grade 8: unit 1 · 4 educational technology standards 8.1.8.a.2, 8.1.8.b.1, 8.1.8.c.1, 8.1.8.e.1...

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Grade 8: Unit 1

Social Studies Curriculum

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Course Description

Where the seventh grade curriculum focuses on World History, eighth grade highlighted selections from American history;

specifically the following five units, the Origins of American Democracy and the Founding Fathers, the Declaration of Independence

and the Revolutionary War, The Constitution and the Bill of Rights, Native Americans: Tribes, Land and Relationships with

Government 1776-1900, and finally Civil Rights: Race, Gender and Equality.

As a means of reinforcing essential content and skill acquisition, the use of grade level appropriate complex thinking types, strategies

of critical thinking, creative thinking, problem solving and the metacogative process will be a key component in assisting students to

gather and reinforce the essential knowledge being presented throughout the school year.

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Pacing Guide

The five-unit Eighth Grade curriculum is designed as a full-year (four-marking period) course. As such, each unit breakdown as

follows:

Unit 1: Origins of American Democracy and the Founding Fathers 7 weeks

Unit 2: Declaration of Independence and the Revolutionary War 7 weeks

Unit 3: The Constitution and the Bill of Rights 7 weeks

Unit 4: Native Americans: Tribes, Land and Relationships with Government 1776-1900 7 weeks

Unit 5: Civil Rights: Race, Gender and Equality in the U.S. 8 weeks

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Educational Technology Standards

8.1.8.A.2, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.E.1

Technology Operations and Concepts

Create a document (e.g., newsletter, reports, personalized learning plan, business letter or flyer) using one or more digital

applications to be critiqued by professionals for usability.

Example of Use: Using advanced features of a word processing document, create a resume for one of the founding fathers.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Example of Use: Use a web-based service to create a full-color advertisement for an invention that came about during the Scientific

Revolution.

Communication and Collaboration

Participate in an online learning community with learners from other countries to understand their perspectives on a global problem

or issue and propose possible solutions.

Example of Use: Collaborate with an online learning community to discuss various interpretations of “religious freedom”. Create a

collage to compare these interpretations.

Research and Information Literacy

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.

Example of Use: Gather and analyze data to compare and contrast two selected works from the Enlightenment. Write a brief report summarizing the similarities and differences.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

Example of Use: Government Essay: Is having a government necessary? Why? Students respond in 3-5-

paragraph essay, citing no less than 3 ideas covered in class.

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

Example of Use: Research voter participation rates in national elections. Have them summarizing their

findings by creating charts, graphs or other forms of graphic representations.

Predict turnouts for the next national election, rooting in a scientific hypothesis and citing historical data.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

Example of Use: Debate: Moderate a debate between two groups – pro- representative democracy and pro-

direct democracy. Have students research both and be prepared to defend either side.

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

Example of Use: Create a comic book cover for a story about the Founding Fathers.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily

structured routine

Simple and clear

classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

Time/General

Extra time for assigned

tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture

notes/outline

Processing

Extra Response time

Have students verbalize

steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step

directions

Short manageable tasks

Brief and concrete

directions

Provide immediate

feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic

organizers

Reference resources to

promote independence

Visual and verbal

reminders

Graphic organizers

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Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

Leveled Text

Chunking text

Choice Board/Menu

Tiered Instruction

Small group instruction

Sentence starters/frames

Writing scaffolds

Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

Tiered learning centers

Tiered questioning

Data-driven student partnerships

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Enrichment Accommodate Based on Students Individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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New Jersey Student Learning Standards, Grade 8/12

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and

present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students

to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and

global communities.

A. Civics, Government, and Human Rights

6.1.8.A.2.a: Determine the roles of religious freedom and participatory government in various North American colonies.

6.1.12.A.2.a: Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration of

Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracy around the

world.

D. History, Culture, and Perspectives 6.1.8.D.3.b: Explain why the Declaration of Independence was written and how its key principles evolved to become

unifying ideas of American democracy.

6.1.8.D.3.c: Analyze the impact of George Washington as general of the American revolutionary forces and as the first

president of the United States.

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about

how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills

enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

A. Civics, Government, and Human Rights

6.1.8.A.4.c: Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta,

parliament, the development of habeas corpus, and an independent judiciary) on modern democratic thought and

institutions.

D.History, Culture, and Perspectives

6.2.12.D.2.d: Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed

themselves and how they viewed their physical and spiritual worlds.

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Grade: 8 Unit: I Topic : Origins of American Democracy and the

Founding Fathers Eighth grade students will be introduced to the origins of American

democracy, by examining the roots of scientific and enlightened

thought back in Europe, and then transition to an examination of

the influencial documents back in medieval England and colonial

America. An analysis of the contributions and influences of our

Founding Fathers will also be considered, as well as an

examination of the history and intentions of our Founding Fathers.

NJSLS: 6.1.8.A.2.a, 6.1.8.D.3.b, 6.1.8.D.3.c, 6.1.12.A.2.a, 6.2.8.A.4.c, 6.2.12.D.2.d

ELA NJSLS: RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.6, RH.6-8.7, RH.6-8.9, WHST.6-8.1, WHST.6-8.2, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections Explain how humans were

affected by new intellectual,

philosophical and scientific

ideas with the advent of:

The Renaissance

Reformation

Scientific Revolution

Enlightenment

Standard: 6.2.12.D.2.d,

RH.6-8.1, RH.6-8.2,

WHST.6-8.2, WHST.6-8.9

What does “progress” mean

to you?

What does it mean to be

“enlightened”?

Is reform necessary? If so,

how often?

Gallery Walk

Students will walk through a

class gallery of humanist

pieces of art stemming from

the Renaissance. Students

collaborate, answer and ask

questions left for the next

group at a station.

Map Creation

Create and label a map with

notable events and years of

the major themes covered-

assign a different color for

each – Renaissance,

Scientific Revolution,

The Renaissance

http://worldhistory.abc-

clio.com/Search/Display/309

403?terms=renaissance

Reformation



402?terms=reformation

Scientific Revolution



404?terms=scientific+revolu

tion

Art:

Create a full-color

advertisement for an

invention that came about

during the Scientific

Revolution.

Standard: 1.3.8.D.3

English-Language Arts:

Read, compare and contrast

two selected works from the

Enlightenment. Write a brief

report summarizing the

similarities and differences.

Standard: NJSLSA.R2.

http://worldhistory.abc-/



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Connections Reformation, Enlightenment.

Graphic Organizer:

Create a graphic organizer

comparing and contrasting

the Renaissance,

Reformation, Enlightenment

and Scientific Revolution.

Enlightenment



354?terms=enlightenment

Assess the influences of

medieval English legal

practices and concepts on

modern American

democracy. Consider,

among others:

Magna Carta

Parliament

Habeas Corpus

Mayflower Compact

Common Law

Virginia House of

Burgesses

Thomas Hobbes

John Locke

Jean-Jacques

Rousseau

Standard: 6.2.8.A.4.c,

RH.6-8.1, RH.6-8.4,

WHST.6-8.1, WHST.6-8.8

Is freedom something

humans naturally desire?

Is government necessary for

societies? Or can they

sustain without dictated

order?

To what extend is

democracy good for people?

To what extend does it

become problematic?

Government Essay:

Is having a government

necessary? Why? Students

respond in 3-5-paragraph

essay, citing no less than 3

ideas covered in class.

Graphic Organizer:

Compare and contrast the

Mayflower Compact, Magna

Carta and the English Bill of

Rights. Connect any

similarities to influences in

American Democracy.

Interviews:

If Locke, Rousseau and

Hobbes were alive, what

questions would you have

for them? Have students

take on their roles and

others ask questions. All

students should research

likely answers.

Magna Carta

http://americangovernment.

abc-

clio.com/Topics/Display/118

4521?sid=1525654&cid=27

&oid=1525654&useConcept

=False

Parliament



773?terms=parliament

Habeas Corpus



5258?terms=habeas

Mayflower Compact



055?terms=mayflower+com

pact

English Bill of Rights:



875?terms=english+bill+of+r

ights

Common Law


Compare Hobbes’ Leviathan

and Locke’s Second Treatise

of Government; summarize

an, compare and contrast in

a short essay.


Performance Art:

Write and perform a sketch of

a likely discussion that would

have taken place while

planning the Mayflower

Compact.

Standard: 1.3.12.C.1


http://americangovernment/





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Connections



276?terms=common+law

Virginia House of

Burgesses



224?terms=virginia+house

Thomas Hobbes



744?terms=thomas+hobbes

Thomas Hobbes,

Leviathan



949?terms=leviathan

John Locke



923?terms=john+locke

John Locke, Second

Treatise of Government

(1960)



030?terms=second+locke

Jean-Jacques Rousseau



205?terms=jean+rousseau

Jean-Jacques

Rousseau, Origen of

Inequality








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Connections Among Men



176?terms=jean+rousseau

Weigh the importance of

religious freedom and

participatory government

among the American

colonies.

Standard: 6.2.8.A.2.a,

RH.6-8.7, WHST.6-8.7

What does “religious

freedom” mean to you?

Explain.

Why is it important for many

people to worship without

interference from the

government?

Can religion play a role in

our government or laws?

Can citizens be trusted to

have an active role in their

government?

Venn Diagram:

Create a Venn Diagram

showing similarities and

differences between

representative democracy

and direct democracy.

Debate

Moderate a debate between

two groups – pro-

representative democracy

and pro-direct democracy.

Have students research both

and be prepared to defend

either side.

Religion in the Colonies:

Students will research

dominant religious affiliations

of pre-Colonial and Colonial

settlers. Report out findings,

teacher moderates

discussion about importance

of religious freedom and

diversity. Compare/contrast

to modern-American

religious diversity.

Religious Freedom



997?terms=religious+freedo

m

Virginia Statute of

Religious Freedom:



607?terms=religious+freedo

m

U.S. Government’s Role of

the Citizen:

http://countrystudies.us/unit

ed-states/government-

18.htm

Government of the

People:

u

http://iipdigital.usembassy.g

ov/st/english/publication/200

8/06/20080624224512eaifa

s6.541079e-

02.html#axzz3eZMbglXQ

Art:

Create a collage interpreting

your own definition of

“religious freedom”

Standard: 1.3.8.D.4

Math:

Research voter participation

rates in national elections.

Have them summarizing their

findings by creating charts,

graphs or other forms of

graphic representations.

Predict turnouts for the next

national election, rooting in a

scientific hypothesis and

citing historical data.

Standard: 8.F.B.5




http://countrystudies.us/unit

http://iipdigital.usembassy.g/

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Connections Determine the intellectual

origins of our nation’s

foundational documents and

explain how their key

principals evolved into

American democracy.

Consider:

Declaration of

Independence

Constitution

Bill of Rights

Standard: 6.1.8.D.3.b, 6.1.12.A.2.a, RH.6-8.6, RH.6-8.9, WHST.6-8.9

When does it become

necessary for people to

“declare their

independence”?

Why, in your opinion, has

the United States

Constitution been able to

remain active longer than

any other nation’s?

Are rights something that

need to be written into law?

Are any rights universal and

necessary for all societies?

To what extent are our

foundation documents

still relevant and

discussed/debated

today? Explain.

Modern Day Application of

the Declaration of

Independence:

Using a copy of the

Declaration, use different

colors to highlight the text for

the following categories:

present in today’s

democracy, not present in

today’s democracy, unsure.

Elicit discussion.

Intellectual Origin

Scavenger Hunt:

Students use the text of the

three foundational

documents and research

their intellectual origins. Can

be done in library or

computer lab, scavenger

hunt-style.

Graphic Organizer: Create

a graphic organizer showing

the transitions and

connections between the

Declaration of Independence,

Constitution and Bill of

Rights.

Declaration of

Independence


abc-


0448?terms=declaration+of

+independence

Declaration of

Independence for Kids

http://www.historyforkids.org

/learn/northamerica/after150

0/government/declaration.ht

m

Constitution


abc-


2389?terms=constitution

The U.S. Constitution for

Kids:

http://www.congressforkids.

net/Constitution_delegates.

htm

Bill of Rights


abc-


6705?terms=bill+of+rights

More Bill of Rights

Resources: http://kids.laws.com/bill-of- rights


Compare and contrast the

primary resources of the

three foundational

documents to that of a

summary. Analyze

relationship, looking

specifically for any important

facts or details lost in the

secondary depiction.


Art:

Create a PSA marketing one

of the central themes of the

three foundational

documents.

Standard: 1.3.8.D.5


http://www.historyforkids.org/



http://kids.laws.com/bill-of-

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Connections Identify, compare and

contrast the contributions of

our nation’s “Founding

Fathers”. Consider, among

others:

George Washington

Benjamin Franklin

Alexander Hamilton

John Adams

Thomas Jefferson

Samuel Adams

Thomas Paine

Standard: 6.1.8.D.3.c,

RH.6-8.2, RH.6-8.6,

WHST.6-8.2, WHST.6-8.9

To what extent is being

first a difficult prospect?

Are leaders born or

made? Explain.

What does “being a

visionary” mean to

you?

Do any present day

leaders, in your

opinion, deserve the

notoriety that our

Founding Fathers

do? Explain and

justify?

Flow Chart Design:

After researching the

relationship of no less

than 10 Founding

Fathers, have students

create a flow chart,

depicting the relationship

each had with others.

Founding Fathers Q&A: Students are assigned

one Founding Father for

which they’ll be

responsible for

researching and being

prepared to speak “as”

them in a Q&A session.

Teacher will elicit

discussion by providing

topics that the “Founding

Fathers” can discussion

and share their opinion

on.

Super Hero

Founding Fathers:

Ask students to consider

based on what they

learned and read about,

what “super power” would

each founding father have

and why?

Perhaps consider connecting this to the Art- based interdisciplinary

activity.

George Washington

http://americangovernment. abc-


265?terms=george+washin gton

Benjamin Franklin

http://americangovernment. abc- clio.com/Search/Display/196

158?terms=benjamin+frankli n

Alexander Hamilton



272?terms=alexander+hami lton

John Adams



556?terms=john+adams

Thomas Jefferson



422?terms=thomas+jefferso n

Samuel Adams



558?terms=samuel+adams

Thomas Paine



824?terms=thomas+paine

Art:

Create a comic book cover

for a story about the

Founding Fathers

Standard: 1.3.8.D.5


Students will write short

biography about a Founding

Father of their choice.

Ideally, no two individuals are

repeated among students.

Have students share their

information in a roundtable-

style exhibition.

Standard: NJSLSA.W3.








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Connections Getting to Know the

Founding Fathers

http://constitutioncenter.org/l

earn/educational-

resources/historical-

documents/founding-fathers

Fun Facts of the Founding

Fathers

http://www.brighthubeducati

on.com/history-homework-

help/113603-learn-about-

six-great-americans-our-

founding-fathers/

http://constitutioncenter.org/l

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Unit Vocabulary

Baron de Montesquieu

Benjamin Franklin

Charter compact

Citizen

Colony

Common Law

Common Sense

Democracy

Direct Democracy

English Bill of Rights

George Washington

Government

Jean-Jacques Rousseau

John Adams

John Hancock

John Locke

Magna Carta

Mayflower Compact

Monarch

Parliament

Precedent

Repeal

Representative democracy

Sam Adams

The Proclamation of 1763

Thomas Hobbes

Thomas Jefferson

Thomas Paine

Virginia House of Burgesses

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Suggested Project - Choose 1

Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade,

slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact

this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons

designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will

engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

James Armistead Lafeyette Preform a play based on the life of James

Armistead Lafeyette.

http://www.njamistadcurriculum.net/history/unit/establishment-

new-nation/content/3524/7048

Florida Maroon Societies

Compare and contrast the various views

of the British and Spanish on African

Americans



Slavery During the Revolution Slavery During the Revolution

PowerPoint


new-nation/navigations/3511

An Address to Miss Phillis Wheatly by

Jupiter Hammon 1778

Theatrical Reading of African American

Poetry



Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st

Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

http://www.njamistadcurriculum.net/

1. Intro 2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Gallery 11. Tools 7. Griot

8. Library

9. Links

10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Anti-Jewish Legislation in Pre-War Germany Students will examine the anti-Semitic

legislation in pre-war Germany and create a

law brief in which they declare these laws

unconstitutional. Students will present their

briefs to the class using slides

https://encyclopedia.ushmm.org/content/en/article/anti-

jewish-legislation-in-prewar-germany

The First Concentration Camps

Students will explore the origins of

concentration camps in Nazi Germany.

Students will create a map of concentration

camps and the affected groups

https://encyclopedia.ushmm.org

/content/en/article/concentration-camps-1933-39

Jewish Population of Europe in 1933

Students will research the Jewish population

of Europe in 1933 in order to create a

demographic profile of the European Jewish

population. Students will write a diary entry

as a Jewish teenager at this time

https://encyclopedia.ushmm.org/

content/en/article/jewish-population-of-europe-in-

1933-population-data-by-country

Aftermath of World War I

Students will examine the aftermath of

World War I and determine its affects on the

political environment. Students will write a

research paper detailing the effects of the

First World War on minority populations

https://encyclopedia.ushmm.org/

content/en/article/world-war-i-aftermath

DBQ’s

Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create an

argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich in content,

ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice with complex text and

engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School District website.

To access the resources, please visit the DBQ/Research tab on the Social Studies page.