Halifax County Schools Eighth Grade Social Studies Pacing Guide 2013-2014 s2
Halifax County Schools Eighth Grade Social Studies Pacing Guide 2014-2015
Unit Title: From Adolescence to Independence: TheRevolutionary War and New Nation
Unit: Two
Big Idea: Revolution and the Nation
Pacing: First Six Weeks
Essential Standard (s)
Priority Standards
· 8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
· 8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States.
· 8. C&G.1.1 Summarize democratic ideals expressed in local, state, and national government.
Supporting
· 8.H.2.2 Summarize how leadership and citizen actions influenced the outcome of key conflicts in North Carolina and the United States.
· 8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
· 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments.
· 8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
· 8.C&G.2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States.
· 8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change. / Essential Questions:
· How can conflict between a country and its citizens lead to revolution?
· Why are strong leaders and citizen support necessary for a successful revolution?
· Why is debate and compromise an important part of an effective democracy?
Conceptual Lenses:
· Revolution
· Debate
· Democracy
· Citizen Actions
Skills:
· Summarize literal meaning of historical documents to establish context.
· Evaluate the degree to which democratic ideals are evident in historical documents from NC and the USA.
· Compare historical and contemporary issues to understand continuity & change in NC & US.
What Students will be able to do for Integration in
Reading:
· Key Vocabulary SWBAT define and explain the terms compromise, negotiate, debate, conflict, and violate.
· Language Functions: SWBAT explain how the men at the Continental Convention decided to declare independence from Britain.
· Language Skills SWBAT read two passages about the Boston Tea Party and identify the similarities and differences between the two. (Reading passages should be chosen/modified in accordance with the LEP students’ zone of proximal development).
· Language Grammar: SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing the Loyalists’ views to the Patriots’ views.
· Lesson Tasks: SWBAT read and summarize an account of one of the battles fought during the Revolutionary War 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 the Bill or Rights. (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
· Revolt/Revolution Violate
· Conflict Promote
· Resolve Amend
· Protest Bicameral
· Debate Legislation (laws, acts, bills)
· Compromise Consensus
· Negotiate Executive
· Boycott Duty
· Treaty Arms
· Amend/Amendment
Instructional Strategies:
Differentiated Instruction Think Pair Share
Jig Saw Discussion
Cooperative Grouping Peer Partner Learning
Centers Cloze Procedure
Assessment Tasks:
Formative
Summative
Resources:
· Background on the Patriot Attitude Toward the Monarchy
· Interactive Simulation Taking the Role of a 14 Year Old During Revolution
· Within These Walls - Dodge Family
· Create a Facebook Page about a Revolutionary War Person
· Museum Artifacts: George Washington's Uniform
· Museum Artifacts: George Washington's Camp Chest
· Alexander Hamilton | The New-York Historical Society
· The Papers of George Washington
· The Price of Freedom: Printable Exhibition
· From Revolution to Constitution
· The Boston Tea Party: Costume Optional?
· Declare the Causes: The Declaration of Independence
· Hey, King: Get Off Our Backs!
· Who Is In Camp (Good for Low Levels)
· The Preamble to the Constitution: How Do You Make a More Perfect Union?
· Directions for Democracy
· Starting a Government from Scratch
· Anatomy of the Constitution
· George Washington: The Precedent President
· Bill of Rights: You Mean I've Got Rights?
· Bill of Rights Institute
· Interactive Game Do I Have a Right?
· The President's Roles and Responsibilities: Communicating with the President
· Wanted: A Just Right Government
· Digital History
· Revolutionary Tea Parties and the Reasons for Revolution
· Declare the Causes: The Declaration of Independence
· The Federalist Debates: Balancing Power Between State and Federal Governments
· Regulating Freedom of Speech
· Writing Historical Fiction