Harrison County Schools

Curriculum Guide for Social Studies

Course Name: _American History___ Grade Level Targeted: 8th Grade Unit (s): _Geography Review___

Suggested Length: 1 Week

Essential Questions
toward
Course Objectives / Kentucky
Core Content
Version 4.1 /

Key Vocabulary

/ Activities
and
Assessments /
(CC 412) Essential Question: Describe how different factors affected where human activities were located. (rivers, mountains, plains, harbors)
How do different factors affect where human activities are located?
(CC 444) Essential Question: Compare and contrast different perspectives that people have about how to use land. (farming, industrial, residential, recreational)
What roles have people of differing regions played in developing U.S. culture?
4.1.1What conclusions can one draw from the data on the map (chart, etc.) to form a conclusion about ______? / SS-08-4.1.1
Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in United States history prior to Reconstruction. DOK 3
SS-08-4.4.1
Students will explain how technology in the United States prior to Reconstruction assisted human modification (e.g., irrigation, clearing land, building roads) of the physical environment.

4.4.1: Bold @ 6th and 7th assessed at 8th DOK 2

/ tools (maps, photographs, charts, graphs, databases)
Absolute Location, Accessibility, Aerial Photography, Intermediate Direction, Spatial Topography, Aquifer, Biomes, Cardinal Directions, Cartographer, Elevation, Formal Region, Globe, Grid, Hemisphere, Landform, Latitude, Longitude, Map, Mental Map, Physical Feature, Places, Region, Relative Location, Thematic Map, Topographic Map, Developed Country, Interdependence, Migration, Non-renewable resources, Pull Factors, Push Factors, Renewable Resources, Resource, Acculturation, Artifacts, Diffusion, Assimilation, Cultural Landscape, Demography /  Work in groups to complete a map exercise that discusses the issues of the Ice Age, Land Bridges, and the arrival of native peoples in the Americas
Activity 1.1 Getting Oriented Activity (1 day)
Students map the world for x-credit
Activity 1.2 Creating a Visual Guide to Geographic Terms (1 day)
Students label a drawing and draw illustrations of terms
Activity 2.1 Mapping physiographic Features of the US (1 day)
Students answer 30 questions on the physical geography of the US
Activity 2.1 / 2.2 / 2.4 A Nation of Water and Land (1 day)
Students view slides that answer the first 30 questions, showing the impact of water on human settlement. (e.g., irrigation, clearing land, building roads)
Open Response / Map: Activity 2.3 Create a Continent (2 day)
Students create a continent using various geographical terms them write an open response explaining why they choose to locate their cities in certain areas. e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development)
Guns Germs and Steel Video on Geography (1/2 day)
Native American Lessons
Activity 3.2 / 3.3 Identifying native geographic regions using slides, map, and notes on native adaptations
Activity 4.1 Slides on colonial and native adaptations
Activity 4.2 Comparing native and colonial adaptations
Analyzing Aztec drawing & predicting Indian rights cases


Harrison County Schools

Curriculum Guide for Social Studies

Course Name: _American History _ Grade Level Targeted: 8th Grade Unit (s): Age of Exploration

Suggested Length: 3 Weeks

Essential Questions
toward
Course Objectives / Kentucky
Core Content
Version 4.0 /

Key Vocabulary

/ Activities
and
Assessments /
1. What cultural and /or social institutions led
to the Age of
Exploration?
2. What economic
issues impacted the
development of the
Age of Exploration?
3. What role did
geography play in the
development of the
Age of Exploration?
4. How has conflict
resulted from the
discovery of the
Americas and the
migration of people
from Europe to the Americas?
5.
Discuss positive and negative effects of Exploration on the Americas with the help of a poster showing this impact.
What natural resources are important to various regions of the U.S.? / SS-08-4.4.2
Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promoted and limited human activities (e.g., exploration, migration, trade, settlement, development) in the United States prior to Reconstruction.

4.4.2: Bold @ 6th and 7th assessed at 8th DOK 2

/ Cultural Diffusion
Cultural Landscape
Discrimination
Ethnocentrism
Prejudice
Stereotype
Primary Source
Secondary Source
Push factor
Pull factor
Interdependence
Acculturation
Cultural Assimilation
Arrival of Native Peoples in American
Marco Polo
European desire for trade with Asia
Improvements in sailing and navigation
Famous explorers (da Gama, Diaz, Cortez, Magellan, Ponce de Leon, etc.)
Christopher Columbus and his voyage of discovery
Exploration of America
Introduction of disease
Conquest of Native Peoples / Students will:
Review Feudal and Renaissance societies using a poster showing the significant developments of these time periods and their roles in causing conflict and push and pull factors
Work in groups to complete a map exercise that discusses
the issues of the Ice Age, Land Bridges, and the arrival of
native peoples in the Americas
Participate in a role play modeled on the television game
show “To Tell the Truth” about famous explorers to learn
more about the causes and effects of the Age of
Exploration
Watch the television production Columbus and the Age of
Discovery that visually recreates the voyage of Columbus.
To assess the activity the students will answer a open
response question dealing with explorers and reasons for
exploration.
Research project: Create multi- media presentations that examine diverse
groups and individuals. among early native populations
Discuss positive and negative effects of Exploration on the Americas with the help of a poster showing this impact.
Create illustrated time lines with art from the time period of the early United States that
reflect the cultural influences of the early explorers and settlers; especially the Spanish, French, and British.
Create posters on the Age of Exploration depicting major
social, political, and economic events of that time period.
______Research project (5 days)
______ Activity 4.1 Scientific Discoveries and Breakthroughs
Students puzzle in a flow chart that shows the sequence of scientific discoveries.
______ Activity 4.3 Creating Monuments to Exploration
Groups of students create human monuments to 9 prominent European explorers.
______Class Debate on Columbus
Students will read 3 different versions of Columbus before debating which version isn of him is actually true.
______ Columbus by the #’s
______Video: the Real Columbus (Discovery Channel)
______ Columbus lecture
Reading: Why I won’t be celebrating Columbus Day
(Tape) with questions: Samuel Elliot Morrison: Columbus
Columbus’ letter along with other overheads (judging Columbus, protesting him)
______Guns Germs and Steel: Video - Pizzaro and the Inca
http://www.tcomschool.ohiou.edu/cdtm/conducti.htm


Harrison County Schools

Curriculum Guide for Social Studies

Course Name: American History Grade Level Targeted: 8th Grade Unit (s): Colonization

Suggested Length: 3 Weeks

Essential Questions
toward
Course Objectives / Kentucky
Core Content
Version 4.0 /

Key Vocabulary

/ Activities
and
Assessments /
1. How did culture and
social institutions
impact the
development of
colonies in North
America?
2. How did economic
issues impact the
development of
colonies in North
America?
3. What role did
geography play in the
development of
colonies in North
America?
4. How did economic
issues both create and
solve conflict in the
North American
colonies?
5. In what ways has
conflict resulted from
the migration and
settlement of people
in the North
American colonies?
6. Why is it important to
study the history of
colonial life?
. (CC 443) Essential Question: Explain how the natural resources of a place or region impact its political, social, and economic development.
Jamestown: military leader (John Smith) - survive, slavery – plantations, good soil
Plymouth: Theocracy (religious leaders) – escaping persecution, controlled society – religion, economy of trade and shipping – poor soil
How do natural resources of a place or region impact its political, social and economic development within the U.S.? / SS-08-4.4.3 Students will explain how the natural resources of a place or region impact its political, social, and economic development in the United States prior to Reconstruction.
SS-08-4.3.1 Students will describe patterns of human settlement in the United States prior to Reconstruction and explain how these patterns were influenced by human needs. DOK 2
SS-08-2.1.1
Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the United States prior to Reconstruction and resulted in unique perspectives. DOK 2
SS-08-5.2.1 Students will explain events and conditions that led to the "Great Convergence" of European, African, and Native American people beginning in the late 15th century, and analyze how America's diverse society developed as a result of these events. DOK 3
SS-08-1.1.2 Students will describe and give examples of how democratic governments in the United States prior to Reconstruction functioned to preserve and protect the rights (e.g., voting), liberty, and property of their citizens by making, enacting, and enforcing appropriate rules and laws (e.g., constitutions, laws, statutes).
DOK 2

SS-08-2.2.1 Students will compare how cultures (United States prior to Reconstruction) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society, and influence behavior.

/ Natural Resources, Social Institutions, Interdependence, Accessibility, Physical Feature, Cultural Diffusion, Authority, Bureaucracy, Common Good, Democracy, Social Contract, Civil Liberties, Fundamental Rights, Stereotypes, Ethnocentrism, Prejudice, Acculturation, Cultural Assimilation, Cultural Landscape, Aquifer, Elevation, Landform, Region, Renewable Resource, Non-renewable Resource, Topography
Belief that the
purpose of colonies
is to benefit the
parent country.
Charter
Importance of
monopoly
Mercantilism
Effort to maintain a
positive balance of
trade
Restrictions on
colonial trade
Martin Luther and
the Protestant
Reformation
Lost Colony of
Roanoke – Sir
Walter Raleigh
Jamestown – John
Smith and John
Rolfe
New England,
Middle, and
Southern Colonies
Huguenots
Separatists
Mayflower
Compact
Puritans
Quakers
Great Awakening
Development of
the original
colonies
Introduction of slavery into the
colonies
Colonial Life
Colonial
Governments
People of the
Colonies
Colonial Economy
Trade and
Commerce in the
colonies
Salem Witchcraft
Trials
Natural Resources
and colonial
economies
House of
Burgesses / Students will:
America Rock Segment-No More Kings
Jack Daws Materials for Primary source documents relating to the Jamestown Colony
Learn about various aspects of life in the colonies and play
a game of “Jeopardy” designed to test their knowledge.
Jack Daws materials detailing Witch Hysteria in Salem, followed by “Witch’s of Salem” video.
S’ answer questions on video
Essential Question: A. How was the government of Salem different from the government and court system of modern day America?
(CC 112) DOK 2 Essential Question: B. Describe and give examples of how democratic governments preserve and protect rights, liberty, and property. (voting, constitutions, laws, and statues)
“The Dot Game (1 day)
S’ will be handed a slip of paper. Some slips will have a stamp on them; most slips will be blank. Without showing anyone their slip of paper, students must try to convince one another their paper did not have a stamp. S’ win by being the only one in a group with a stamp or in the largest group without anyone having a stamp. Illustrates what it felt like to be judged without cause during the Salem witch trials. S’ examine how compromise and cooperation can benefit them in winning the game.
Open Response: Create a Vinn Diagram
A.  How was the “Dot Game” similar to the Salem witch trials?
B.  How was the “Dot Game” different from the witch trials culture (e.g., language, the arts, customs, beliefs, literature)
How does compromising and cooperating help you win the Stamp Game?
Read and listen to information about the Salem Witchcraft
trials from both primary and secondary sources and answer
an open response questions related to them.
Study information about the New England colonies,
Middle colonies, and Southern colonies and then write an
open response discussing which colonial section they
would have liked to have lived in, and why?
Study the ways that the colonial sections differed
economically and play a game designed to reinforce these
differences. A portion of this game should give the
students an understanding and appreciation of the value of
antiques from the colonial period.
Participate in a game where they try and match colonial
occupations and descriptions of those occupations. They
will further discuss these occupations and their relation to
similar occupations today. To assess students’ learning
they will answer an open response.
Create an illustrated time line of the Colonial Period that
discuss the similarities and differences between the three
main colonial sections. then write an open response discussing which colonial section they would have liked to have lived in, and why?
Trace the development of economic systems or institutions
of the colonial period. They will use visual and written
information about economic institutions. To assess their
knowledge they will create video info- commercials to
describe benefits to the people and government.
View print and visual materials to examine the role that
geography had on the colonial period. Utilizing groups the students will then construct posters, collages, or other
multi- media presentations that illustrate the role that
geography played in colonial development.
Examine the impact, both positive and negative, that
Native Americans and on the colonial period after watching “10 days that changed the world.” and create a
“Top- Ten List” of the most significant of these events.
Create a print advideo presentation depicting life in the colonies.
This advideo should address the assigned colony’s founder,
reason for being founded, climate and geography, religion,
economy, and how people lived there.
______Research Project (5 days)
______Activity 1.1 (Lecture) Colonizing the New World (1 day)
Essential questions: Why did the English colonize America? How were the English colonies different from the Spanish?
Students answer questions from “Colonial Notes” as they view transparencies and Pocahontas Video (clip)
______ Debate – Jamestown verses Plymouth (1 day)
Essential Question: What made Jamestown or Plymouth a preferable place to live?
S’ read 2 different editorials before debating whether Plymouth or Jamestown is better based on their political, economic, and social development.
______Colonial House video Part 2 (1 day)
______Jigsaw Reading over pages 50-54. (1 day)
Essential questions: What was life like in the colonial America? (List 4 examples)
Students in different rows read one of 5 pages out of the text and create questions. 3 stamps if the question goes unanswered or 5 stamps if a student knows the answer.
______Colonial House video Part 3 (1 day)
Essential Question: Why did socialinstitutions like family and church have so much influence on early colonist lives? (Children had to depend on their parents more, there were fewer jobs, and little money, most people feared retribution by the church which was sometimes the government)
______Activity 1.2The Differing Colonial Societies (2 days)
Groups of 4 use text to create a brochure representing 8 early colonies and persuade other s’ to join their colony. Rewards for most popular colony. S’ fill out colonial matrix.
______Activity 1.3A trip through the colonies: Journal Writing (1-2 days)
Pairs of students will circulate around the room reading and taking notesfrom placards.
_____ Video "Witches of Salem (1 Day)
S’ answer questions on video
Essential Question: A. How was the government of Salem different from the government and court system of modern day America?
(CC 112) DOK 2 Essential Question: B. Describe and give examples of how democratic governments preserve and protect rights, liberty, and property. (voting, constitutions, laws, and statues)
A. Salem: Theocracy, religious courts based on Biblical Laws and superstition
America Today: Republic, courts with juries
B. Constitution protects our rights through:
Voting, constitutional government
4th amendment: searches and warrants
5th amendment: right to remain silent, due process of law, private property can’t be taken
6th amendment: right to fair trail by jury, right to a lawyer
7th amendment: right to jury trail in civil cases (things of value)
8th amendment: reasonable bail and punishment
______“The Dot Game (1 day)
S’ will be handed a slip of paper. Some slips will have a stamp on them; most slips will be blank. Without showing anyone their slip of paper, students must try to convince one another their paper did not have a stamp. S’ win by being the only one in a group with a stamp or in the largest group without anyone having a stamp. Illustrates what it felt like to be judged without cause during the Salem witch trials. S’ examine how compromise and cooperation can benefit them in winning the game.
______Open Response: Create a Vinn Diagram
How was the “Dot Game” similar to the Salem witch trials?
How was the “Dot Game” different from the witch trials
How does compromising and cooperating help you win the Stamp Game?


Harrison County Schools