicans

14thAmendment

ReconstructionAct

Impeach

15thAmendment

Scalawag

Carpetbagger

KuKluxKlan

Sharecropper

Compromiseof1877

PollTax

LiteracyTest

GrandfatherClause

Segregation

JimCrowLaws

Plessyvs.Ferguson

NewSouth

AdditionalOnlineResources:StanfordHistoryEducationGroup:*https://sheg.stanford.edu/history-lessonsGilderLehrmanResources:*https://www.gilderlehrman.org/history-resources



§ WHST1eWHST2

§ WHST2a§ WHST2b§ WHST2c§ WHST2d§ WHST2e

WHST3WHST4WHST5WHST6WHST7

Topic9SummativeAssessments

o Topic9ReviewandAssessmentPgs.580-581

o TopicTest:TheReconstructionEra

EagleEyeCitizen:*https://eagleeyecitizen.orgPBSLearningMediaSocialStudies*https://ny.pbslearningmedia.org/subjects/social-studies/

NJAmistadCurriculumResources*Unit8:TheCivilWar&Reconstructionhttp://www.njamistadcurriculum.net/history/unit/civil-war-reconstruction*YoumustcreateaFREEaccounttoaccessthesematerialsLibraryofCongressTeachershttps://www.loc.gov/teachers/DigitalPublicLibraryofAmericahttps://dp.laDPLAPrimarySourceSetshttps://dp.la/primary-source-setsDPLAExhibitionshttps://dp.la/exhibitionsNYSArchivesEducationhttp://www.archives.nysed.gov/educationNYHeritagehttps://nyheritage.org



OpperProjectfromOhioStateUniversityhttps://hti.osu.edu/opperNationalGeographichttp://www.nationalgeographic.com/NationalGeographicInteractiveMapMakerhttps://mapmaker.nationalgeographic.org

GoogleEarthhttp://www.google.com/earth/index.html

NOTES


October25-November27Unit2(Topics10&11ofSavvasRealizeResources):8.2ACHANGINGSOCIETYUnit2Overview:IndustrializationandimmigrationcontributedtotheurbanizationofAmerica.ProblemsresultingfromthesechangessparkedtheProgressivemovementandincreasedcallsforreform.(Standards:1,2,4;Themes:MOV,SOC,TECH,EXCH)

CompellingQuestion:

§ HowdidAmerica’seconomy,industries,andpopulationgrowaftertheCivilWar?§ Whatcanindividualsdotoaffectsociety?

SupportingQuestions:§ Whatproblemsaroseontheminingfrontier?§ Howdidrailroadsspurdevelopment?§ Howdidrailroadsencourageeconomicgrowth?§ Howdidthegovernmentrailroads?§ HowdidtheCattleKingdomform?§ Whatalliancesdidfarmersmaketotrytoimprovetheircondition?§ WhatweresomeeffectsoftheHomesteadActs?§ WhatroledidthebisonplayinthelifeofthePlainsIndians?§ HowdidshiftingfederalpolicytowardAmericanIndianscauseongoingproblems§ WhydidreformsaimedatimprovingfederalpolicyfailAmericanIndians?§ Whatleadtotheexpansionofthesteelindustry?§ Whatstrategiesandpracticeshelpedsomeentrepreneursandbankersestablishgreatfortunesforthemselves?§ Whataresomeargumentsforandagainsttrustsandmonopolies?§ WhydidAmericanworkersformlaborunions?§ Whatissuesdidwomenfaceintheworkplace§ Whatchallengesdidlaborface?§ Howdidnewdevicesspeedupcommunicationduringthelate1800s?§ HowdidtheinventionsofthiseraimprovebusinessesandAmericans’qualityoflife?§ HowdidAmerica’spopulationgrowaftertheCivilWar?§ WhydidimmigrantsmakethedifficulttriptotheUnitedStates?§ WhatproblemsdidimmigrantsfaceintheUnitedStates?


§ Whydidcitiesgrowrapidlyinthelate1800s?§ Howdidcitydwellers’socialandeconomicconditionsdeterminewheretheylived?§ Whatwasthesettlementhousemovement?§ WhatbotheredreformersaboutpoliticsduringtheGildedAge?§ WhatreformsmarkedtheProgressiveEra?§ Howdidthefederalgovernmentaffectthecountry’sgrowthaftertheCivilWar?§ WhatwereTheodoreRoosevelt’sreformgoals?§ HowdidWilliamHowardTaft’spoliciescompareandcontrastwiththoseofTheodoreRoosevelt?§ WhateconomicreformpoliciesdidWoodrowWilsonpursue?§ Howdidwomenworktowinrights?§ Whywasthecampaignagainstalcoholespeciallyimportanttowomen?§ Whathardshipsdidothergroupsfaceintheprogressiveera?§ HowdidcitieschangeintheProgressiveEra?§ Whatnewformsoftheatre,music,artandliteratureappearedduringthistime?§ WhatadvancesoccurredinpubliceducationintheProgressiveEra?




theroleofbias,contextandaudienceinpresentingargumentsorevidence.• Describeandanalyzeargumentsofothers,consideringhistoricalcontext.• Makeinferencesanddrawconclusionsfromevidence.• Recognizeanargumentandidentifyevidencethatsupportstheargument;examineargumentsrelatedtoaspecificsocialstudiestopicfrom












GeographicReasoning



• IdentifyandanalyzehowenvironmentsaffecthumanactivitiesandhowhumanactivitiesaffectphysicalenvironmentsintheUnitedStates.


• Recognizeandanalyzehowcharacteristics(cultural,economic,andphysical-environmental)ofregionsaffectthehistoryoftheUnitedStates.• Characterizeandanalyzechanginginterconnectionsbetweenplacesandregions.• Describethespatialorganizationofplace,consideringthehistorical,social,political,andeconomicimplicationofthatorganization.Identify






CivicParticipation




indifferentsocietiesandcommunities,aswellasatdifferenttimes,intheUnitedStates.• Participateinpersuading,negotiating,andcompromisingintheresolutionofconflictsanddifferences;introduceandexaminetheelements

ofdebate.• Identifysituationsinwhichsocialactionsarerequiredanddetermineanappropriatecourseofaction.• Worktoinfluencethoseinpositionsofpowertostriveforextensionsoffreedom,socialjustice,andhumanrights.• Fulfillsocialandpoliticalresponsibilitiesassociatedwithcitizenshipinademocraticsociety.• Developtheconnectionsofaninterdependentglobalcommunitybyengaginginthepoliticalprocessasitrelatestoaglobalcontext.



8.2aTechnologicaldevelopmentschangedthemodesofproduction,andaccesstonaturalresourcesfacilitatedincreasedindustrialization.ThedemandforlaborinurbanindustrialareasresultedinincreasedmigrationfromruralareasandarapidincreaseinimmigrationtotheUnitedStates.NewYorkCitybecamethenation’slargestcity,andothercitiesinNewYorkStatealsoexperiencedgrowthatthistime.

8.2bPopulationdensity,diversity,technologies,andindustryinurbanareasshapedthesocial,cultural,andeconomiclivesofpeople.

Ø 8.2aStudentswillidentifygroupsof

peoplewhomovedintourbanareas,andexaminewheretheycamefromandthereasonsfortheirmigrationintothecities.StudentswillexploretheimmigrantexperienceatEllisIsland.

Ø 8.2aStudentswillcompareandcontrastimmigrantexperiencesinlocationssuchasethnicneighborhoodsincities,ruralsettlementsintheMidwest,ChinesecommunitiesintheFarWest,andMexicancommunitiesintheSouthwest.

Ø 8.2bStudentswillexaminethepopulationgrowthofNewYorkCityandotherNewYorkcitiesandthetechnologiesandindustrieswhichencouragedthisgrowth.

Ø 8.2bStudentswillexaminethelivingconditionsinurbanareaswithafocusonincreasingpopulationdensityandtheeffectsthatthisgrowthhadonthesocial,cultural,andeconomiclivesofpeople.

TextbookSupportsAmericanHistory:myWorldInteractiveTopic10:IndustrialandEconomicGrowth(1865-1914)Pages582-647

• Topic10TimelinePgs.584-585• 10.1Mining,RailroadsandtheEconomy

Pgs.587-597• 10.2WesternAgriculturePgs.598-609• 10.3HardshipforAmericanIndiansPgs.

610-619(NYSFrameworks8.3a)• 10.4IndustryandCorporationsPgs.622-

629• 10.5TheLaborMovementPgs.631-637• 10.6NewTechnologiesPgs.638-644

Topic10Vocabulary:UsethevocabularyactivityinyourActiveJournaltopracticethevocabularywords.LodeVigilanteTranscontinentalRailroadSubsidyGaugeNetworkConsolidateRebatePoolCattleDrive



8.2cIncreasedurbanizationandindustrializationcontributedtoincreasingconflictsoverimmigration,influencedchangesinlaborconditions,andledtopoliticalcorruption.

8.2dInresponsetoshiftsinworkingconditions,laborersorganizedandemployedavarietyofstrategiesinanattempttoimprovetheirconditions.

8.2eProgressivereformerssoughttoaddresspoliticalandsocialissuesatthelocal,state,andfederallevelsofgovernmentbetween1890and1920.Theseeffortsbroughtrenewedattentiontowomen’srightsandthesuffragemovementandspurredthecreationofgovernmentreformpolicies.

Ø 8.2cStudentswillexaminenativismand

anti-immigrationpolicies,includingtheChineseExclusionAct,theGentlemen’sAgreement,andimmigrationlegislationofthe1920s.

Ø 8.2cStudentswillexplorethegrowthandeffectsofchildlaborandsweatshops.

Ø 8.2cStudentswillexplorethedevelopmentofpoliticalmachines,includingBossTweedandTammanyHall.

Ø 8.2dStudentswillexaminethegoalsandtacticsofspecificlaborunionsincludingtheKnightsofLabor,theAmericanFederationofLabor,andtheIndustrialWorkersoftheWorld.

Ø 8.2dStudentswillexaminekeylaboreventsincludingtheHaymarketaffair,thePullmanStrikeandtheInternationalLadiesGarmentWorkers’Unionstrike.

Ø 8.2eStudentswillexaminethePopulistPartyasareformeffortbyfarmersinresponsetoindustrialization.

Ø 8.2eStudentswillinvestigatereformersandmuckrakerssuchasJaneAddams,FlorenceKelley,W.E.B.duBois,MarcusGarvey,IdaTarbell,EugeneV.Debs,

VaqueroCowTownMorrillActsSodbusterCooperativeWholesaleInflationTravoisTepeeJerkyCorralReservationAllotmentStockCorporationDividendTrustMonopolyCapitalismScarcitySweatshopStrikebreakerAnarchistTradeUnionCollectiveBargainingTriangleFirePatentTransatlanticMovingAssemblyLineMassProduction



ReadingStandardsforLiteracyinHistory/SocialStudies6-8KeyIdeasandDetailsRH1RH2RH3CraftandStructureRH4RH5RH6IntegrationofKnowledgeandIdeasRH7RH8RH9WritingStandardsforLiteracyinHistory/SocialStudies6-8

JacobRiis,BookerT.Washington,andUptonSinclair.Studentinvestigationsshouldincludethekeyissuesintheindividual’sworkandtheactionsthatindividualtookorrecommendedtoaddressthoseissues.

Ø 8.2eStudentswillexploreleadersandactivitiesofthetemperanceandwoman’ssuffragemovements.

Ø 8.2eStudentswillinvestigatetheTriangleShirtwaistFireandthelegislativeresponse.

Ø 8.2eStudentswillexaminestateandfederalgovernmentresponsestoreformefforts,includingthepassageofthe17thamendment,childlaborandminimumwagelaws,antitrustlegislation,andfoodanddrugregulations.










TextbookSupportsAmericanHistory:myWorldInteractiveTopic11:TheProgressiveEra(1865-1920)Pages582-647

• Topic11TimelinePgs.650-651• 11.1ANewWaveofImmigrationPgs.

653-660• 11.2UrbanizationPgs.663-668• 11.3TheRiseofProgressivismPgs.670-

678• 11.4TheProgressivePresidentsPgs.

680-686• 11.5ProgressandSetbacksforSocial

JusticePgs.687-698• 11.6AChangingAmericanCulturePgs.

699-708Topic11Vocabulary:UsethevocabularyactivityinyourActiveJournaltopracticethevocabularywords.PushFactorPullFactorPogromSteerageAcculturationNativistChineseExclusionActUrbanizationTenement



TextTypesandPurposesWHST1:


WHST2§ WHST2a§ WHST2b§ WHST2c§ WHST2d§ WHST2e




Topic10SummativeAssessmentso Topic10ReviewandAssessmentPgs.

646-647o TopicTestIndustrialandEconomic

Growth

Topic11FormativeAssessments

o DocumentBasedInquiryPg.652












Topic11SummativeAssessmentso Topic11ReviewandAssessmentPgs.

710-711

BuildingCodeSocialGospelSettlementHouseHullHousePatronageCivilServiceMuckrakerProgressivePrimaryInitiativeReferendumRecallTrustbusterSquareDealConservationBullMoosePartyNewFreedomFederalReserveActFederalTradeCommissionSuffrageProhibitionLynchNAACP(AlsodiscusstheNiagaraMovement)BarrioMutualistaSkyscraperSuburbVaudevilleRagtimeYellowJournalismRealistLocalColor



o TopicTestIndustrialandEconomicGrowth

NYSToolkit:http://www.c3teachers.org/inquiries/gilded-age/

AdditionalOnlineResources:StanfordHistoryEducationGroup:*https://sheg.stanford.edu/history-lessonsGilderLehrmanResources:*https://www.gilderlehrman.org/history-resourcesEagleEyeCitizen:*https://eagleeyecitizen.orgPBSLearningMediaSocialStudies*https://ny.pbslearningmedia.org/subjects/social-studies/

NJAmistadCurriculumResources*Unit9:PostReconstructionandtheOriginsoftheProgressiveErahttp://www.njamistadcurriculum.net/history/unit/post-reconstruction*YoumustcreateaFREEaccounttoaccessthesematerialsLibraryofCongressTeachershttps://www.loc.gov/teachers/



DigitalPublicLibraryofAmericahttps://dp.laDPLAPrimarySourceSetshttps://dp.la/primary-source-setsDPLAExhibitionshttps://dp.la/exhibitionsNYSArchivesEducationhttp://www.archives.nysed.gov/educationNYHeritagehttps://nyheritage.orgOpperProjectfromOhioStateUniversityhttps://hti.osu.edu/opperNationalGeographichttp://www.nationalgeographic.com/NationalGeographicInteractiveMapMakerhttps://mapmaker.nationalgeographic.org

GoogleEarthhttp://www.google.com/earth/index.html

Notes:


November30-December23Unit3(Topic12ofSavvasRealizeResources):8.3EXPANSIONANDIMPERIALISMUnit3Overview:Beginninginthesecondhalfofthe19thcentury,economic,political,andculturalfactorscontributedtoapushforwestwardexpansionandmoreaggressiveUnitedStatesforeignpolicy.(Standards:1,2,3,5;Themes:GEO,GOV,CIV,ECO)CompellingQuestion:WhatisAmerica’sroleintheworld?SupportingQuestions:

§ HowdidtheUnitedStatesgaincontrolofterritoriesinthePacific? § Whatisthemeaningofimperialism,andwhydidnationspursueit?§ HowdidtheUnitedStatesprotectitstradewithChina?§ HowdidtensionsinCubaleadAmericanstocallforwarwithSpain§ HowdidtheUnitedStateswinsuchaquickvictoryintheSpanish-AmericanWar?§ HowdidtheUnitedStatesacquireandruleitsempire?




theroleofbias,contextandaudienceinpresentingargumentsorevidence.• Describeandanalyzeargumentsofothers,consideringhistoricalcontext.• Makeinferencesanddrawconclusionsfromevidence.• Recognizeanargumentandidentifyevidencethatsupportstheargument;examineargumentsrelatedtoaspecificsocialstudiestopicfrom












GeographicReasoning



• IdentifyandanalyzehowenvironmentsaffecthumanactivitiesandhowhumanactivitiesaffectphysicalenvironmentsintheUnitedStates.• Recognizeandanalyzehowcharacteristics(cultural,economic,andphysical-environmental)ofregionsaffectthehistoryoftheUnitedStates.


• Characterizeandanalyzechanginginterconnectionsbetweenplacesandregions.• Describethespatialorganizationofplace,consideringthehistorical,social,political,andeconomicimplicationofthatorganization.Identify






CivicParticipation




indifferentsocietiesandcommunities,aswellasatdifferenttimes,intheUnitedStates.• Participateinpersuading,negotiating,andcompromisingintheresolutionofconflictsanddifferences;introduceandexaminetheelements

ofdebate.• Identifysituationsinwhichsocialactionsarerequiredanddetermineanappropriatecourseofaction.• Worktoinfluencethoseinpositionsofpowertostriveforextensionsoffreedom,socialjustice,andhumanrights.• Fulfillsocialandpoliticalresponsibilitiesassociatedwithcitizenshipinademocraticsociety.• Developtheconnectionsofaninterdependentglobalcommunitybyengaginginthepoliticalprocessasitrelatestoaglobalcontext.


ConceptualUnderstandings/LiteracyStandards

Objectives(ContentSpecifications)&Assessments

VocabularyandResources

8.3aContinuedwestwardexpansioncontributedtoincreasedconflictswithNativeAmericans.(thiswascoveredinTopic10.3ofthetextbook)8.3bTheSpanish-AmericanWarcontributedtotheriseoftheUnitedStatesasanimperialpower.

8.3cInterestinPacifictradecontributedtoanincreaseinUnitedStatesforeigninteractions.

Ø 8.3aStudentswillexaminetheeffectsofthe

transcontinentalrailroadonthemovementtowardwestwardexpansion.

Ø 8.3aStudentswillexamineexamplesofNativeAmericanresistancetothewesternencroachment,includingtheSiouxWarsandtheflightandsurrenderofChiefJosephandtheNezPerce.

Ø 8.3aStudentswillexamineUnitedStatesandNewYorkStatepoliciestowardNativeAmericans,suchasthedisplacementofNativeAmericansfromtraditionallands,creationofreservations,effortstoassimilateNativeAmericansthroughthecreationofboardingschools,theDawesAct,andtheIndianReorganizationActandtheNativeAmericans’variousresponsestothesepolicies.

Ø 8.3bStudentswillexamineexamplesofyellowjournalismthatcontributedtoUnitedStatesentryintotheSpanish-AmericanWar,includingtheportrayalofthesinkingoftheUSSMaine.

Ø 8.3bStudentswillexplainhowtheeventsandoutcomesoftheSpanish-AmericanWarcontributedtotheshifttoimperialisminUnitedStatesforeignpolicy.

Ø 8.3cStudentswillassesstheeventssurroundingtheannexationofHawaii.

Ø 8.3cStudentswillexaminethepurposeandeffectsoftheOpenDoorPolicy.

TextbookSupportsAmericanHistory:myWorldInteractiveTopic12:ImperialismandWorldWar(1853-1919)Pages582-647

• Topic12TimelinePgs.714-715• 12.1ExpansioninthePacificPgs.

717-726• 12.2WarandEmpirePgs.727-735• 12.3U.S.PowerinLatinAmerica

Pgs.737-743• 12.4AEuropeanWarPgs.744-751

(NYSFramework8.4b)• 12.5EnteringtheWarPgs.687-698

(NYSFramework8.4a)• 12.6WinningtheWarPgs.761-767

(NYSFramework8.4c)• 12.7WilsonandIsolationismPgs.

768-774(NYSFramework8.4d)Topic12Vocabulary:UsethevocabularyactivityinyourActiveJournaltopracticethevocabularywords.IsolationismTreatyofKanawangaImperialismGreatWhiteFleetOpenDoorPolicyAtrocity





8.3dTheRooseveltCorollaryexpandedtheMonroeDoctrineandincreasedUnitedStatesinvolvementintheaffairsofLatinAmerica.ThisledtoresentmentoftheUnitedStatesamongmanyinLatinAmerica.

ReadingStandardsforLiteracyinHistory/SocialStudies6-8KeyIdeasandDetailsRH1RH2RH3CraftandStructureRH4RH5RH6IntegrationofKnowledgeandIdeasRH7RH8RH9WritingStandardsforLiteracyinHistory/SocialStudies6-8

Ø 8.3dStudentswillevaluatetheUnitedStatesactionstaken

undertheRooseveltCorollaryandtheireffectsonrelationshipsbetweentheUnitedStatesandLatinAmericannations,includingthebuildingofthePanamaCanal.











Topic12SummativeAssessmentso Topic12ReviewandAssessmentPgs.776-777o TopicTestImperialismandWorldWarI

YellowJournalismSpanishAmericanWarPlattAmendmentProtectorateForakerActIsthmusRooseveltCorollaryDollarDiplomacyMoralDiplomacyNationalismMilitarismTerroristCentralPowersAlliedPowersTrenchWarfareNeutralPropagandaU-BoatLusitaniaWarmongerZimmermanTelegramSelectiveServiceActIlliterateBureaucracyLibertyBondPacifistSocialismAmericanExpeditionaryForces(AEF)BattleofBelleauWoodBattleofArgonneForestArmistice





TextTypesandPurposesWHST1:


WHST2§ WHST2a§ WHST2b§ WHST2c§ WHST2d§ WHST2e


EpidemicFourteenpointsSelf-DeterminationLeagueofNationsReparationsTreatyofVersaillesMandateNYSToolkit:http://www.c3teachers.org/inquiries/american-expansion/AdditionalOnlineResources:StanfordHistoryEducationGroup:*https://sheg.stanford.edu/history-lessonsGilderLehrmanResources:*https://www.gilderlehrman.org/history-resourcesEagleEyeCitizen:*https://eagleeyecitizen.orgPBSLearningMediaSocialStudies*https://ny.pbslearningmedia.org/subjects/social-studies/





NJAmistadCurriculumResources*Unit10:AmericaConfrontsthe20thC.andtheEmergentModernAmericahttp://www.njamistadcurriculum.net/history/unit/emergent-modern-america*YoumustcreateaFREEaccounttoaccessthesematerialsLibraryofCongressTeachershttps://www.loc.gov/teachers/DigitalPublicLibraryofAmericahttps://dp.laDPLAPrimarySourceSetshttps://dp.la/primary-source-setsDPLAExhibitionshttps://dp.la/exhibitionsNYSArchivesEducationhttp://www.archives.nysed.gov/educationNYHeritagehttps://nyheritage.orgOpperProjectfromOhioStateUniversity





https://hti.osu.edu/opperNationalGeographichttp://www.nationalgeographic.com/NationalGeographicInteractiveMapMakerhttps://mapmaker.nationalgeographic.org

GoogleEarthhttp://www.google.com/earth/index.html.

NOTES

grade 8 social studies instructional guide

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