Halifax County Schools Eighth Grade Social Studies Pacing Guide 2014-2015

Unit Title: Modern America on a Come Up… That Didn’t Last Pacing
Unit: Six
Big Idea: Emergence of Modern America
Pacing: Fourth Six Weeks
Essential Standard (s)
Priority Standards
·  8.H.3.3 Explain how individuals and groups have influenced economic, political, and social change in NC & USA.
·  8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline.
·  8.E.1.2 Use economic indicators to evaluate the growth and stability of the economy of NC and the USA.
·  8.E.1.3 Explain how quality of life is impacted by personal financial choices.
·  8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change.
·  8.C.1.3 Summarize the contributions of particular groups to the development of NC and the USA.
Supporting Standards
·  8.H.2.2 Summarize how leadership and citizen actions influenced the outcome of key conflicts in NC and USA.
·  8.H.2.3 Summarize the role of debate, compromise, and negotiation, during significant periods in history of NC and USA.
·  8.H.3.1 Explain how migration and immigration contributed to the development of NC and the USA from colonization to present.
·  8.H.3.2 Explain how changes brought about by technology/innovation affected individuals and groups in NC and USA.
·  8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in NC and USA.
·  8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in NC and the USA.
·  8.C&G.2.1 Evaluate the effectiveness of various approaches used to affect change in NC and the USA.
·  8.C&G.2.3 Explain the impact of human and civil rights issues throughout NC and the USA. / Essential Questions:
·  How can individuals and groups bring about social change?
·  What political and social changes result from imperialism?
·  How does a nation’s economy affect standard of living?
Conceptual Lenses
•Change
•Imperialism
•Standard of Living
Skills:
·  Construct charts, graphs & historical narratives to explain particular events or issues over time.
Dow Jones Industrial Average 1920-1940
·  Summarize the literal meaning of historical documents in order to establish context.
Music From the Era, Including WWI and Jazz
·  Use primary and secondary sources to interpret various historical perspectives.
St. Valentine’s Day Massacre Article in the New York Times
·  Use historical inquiry to evaluate the validity of sources used to construct historical narratives.
Interviews with People Who Lived During the Great
Depression
·  Compare historical and contemporary issues to understand continuity and change in development of NC & USA.
Today’s Recession Compared to the Great Depression
·  Evaluate the degree to which democratic ideals are evident in historical documents from NC and the USA.
Wilson’s Fourteen Points
Sedition Act
What Students will be able to do for Integration in
Reading:
·  Key Vocabulary SWBAT define and explain the terms empire, prohibit, scarcity, and depression.
·  Language Functions SWBAT explain the causes of the depression.
·  Language Skills SWBAT listen to a fireside chat and write a summary of the radio address. (Listening passages should be chosen/modified in accordance with the LEP students’ zone of proximal development).
·  Grammar and Language SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing the modern and traditional values of the 1920s. Ex. Modern values include women wearing less clothing and more makeup.
·  Lesson Tasks: SWBAT watch a video and summarize the role that technology played and explain this summary to a group.
·  Language Learning Strategy SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of imperialism. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy). / Academic/Content Vocabulary
Academic Vocabulary Content Vocabulary
·  Imperialism Diplomacy
·  Empire Allies/Alliance
·  Annex/Annexation Bond
·  Traditional Social Darwinism
·  Modern Rough Riders
·  Prohibit Big Stick Diplomacy
·  Credit Roosevelt Corollary
·  Indicator Panama Canal
·  Unemployment Open Door Notes
·  Standard of Living Selective Service Act
·  Prosper/Prosperity U-boat
·  Finance Gross Domestic Product
·  Depression Scopes Monkey Trial
·  Scarcity Speakeasy
·  Stability/Instability Organized Crime
Charles Lindbergh
“Talkies”
Bonus Army
Eleanor Roosevelt
Fireside Chat
New Deal Programs (i.e. FDIC, TVA, WPA, etc.)
Long Term Causes for Depression (i.e. Overproduction, Buying on Margin)
Instructional Strategies:
Differentiated Instruction Think Pair Share
Jig Saw Discussion
Cooperative Grouping Peer Partner Learning
Centers Cloze Procedure
Assessment Tasks:
Formative
Summative
Resources:
·  Collection of student handouts for WWI
·  Slang from the 1920’s: Using words from this site, have students incorporate 10-15 terms used in the 20’s to describe an activity they would do with a friend.
·  PBS site for “The Great War”
Additional resources will be listed here as unit development continues