Class Title: Social Studies
Grade Level: 8th Grade
Unit 1: Sectionalism, Reform and The Civil War 1850-1865
Theme: Power
Two nations at war or rebellion from within? / Standards:
RH6-8.8, WHST.6-8.8, SL.8.4 , SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6-8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC
Essential Questions: / 1. Civics: How can national citizenship conflict with human rights?
2. History: From whose viewpoint are we seeing, reading, or hearing? From what angle or perspective?
3. History: In what ways do multiple perspectives better inform our understanding of history?
4. Economics: How do political, cultural, and social pressures provide incentives and disincentives that influence economic choices?
5. Politics: What is power and how is it gained, used, and justified?
Concepts/Content / Desired Outcomes / Key Vocabulary / Resources / Assessments
By the end of this unit students will be able to investigate, analyze and understand some of the direct causes of the Civil War and the social, political and economic devastation that the war caused on the entire nation. / The Students will have the following enduring understandings:
1. Civics: All human beings have human rights independent of their national citizenship.
2. History: Different perspectives affect the interpretation of history.
3. History: Events and actions of the past affect the present and the future.
4. Economics: Individual economic choices drive and are driven by a wide variety of factors and all economic choices have costs.
5. Politics: Involves competing ideas about the common good and the role of the individual. / Vote, John Deere, John Q. Adams, The Alamo, National Bank, Railroads, Cherokee, Eli Whitney, Missouri Compromise, Nationalism, Samuel Morse, Tariff Debate, Seneca Falls, Mexico, Monroe Doctrine, Panic of 1837, 49’ers, Spoils System, Indian Removal Act, The cotton gin, Westward expansion, The Election of 1860, Abraham Lincoln, Battle of Bull Run, Battle of Shiloh, Battle of Antietam, Civil War Tech, Battlefield Medicine, Gettysburg, Pickett’s Charge, Vicksburg, Emancipation Proclamation, 13th amendment, John Wilkes Booth / Library of Congress
Library of Congress Classroom Materials
http://www.loc.gov/
teachers/classroommaterials
Primary and Secondary Short Texts:
Primary and Secondary Short Texts source documents located at
http://www.loc.gov
www.pbs.org
www.civilwar.org
classroom.google.com
www.kahoot.it
Trading Card Creator
www.canva.com
www.desmos.com / Formative:
Missouri Compromise
Reform Movement Project
Transcendentalism Project
John Brown
Nat Turner
Harriet Tubman Underground Railroad Choose Your Own Adventure
Civil War Capture The Flag
Civil War Resources
Civil War Resources Song
Lincoln Letter Worksheet
Marriage Counseling For the Union
Soldier Letter Assignment
Lincoln’s Inaugural Address
Civil War Haircut
Emancipation Proclamation
Pickett’s Charge
Civil War Camping
Civil War Slang
Surrender at Appomattox
Summative:
Nationalism, Sectionalism Test
Civil War Test
Extended Response
Class Title: Social Studies
Grade Level: 8th Grade
Unit 2: Reconstruction 1865-1890
Theme: Conflict, Compromise, and Identities
The promise of Reconstruction and dreams deferred. / Standards:
RH.6-8.1, RH.6-8.9 , WHST.6-8.9, SL.8.5, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6-8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC
Essential Questions: / 1. History: What has happened in the past and am I connected to those in the past?
2. Civics: Was slavery truly abolished at the conclusion of hostilities?
3. Civics: What are the rights and responsibilities of citizens in a democracy?
4. Economics: What is the government’s responsibility to provide for the general welfare of its citizens?
5. Identity: Can we define an “American” identity and culture?
6. Identity: What makes people who they are and how do those things shape identity?
Concepts/Content / Desired Outcomes / Key Vocabulary / Resources / Assessments
By the end of this unit students will be able to investigate, analyze and understand the reasons for the initial hopes and successes within the areas of socio/political/economic equality for freed Africans as well as understand the events and issues leading to the failure and abandonment of the Reconstruction and the effects and lasting impact of this failure on The U.S. / The Students will have the following enduring understandings:
1. History: Knowledge of the past helps us understand the world and make better decisions about the future.
2. History: Different perspectives affect the interpretation of history.
3. Economics: Economic systems are structured to meet the needs and wants of different societies.
4. Civics: People have differing views about the meaning and significance of citizenship.
5. Civics: All human beings have human rights independent of their national citizenship.
6. Identity: When different cultures and identities interact they produce a wide variety of perspectives, challenges and opportunities within and among societies. / Reconstruction, Black Codes, 13th amendment, 14th Amendment, Freedmen’s Schools, Sharecropping, Ku Klux Klan, Plessey vs. Ferguson, 15th Amendment, Panic of 1873, Compromise of 1877, Carpetbagger, Scalawag, Freedmen’s Bureau, Jim Crow laws / Library of Congress
Library of Congress Classroom Materials
http://www.loc.gov/
teachers/classroommaterials
Primary and Secondary Short Texts:
Primary and Secondary Short Texts source documents located at
http://www.loc.gov
www.canva.com
www.kahoot.it
classroom.google.com
www.desmos.com / Formative:
Reconstruction Vocab
Wild West Outlaws Project
Jesse James Close Read
Evaluating Reconstruction
Daniel Sickles
Reconstruction Thanksgiving
Hiram Revels Cartoon Analysis
Superman Vs The Klan
Summative:
Reconstruction Quiz
Reconstruction Essential Questions Extended Response
Class Title: Social Studies
Grade Level: 8th Grade
Unit 3: Post Reconstruction America: The Age of Reform 1890-1920
Theme: Justice/Injustice
The introduction of modernity and progressivism. / Standards:
RH6-8.1, WHST.6-8.9, WHST.6-8.1, SL.8.2, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6-8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC
Essential Questions: / 1. History: How can studying the past help us understand the present world and the future?
2. Civics: When should society control individuals?
3. Civics: What are the rights and responsibilities of citizens in a democracy?
4. Economics: How do economic needs and wants affect decisions of individuals, groups, and institutions (political and social)?
5. Economics: How do political, social, and cultural factors provide incentives and disincentives that influence economic choices?
6. Identity: We can be influenced to “identify with” or to “identify against”. How has this been manipulated historically?
Concepts/Content / Desired Outcomes / Key Vocabulary / Resources / Assessments
By the end of this unit students will be able to investigate, analyze and understand the causes and impact of industrialization on the Socio-political, economic and cultural life of America leading to unrest over labor and immigration issues as well as understand aspects of the progressive movement and its lasting impact on American society. / The Students will have the following enduring understandings:
1. History: Different perspectives affect the interpretation of history.
2. Civics: The actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.
3. Civics: Individuals can make a difference in their communities by doing community service.
4. Economics: Systems differ with respect to level of stability, efficiency, freedom, security, and equality.
5. Economics: Various social and political issues (i.e., labor, the environment, and international trade) impact and are impacted by the global economy.
6. Identity: When different cultures and identities interact they produce a wide variety of perspectives, challenges and opportunities within and among societies. / Social Darwinism, The Square Deal, Muckrakers, The Hay Market Riot, The Homestead Strike, Suffrage, Sherman Anti-Trust Act, Open Door Policy, Panama Canal, Roosevelt Corollary, Dollar Diplomacy, John D. Rockefeller, The Battle of Little Big Horn, Vertical Integration, Immigrants, Cornelius Vanderbilt, Monopoly, Capitalism, Philanthropist
J.P. Morgan, Barbed Wire, The Homestead Act, Horizontal Integration, Robber Barons
Theodore Judah, Promontory Point, Thomas Edison, The Pacific Railway Act, Entrepreneur, China, Andrew Carnegie / Library of Congress
Library of Congress Classroom Materials
http://www.loc.gov/
teachers/classroommaterials
Primary and Secondary Short Texts:
Primary and Secondary Short Texts source documents located at
http://www.loc.gov
www.scribblemaps.com
www.kahoot.it
www.canva.com
classroom.google.com
www.pbs.org
www.desmos.com / Formative:
Gilded Age Reading and Worksheet
Andrew Carnegie Close Read
Standard Oil
Chinese Exclusion Act Close Read
Industrial Revolution Child Labor
The Transcontinental Railroad Map Project
Vertical and Horizontal Integration Lesson and Project
Industrialization Vocab
Progressivism and Imperialism Vocab
Hawaii’s Last Queen
Teddy Roosevelt Close Read
Spanish American War Timeline
Yellow Journalism
American Imperialism
Smedley Butler Close Read
Analyzing Popular Cartoons
Summative:
Kahoot Review
Industrialization, The Gilded Age, Progressivism and Imperialism Test
Essential Questions Ext Resp
Class Title: Social Studies
Grade Level: 8th Grade
Unit 4: The Great White Fleet and WWI 1900-1920
Theme: Power
America emerges as a world power: Walk softly and carry a big stick. / Standards:
RH6-8.9, WHST6-8.1, WHST.6-8.4, SL.8.4, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6-8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC
Essential Questions: / 1. History: Why do historians examine the same event and come to significantly different conclusions about the events’ causes, consequences, & meanings?
2. History: Why is it important to situate history within the time and place in which it occurred?
3. Politics: When should a government control individuals?
Concepts/Content / Desired Outcomes / Key Vocabulary / Resources / Assessments
By the end of this unit students will be able to investigate, analyze and understand how America’s power increased and became involved in controversial international expansion and the impact this expansion had on the social/political/ economic landscape of America. / The Students will have the following enduring understandings:
1. History: Knowing context deepens our understanding of historical events.
2. History: Events and actions of the past affect the present and the future.
3. Politics: The distribution of power is a product of existing documents and laws combined with contemporary values and beliefs. / Teddy Roosevelt, The Great White Fleet, Walk softly and carry a big stick, WWI, Trench warfare, tanks, Zimmermann Telegram, Fourteen Points, Treaty of Versailles, Red Scare, Western Front, Triple Alliance, Eastern Front, Poison Gas, Czar Nicholas, Germany, France, The Balkans, Propaganda, Submarine, Schlieffen Plan, Kaiser Wilhelm, Woodrow Wilson, Triple Entente, Militarism, Rationing, Armistice / Library of Congress
Library of Congress Classroom Materials
http://www.loc.gov/
teachers/classroommaterials
Primary and Secondary Short Texts:
Primary and Secondary Short Texts source documents located at
http://www.loc.gov
www.kahoot.it
www.historysimulationonline.com
classroom.google.com
www.pbs.org
www.desmos.com / Formative:
Wilson’s Appeal For Neutrality
World War I German American Loyalty
Wilson’s War Message
World War I Propaganda Analysis
World War I Homefront
Treaty of Versailles and 14 Points Venn Diagram
World War I Vocab
WWI Sim Report Form
WWI Simulation All Docs
Summative:
WWI Test
WWI Essential Questions
www.kahoot.it
Class Title: Social Studies
Grade Level: 8th Grade
Unit 5: The Roaring 20’s and Great Depression 1920-1941
Theme: Excess and Want
The U.S. carves its own identity amongst wealth and poverty. / Standards:
RH6-8.8, WHST.6-8.8, SL.8.4, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6-8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC
Essential Questions: / 1. History: How can studying the past help us understand the present world and the future?
2. Economics: How do perceived economic/societal needs and wants contrast with the base needs of individuals within a society?
3. Identity: What role does the economy take in making people who they are and how does it work to shape identity?
Concepts/Content / Desired Outcomes / Key Vocabulary / Resources / Assessments
By the end of this unit students will be able to investigate, analyze, and understand how the exuberant culture of the 1920’s, through speculation, loose lending practices, and a downturn in consumption, led to the economic collapse known as the great depression. / The Students will have the following enduring understandings:
1. History: Events and actions of the past affect the present and the future.
2. Economics: The desire for economic prosperity can drive individuals to work hard and succeed, but can also drive others to take advantage.
3. Identity: Economic and cultural status plays a pivotal role in how individuals perceive themselves within and among societies. / Speakeasy
Red Scare
Jazz
Isolationism
Robert Johnson
Amelia Earhart
Dust Bowl
FDIC
Charles Lindbergh
Howley-Smoot Tariff
FDR
Scopes Trial
Great Migration
Flapper
Herbert Hoover
New Deal
Social Security
Hoovervilles
Babe Ruth
Bootlegger
Prohibition
Bank Holiday
Harlem Renaissance
Black Tuesday,
Duke Ellington / Library of Congress
Library of Congress Classroom Materials
http://www.loc.gov/
teachers/classroommaterials
Primary and Secondary Short Texts:
Primary and Secondary Short Texts source documents located at
http://www.loc.gov
www.kahoot.it
www.canva.com
classroom.google.com
www.pbs.org
www.desmos.com / Formative:
Harlem Renaissance
Roaring 20s Close Read
Sacco and Vanzetti
Booker T. Washington and W.E.B. Dubois
Marcus Garvey Bio
Causes and Characteristics of The Great Depression
New Deal Agencies
FDR Court Packing
FDR Fireside Chat
Great Depression Agencies
1920s Baseball
Mexican Repatriation 1
Mexican Repatriation 2
Stock Market Game
Summative:
Roaring 20s and Great Depression Test
Roaring 20s and Great Depression Essential Questions
Kahoot
Class Title: Social Studies
Grade Level: 8th Grade
Unit 6: World War II 1941-1945
Theme: Power
The world at war, a lasting legacy. / Standards:
RH6-8.9, WHST6-8.1, WHST.6-8.4, SL.8.4, SS.IS.4.6-8.MC, SS.IS.3.6-8, SS.H.2.6-8.MC, SS.H.3.6-8.MC, SS.IS.1.6-8, SS.H.1.6-8.MC
Essential Questions: / 1. History: How are things, events, or people connected to each other? What is the cause? The effect? How do they fit together?
2. Economics: How has the construction of geopolitical boundaries affected political, economic, and social interactions?
3. Geography: Why do humans construct geopolitical boundaries?
Concepts/Content / Desired Outcomes / Key Vocabulary / Resources / Assessments
By the end of this unit students will be able to investigate, analyze and understand the causes of The Second World War, and its lasting sociological, political, economic and cultural impact on America. / The Students will have the following enduring understandings:
1. History: Events and actions of the past affect the present and the future.
2. Economics affects all aspects of life.
3. Geography: Geopolitical boundaries are created through conflict and compromise and have implications for political, economic, and social interactions. / Winston Churchill, Dwight D. Eisenhower, Franklin Roosevelt, Adolf Hitler, Benito Mussolini, Joseph Stalin, Emperor Hirohito, Harry Truman, Hideki Tojo, Douglas Macarthur, Poland, Midway, Island Hopping, Nagasaki, Manchuria, Blitzkrieg, Stalingrad, Pearl Harbor, Soviet Union, Hiroshima, League of Nations, D-Day, Battle of Britain, Iwo Jima, Anti-Semitism, Navajo Codetalkers, United Nations, Rationing, Iron Curtain, Final Solution, Propaganda, Nuremburg, Japanese, Kristallnacht, Genocide, Concentration Camps, Holocaust / Library of Congress
Library of Congress Classroom Materials
http://www.loc.gov/
teachers/classroommaterials
Primary and Secondary Short Texts:
Primary and Secondary Short Texts source documents located at
http://www.loc.gov
www.kahoot.it
classroom.google.com
www.canva.com
www.spreaker.com
www.pbs.org
www.desmos.com / Formative:
Analyzing Hitler’s Speeches
WWII Vocab
1939 European Map
Charles Lindbergh
Turning Points of WWII
American Homefront
Eleanor Roosevelt
WWII Groups/Stories
Japanese Internment
Pied Piper of Saipan
WWII Radio Project
2XAbomb Survivor
Truman’s Diary
Last Japanese to Surrender
Double V.
D Day Worksheet
WWII Isms
Summative:
Kahoot
WWII MC Test
WWII Essential Questions
Class Title: Social Studies
Grade Level: 8th Grade