CURRICULUM GUIDE
SOCIAL STUDIES PRACTICES
GRADE 8
SUMMER 2015
Curriculum Writer
Tara Moore
Curriculum Coordinator
Karen McGuiness, District Social Studies Chair
Kennedy H.S. & Grand Ave. M.S.
BELLMORE-MERRICK
CENTRAL HIGH SCHOOL DISTRICT
BOARD OF EDUCATION
Skip Haile Janet Goller
President Vice President
Marion Blane
JoAnn DeLauter
Wendy Gargiulo
Dr. Nancy Kaplan
Nina Lanci
Gina Piskin
ADMINISTRATION
John DeTommaso
Superintendent of Schools
Cynthia Strait Regal
Deputy Superintendent
Dr. Mara Bollettieri
Assistant Superintendent for Personnel
David Seinfeld
Assistant Superintendent for Curriculum & Instruction
Rationale
Providing 21st century learners with a rich, inquiry based student-centered educational experience is vital to student learning, growth and success. Effective social studies instruction develops critical thinking skills and prepares students to be actively engaged in civic life. The New York State K-12 Social Studies Framework promotes inquiry based conceptual learning while preparing students for college and career readiness. The New York State K-12 Social Studies Framework strives to promote literacy as well as develop the historical thinking skills necessary for informed discussion of issues past and present.
This curriculum guide presents units of instruction that illustrate the following shifts of instruction outlined in the New York State K-12 Social Studies Framework:
(1) Conceptual Understandings
(2) Student Inquiry, Collaboration, and Informed Action
(3) Content and Skill Integration
Included in this guide is a pacing calendar for the first quarter of the school year. An inquiry design overview, sample lessons and complex primary sources are included for the topics of Reconstruction, Industrialization, Immigration, and the Progressive Era.
www.//engageny.org/resource/new-york-state-12social-studiesframework
◄ Aug 2015 / ~ September 2015 ~ / Oct 2015 ► /Sun / Mon / Tue / Wed / Thu / Fri / Sat /
31
Superintendents Conference Day / 1
Unit:
Lesson Topic: Classroom rules and procedures / 2
Unit:
Lesson Topic:
Classroom rules and procedures / 3
Unit: Reconstruction
Lesson Topic: Changes made by the federal government during Reconstruction / 4
Unit:
Lesson Topic: Changes made in the South during Reconstruction / 5
6 / 7
No School
Labor Day / 8
Unit: Post-Reconstruction
Lesson Topic: Rights denied to African Americans after Reconstruction (Plessy v. Ferguson) / 9
Unit: Post-Reconstruction
Lesson Topic: Rights denied to African Americans after Reconstruction (Jim Crow Laws) / 10
Unit: Post-Reconstruction
Lesson Topic: Reconstruction roundtable discussion on whether or not African Americans were denied the American dream / 11
Unit: Reconstruction
Lesson Topic: Quiz / 12
13 / 14
No School
Rosh Hashanah / 15
No School
Rosh Hashanah / 16
Unit: Industrialization
Lesson Topic: Inventions fuel the growth of Industry / 17
Unit: Industrialization
Lesson Topic: The importance of the Railroad / 18
Unit: Industrialization
Lesson Topic: The growth of big business / 19
20 / 21
Unit: Industrialization
Lesson Topic: Big Business leaders / 22
Unit: Industrialization
Lesson Topic: Robber Barons v. Captains of Industry / 23
No School
Yom Kippur / 24
Unit: Industrialization
Lesson Topic: Robber Barons v. Captains of Industry / 25
Unit: Industrialization
Lesson Topic: Quiz / 26
27 / 28
Unit: Industrialization
Lesson Topic: Working Conditions and the formation of labor unions / 29
Unit: Industrialization
Lesson Topic: Strikes Turn Violent / 30
Unit: Industrialization
Lesson Topic: The Triangle Fire / Notes:
Page 1
Sun / Mon / Tue / Wed / Thu / Fri / Sat /
1
Unit: Industrialization
Lesson Topic: Review / 2
Unit:
Lesson Topic: Test / 3
4 / 5
Unit: Immigration
Lesson Topic: Our immigrant past / 6
Unit: Immigration
Lesson Topic: Push and pull factors of immigration / 7
Unit: Immigration
Lesson Topic: Push and pull factors of immigration / 8
Unit: Immigration
Lesson Topic: Immigrant stories / 9
Unit: Immigration
Lesson Topic: The Immigrant Experience
(the voyage; passage through Ellis Island) / 10
11 / 12
No School
Columbus Day / 13
Unit: Immigration
Lesson Topic: The Immigrant Experience (city life; work) / 14
Unit: Immigration
Lesson Topic: The Immigrant Experience (discrimination; assimilation) / 15
Unit: Immigration
Lesson Topic: Review / 16
Unit: Immigration
Lesson Topic: Test / 17
18 / 19
Unit: Progressives
Lesson Topic: The goals of the Progressives / 20
Unit: Progressives
Lesson Topic: identifying important progressives / 21
Unit: Progressives
Lesson Topic: Progressive Project / 22
Unit: Progressives
Lesson Topic: Progressive Project / 23
Unit: Progressives
Lesson Topic:
Progressive Project / 24
25 / 26
Unit: Progressives
Lesson Topic: Progressive Project / 27
Unit: Progressives
Lesson Topic:
Progressive Rally / 28
Unit: Progressives
Lesson Topic:
Quiz / 29
Unit: Progressives
Lesson Topic: Progressive Presidents / 30
Unit: Progressives
Lesson Topic:
Progressive Presidents / 31
Page 2
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1 / 2
Unit: Progressives
Lesson Topic: Progressive Women / 3
Superintendents Conference Day / 4
Unit: Progressives
Lesson Topic: Goals achieved by Progressives / 5
Unit: Progressives
Lesson Topic: Review / 6
Unit: Progressives
Lesson Topic: Test / 7
8 / 9
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No School
Veterans Day / 12
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Thanksgiving / 27
No School
Thanksgiving / 28
29 / 30
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No School
Christmas Eve / 25
No School
Christmas Day / 26
27 / 28
No School
Holiday Recess / 29
No School
Holiday Recess / 30
No School
Holiday Recess / 31
No School
Holiday Recess / Notes:
Page 4
2015 Curriculum Writing Inquiry Design Unit Template
Unit / ReconstructionCompelling Question / Can legislation create revolutionary change?
New York State
Social Studies Framework Key Ideas & Practices / 8.1 RECONSTRUCTION: Regional tensions following the Civil War complicated efforts to heal the nation and to redefine the status of African Americans.
Gathering, Interpreting and Using Evidence; Chronological Reasoning; Comparison and Contextualization
Standard 1: History of the United States and New York
Standard 5: Civics, Citizenship, and Government
Staging the Question / Consider the changes being implemented by the federal government during the post -Civil War era, and determine why these changes became temporary. Include a discussion on how denial of rights exists in America today.
Lesson 1 Aim or
Supporting Question / Lesson 2 Aim or
Supporting Question / Lesson 3 Aim or
Supporting Question / Lesson 4 Aim or
Supporting Question
Should the South have been treated as a defeated nation or rebellious states? / Did the Reconstruction governments rule the South well? / How were constitutional guarantees to African Americans violated? / How were African Americans denied the American dream in the South after Reconstruction?
Formative
Performance Task / Formative
Performance Task / Formative
Performance Task / Formative
Performance Task
Analyze and list all changes made by the federal government during the Reconstruction period by identifying laws and amendments that were passed. / Interpret how these changes impacted the former slaves and others living in the South and participate in a structured discussion / Engage in an in depth look at the facts surrounding the Plessey v. Ferguson case. Act as a Supreme Court justice and render your opinion/decision / Analyze the passage of Jim Crow laws, and create a reaction to those laws.
Featured Source / Featured Source / Featured Source / Featured Source
Source A: Chart of Major Reconstruction legislation
Source B: The US Constitution (amendments 13, 14, and 15) / Source A: Chart of Major Reconstruction legislation
Source B: The US Constitution (amendments 13, 14, and 15) / Source A: Excerpts from the majority decision of Justice Brown
Source B: Excerpts from the dissenting opinion of Justice Harlen / Source A: “The Jim Crow Car,” by Rev. Walter Brooks
Source B:
Photographs highlighting areas that were subjected to Jim Crow laws
Summative Performance Task / Is it easy to make change? Create a persuasive essay using this question to argue either for the success or failure of the
Reconstruction Era. Use information from various primary sources to help formulate an argument.
Taking Informed Action / Understand: Identify and describe a current issue involving race relations in today’s current America.
Assess: Create a list of possible actions that can lead to change. These actions can include letters, editorials, social media campaigns, public service videos and protests.
Act: Choose one of the assessment options and implement it as an individual or in a small group.
Social Studies
Grade Level: 8
Unit: Reconstruction
Lesson # 1 One Class Period
Aim: Should the South have been treated as a defeated nation or rebellious states?
Common Core Learning Standards:
Standard: Key Ideas and Details (Numbers 1,2)
Craft and Structure (Number 4)
Range of Reading and Level of Text Complexity (Number 10)
Grade: 8
Motivation: Students will engage in a brief discussion of punishment. Have they ever been punished? What do they consider an appropriate punishment? Have they ever been in a situation where their parents had conflicting ideas about an appropriate punishment?
Instructional Materials: (see attached)
Procedures (including key questions): Students will examine a chart of major changes made in the South due to Reconstruction policies. They will then examine the 3 reconstruction amendments and determine how the federal government was treating the South after the Civil War, as a defeated nation or rebellious states. Do you agree that this is how the South should be treated? Why or why not?
Summary: Students will cite evidence from the lesson to support how the federal government treated the southern states after the Civil War. Students will answer the aim
Extension Activity: Using the 3 Reconstruction amendments, students will create a poster for freedmen, apprising them of their new rights.
Attachment # 1: Major Reconstruction Legislation, 1865-1870
Name of Act / Purpose of Act / President Johnson’s View / View of Congress / OutcomeFreedman’s Bureau
Act
1865-1866 / Medical aid, food, clothing, education to freed slaves / Vetoed- Went beyond the scope of the Constitution / Voted to enlarge in order to remedy weaknesses in Johnson’s plan / Congress overrides and enacts over President Johnson’s veto
Civil Rights Act of 1866 / Granted citizenship and equal protection under the law to African Americans / Vetoed- Went beyond the scope of the Constitution / Believed it could improve Johnson’s Reconstruction Plan / Congress overrides and it becomes first legislation enacted over President Johnson’s veto
Fourteenth Amendment
1868 / Makes all persons born in the US- citizens, states that prevented male citizens from voting would lose a percentage of Congressional seats / Believed in white rule- objected to Section 3 –disqualifies from office person who has engaged in rebellion / Provides a constitutional basis for the Civil Rights Act of 1866 / Passed- also barred Confederate leaders from holding office
Reconstruction Act of 1867 / Abolished governments formed in the former Confederate states / Vetoed- Went beyond the scope of the Constitution / Overrode President Johnson’s veto / Divided those states into 5 military districts; set up requirements for readmission to the Union
Fifteenth Amendment
1870 / No one can be kept from voting because of race, color, or previous condition of servitude / Out of office- (Grant) / Passed / Led to the Enforcement Act of 1870
Enforcement Act of 1870 / Protected the voting rights of African Americans; gave Federal government the power to enforce 15th amendment / Out of office
(Grant) / Passed / Profound social changes
Attachment # 2: Reconstruction Amendment
Amendment 13 to the United States Constitution 1865
Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.
Amendment 14 to the United States Constitution 1868
Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law, which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
Section 2. Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote at any election for the choice of Electors for President and Vice-President of the United States, Representatives in Congress, the executive and judicial officers of a State, or the members of the legislature thereof, is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State.