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GRADE8SOCIALSTUDIESINSTRUCTIONALGUIDE
2020-21
Grades7and8:HistoryoftheUnitedStatesandNewYorkState
InGrades7and8,studentswillexaminetheUnitedStatesandNewYork
Statethroughahistoricallens.Thetwo-yearsequenceisarranged
chronologically,beginningwiththesettlementofNorthAmericaby
NativeAmericansandendingwithanexaminationoftheUnitedStates
inthe21stcentury.Althoughthecoursesemphasizetheskillof
chronologicalreasoningandcausation,thecoursesalsointegratethe
skillsandcontentfromgeography,politics,economy,andcultureinto
thestudyofhistory.
Teachersareencouragedtoincorporatelocalfeaturesofstatehistoryin
thecourse,suchastheDutchintheHudsonValley,theGermansinthe
SchoharieValley,theFrenchintheChamplainValley,FortNiagara,the
BrooklynNavalYard,theSenecaFallsConvention,UndergroundRailroad
locations,warmemorials,andotherfeaturesintheircommunity.
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Grade8BPSInstructionalGuideforSocialStudiesSY2020-2021
NYSSocialStudiesStandards
Standard1:HistoryoftheUnitedStatesandNewYorkStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofmajorideas,eras,themes,developments,andturningpointsinthehistoryoftheUnitedStatesandNewYork.Standard2:WorldHistoryStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofmajorideas,eras,themes,developments,andturningpointsinworldhistoryandexaminethebroadsweepofhistoryfromavarietyofperspectives.Standard3:GeographyStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofthegeographyoftheinterdependentworldinwhichwelive—local,national,andglobal—includingthedistributionofpeople,places,andenvironmentsoverEarth’ssurface.Standard4:EconomicsStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofhowtheUnitedStatesandothersocietiesdevelopeconomicsystemsandassociatedinstitutionstoallocatescarceresources,howmajordecision-makingunitsfunctionintheUnitedStatesandothernationaleconomies,andhowaneconomysolvesthescarcityproblemthroughmarketandnonmarketmechanisms.Standard5:Civics,Citizenship,andGovernmentStudentswilluseavarietyofintellectualskillstodemonstratetheirunderstandingofthenecessityforestablishinggovernments;thegovernmentalsystemsoftheUnitedStatesandothernations;theUnitedStatesConstitution;thebasiccivicvaluesofAmericanconstitutionaldemocracy;andtheroles,rights,andresponsibilitiesofcitizenship,includingavenuesofparticipation.
UnifyingThemesofSocialStudies
The unifying Social Studies themes represent different lenses to be applied to the teaching and learning of the Key Ideas and ConceptualUnderstandingswithintheNYSFrameworkacrossallgrades,K-12.
1.IndividualDevelopmentandCulturalIdentity 6.Power,Authority,andGovernance2.Development,Movement,andInteractionofCultures 7.CivicIdealsandPractices3.Time,Continuity,andChange 8.Creation,Expansion,andInteractionofEconomicSystems4.Geography,Humans,andtheEnvironment 9.Science,Technology,andInnovation5.DevelopmentandTransformationofSocialStructures 10.GlobalConnectionsandExchange
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NYSGrade8KeyIdeasKEYIDEASKeyIdeasarealignedtothestandardsandrepresentenduringunderstandingsthatshouldbethefocusofteachingandlearningforeachgrade.KeyIdeasaredesigned to address larger social studies perspectives, trends, and issues. Each grade level consists of eight to twelve Key Ideas, so these statements areintentionallyrichandsubstantial.
8.1RECONSTRUCTION:RegionaltensionsfollowingtheCivilWarcomplicatedeffortstohealthenationandtoredefinethestatusofAfricanAmericans.(Standards:1,4,5;Themes:MOV,SOC,CIV,ECO)8.2ACHANGINGSOCIETY:IndustrializationandimmigrationcontributedtotheurbanizationofAmerica.ProblemsresultingfromthesechangessparkedtheProgressivemovementandincreasedcallsforreform.(Standards:1,2,4;Themes:MOV,SOC,TECH,EXCH)8.3EXPANSIONANDIMPERIALISM:Beginninginthesecondhalfofthe19thcentury,economic,political,andculturalfactorscontributedtoapushforwestwardexpansionandmoreaggressiveUnitedStatesforeignpolicy.(Standards:1,2,3,5;Themes:GEO,GOV,CIV,ECO)8.4WORLDWARIANDTHEROARINGTWENTIES:Variousdiplomatic,economic,andideologicalfactorscontributedtotheUnitedStatesdecisiontoenterWorldWarI.InvolvementinthewarsignificantlyalteredthelivesofAmericans.PostwarAmericawascharacterizedbyeconomicprosperity,technologicalinnovations,andchangesintheworkplace.(Standards:1,2,4;Themes:SOC,GOV,ECO,TECH8.5GREATDEPRESSION:Economicandenvironmentaldisastersinthe1930screatedhardshipsformanyAmericans.Amidstmuchdebateabouttheappropriateroleofgovernment,PresidentFranklinD.RoosevelthelpedtocreateintensivegovernmentinterventionsintheUnitedStateseconomyandsociety.(Standards:1,3,5;Themes:TCC,SOC,GOV,ECO)8.6WORLDWARII:TheaggressionoftheAxispowersthreatenedUnitedStatessecurityandledtoitsentryintoWorldWarII.ThenatureandconsequencesofwarfareduringWorldWarIItransformedtheUnitedStatesandtheglobalcommunity.ThedamagefromtotalwarfareandatrocitiessuchastheHolocaustledtoacallforinternationaleffortstoprotecthumanrightsandpreventfuturewars.(Standards:1,2,3;Themes:TCC,GOV,TECH,EXCH)
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8.7FOREIGNPOLICY:TheperiodafterWorldWarIIhasbeencharacterizedbyanideologicalandpoliticalstruggle,firstbetweentheUnitedStatesandcommunismduringtheColdWar,thenbetweentheUnitedStatesandforcesofinstabilityintheMiddleEast.Increasedeconomicinterdependenceandcompetition,aswellasenvironmentalconcerns,arechallengesfacedbytheUnitedStates.(Standards:1,2,4,5;Themes:TCC,GEO,ECO,EXCH)8.8DEMOGRAPHICCHANGE:AfterWorldWarII,thepopulationoftheUnitedStatesrosesharplyasaresultofbothnaturalincreasesandimmigration.PopulationmovementshaveresultedinchangestotheAmericanlandscapeandshiftingpoliticalpower.Anagingpopulationisaffectingtheeconomyandstrainingpublicresources.(Standards:1,3,4,5;Themes:ID,GEO,SOC,GOV,ECO)8.9DOMESTICPOLITICSANDREFORM:ThecivilrightsmovementandtheGreatSocietywereattemptsbypeopleandthegovernmenttoaddressmajorsocial,legal,economic,andenvironmentalproblems.Subsequenteconomicrecessioncalledforaneweconomicprogram.(Standards:1,4,5;Themes:TCC,SOC,CIV,ECO)ConceptualUnderstandingsConceptualUnderstandingsaremorespecificstatementsthataredesignedtosupporteachKeyIdea.EachKeyIdeaconsistsofapproximatelytwoto sevenConceptualUnderstandings thataredesigned to support the largerKey Idea.Together, theKey IdeasandConceptualUnderstandingsrepresentthebodyofSocialStudiesconceptsthatshouldbethefocusofteachingandlearning.ContentSpecificationsContentSpecifications,craftedas“Studentswill…”statements,addfurtherclarityanddepthtotheConceptualUnderstandingbyarticulatingspecificcontent that can be taught to illuminate the Conceptual Understanding. Ultimately, Content Specifications work in tandem with ConceptualUnderstandingsinsupportofthelargerKeyIdeas.SocialStudiesPracticesTheSocialStudiesPracticesrepresentthesocialscienceandhistoricalthinkingskillsthatstudentsshoulddevelopthroughouttheirK-12educationin order to be prepared for civic participation, college, and careers. Similar to theMathematical Practices within the Common Core LearningStandards, the Social Studies Practices should be infused with the Social Studies content contained within the Key Ideas and ConceptualUnderstandings.
NYSSSInstructionalShifts
(refertoNYSSSFieldGuide)
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1) FocusonConceptualUnderstandingsa. Fromfacts�conceptsandcontentknowledgeb. Frombreadth�depthc. Fromrecall�transferandconnections
2) FosterStudentInquiry,Collaboration,andInformedActiona. Fromteacherasdisseminator�teacherasfacilitatorofinvestigationb. Fromstudentslearnfactsfromtextbooks�studentsinvestigatethesocialsciences,usingmultiplesourcesc. Fromstudentsretellinterpretations�studentsconstructinterpretationsandcommunicateconclusions
3) IntegrateContentandSkillsPurposefullya. Fromstudentsexperienceanadditionalnonfictionreadingclassortextbook-focusedinstruction�studentslearntoread,discuss
andwritelikesocialscientistsb. Fromstudentsdevelopliteracyskillsandsocialstudiespracticesseparately�studentsdevelopdisciplinaryliteracyskillsandsocial
sciencepracticesintandemc. Fromstudentslearncontentknowledge�studentsintegrateandapplyconcepts,skills,andknowledge
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September21–October23Unit1(Topic9ofSavvasRealizeResources):8.1RECONSTRUCTIONUnit1Overview:RegionaltensionsfollowingtheCivilWarcomplicatedeffortstohealthenationandtoredefinethestatusofAfricanAmericans.
(Standards:1,4,5;Themes:MOV,SOC,CIV,ECO)CompellingQuestion:
§ Howshouldwehandleconflict?
SupportingQuestions:
§ Whateconomic,politicalandsocialproblemsdidtheUnitedStatesfaceaftertheCivilWar?§ WhatstepsweretakeninitiallyduringReconstruction?§ HowdidtheassassinationofLincolnandtheinaugurationofnewPresidentleadtoconflict?§ HowdidCongressreacttotheblackcodes?§ WhywasPresidentJohnsonimpeached?§ HowdidReconstructionredefinewhatitmeanttobeanAmerican?§ HowdidconservativesresistReconstruction?§ Whateconomic,political,andsocialchallengesfacedReconstructiongovernments?§ HowdidReconstructionredefinewhatitmeanttobeAmerican?§ WhateventsledtotheendofReconstruction?§ HowweretherightsofAfricanAmericansrestrictedintheSouthduringReconstructionandfoedecadesafterward?§ Whatindustriesflourishedinthe“NewSouth”?
SocialStudiesPracticesinthisUnit:Gathering,InterpretingandUsingEvidence
• DefineandframequestionsabouttheUnitedStatesandanswerthembygathering,interpreting,andusingevidence.• Identify,describe,andevaluateevidenceabouteventsfromdiversesources(includingwrittendocuments,worksofart,photographs,charts
andgraphs,artifacts,oraltraditions,andotherprimaryandsecondarysources).• Analyzeevidenceintermsofhistoricaland/orsocialcontext,content,authorship,pointofview,purpose,andformat;identifybias;explain
theroleofbias,contextandaudienceinpresentingargumentsorevidence.
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• Describeandanalyzeargumentsofothers,consideringhistoricalcontext.• Makeinferencesanddrawconclusionsfromevidence.• Recognizeanargumentandidentifyevidencethatsupportstheargument;examineargumentsrelatedtoaspecificsocialstudiestopicfrom
multipleperspectives;deconstructarguments,recognizingtheperspectiveoftheargumentandidentifyingevidenceusedtosupportthatperspective.
ChronologicalReasoning
• Articulatehoweventsarerelatedchronologicallytooneanotherintime,andexplainthewaysinwhichearlierideasandeventsmayinfluencesubsequentideasandevents.
• Employmathematicalskillstomeasuretimebyyears,decades,centuries,andmillennia;tocalculatetimefromthefixedpointsofthecalendarsystem(B.C.orB.C.E.andA.D.orC.E.);andtointerpretthedatapresentedintimelines.
• Identifycausesandeffects,usingexamplesfromcurrentevents,grade-levelcontent,andhistoricalevents.• Identify,analyze,andevaluatetherelationshipbetweenmultiplecausesandeffects.• Distinguishbetweenlong-termandimmediatecausesandeffectsofaneventfromcurrenteventsorhistory.• Recognize,analyze,andevaluatedynamicsofhistoricalcontinuityandchangeoverperiodsoftime.• Recognizethatchangingtheperiodizationaffectsthehistoricalnarrative.• Relatepatternsofcontinuityandchangetolargerhistoricalprocessesandthemes.• Identifyanddescribemodelsofhistoricalperiodizationthathistoriansusetocategorizeevents.
ComparisonandContextualization
• IdentifyaregionoftheUnitedStatesbydescribingmultiplecharacteristicscommontoplaceswithinit,andthenidentifyothersimilarregionsinsidetheUnitedStates.
• Identifyandcomparemultipleperspectivesonagivenhistoricalexperience.• Describe,compare,andevaluatemultiplehistoricaldevelopments(withinsocieties;acrossandbetweensocieties;invariouschronological
andgeographicalcontexts).• Describetherelationshipbetweengeography,economics,andhistoryasacontextforeventsandmovementsintheUnitedStates.• Connecthistoricaldevelopmentstospecificcircumstancesoftimeandplaceandtobroaderregional,national,orglobalprocesses.• Analyzecase studies inUnitedStateshistory ina comparative framework,attending to the roleof chronologyandsequence,aswellas
categoriesofcomparisonorsocio-politicalcomponents.
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GeographicReasoning
• Uselocationtermsandgeographicrepresentations,suchasmaps,photographs,satelliteimages,andmodelstodescribewhereplacesareinrelationtoeachotherandconnectionsbetweenplaces;evaluatethebenefitsofparticularplacesforpurposefulactivities.
• Distinguishhumanactivitiesandhuman-madefeaturesfrom"environments"(naturaleventsorphysicalfeatures-land,air,andwater-thatarenotdirectlymadebyhumans)anddescribetherelationshipbetweenhumanactivitiesandtheenvironment.
• IdentifyandanalyzehowenvironmentsaffecthumanactivitiesandhowhumanactivitiesaffectphysicalenvironmentsintheUnitedStates.• Recognizeandanalyzehowcharacteristics(cultural,economic,andphysical-environmental)ofregionsaffectthehistoryoftheUnitedStates.• Characterizeandanalyzechanginginterconnectionsbetweenplacesandregions.• Describethespatialorganizationofplace,consideringthehistorical,social,political,andeconomicimplicationofthatorganization.Identify
anddescribeexamplesofhowboundariesanddefinitionoflocationarehistoricallyconstructed.
EconomicsandEconomicSystems
• Explainhoweconomicdecisionsaffectthewell-beingofindividuals,businesses,andsociety;evaluatealternativeapproachesorsolutionstoeconomicissuesintermsofbenefitsandcostsfordifferentgroupsofpeople.
• Explaintherolesofbuyersandsellersinproduct,labor,andfinancialmarkets.• Describetheroleofcompetitioninthedeterminationofpricesandwagesinamarketeconomy.• Examinetherolesofinstitutionssuchascorporations,non-profitorganizations,andlaborunionsinamarketeconomyintheUnitedStates.• Useappropriatedatatoevaluatethestateofemployment,unemployment,inflation,totalproduction,income,andeconomicgrowthinthe
economy.• Explainhowgovernmentpoliciesaffecttheeconomy.
CivicParticipation
• Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints. Usetechniquesandstrategiestobeanactiveandengagedmemberofclassdiscussionsoffellowclassmates'viewsandstatements.
• Participateinactivitiesthatfocusonaclassroom,school,community,state,ornationalissueorproblem.• IdentifyandexplaindifferenttypesofpoliticalsystemsandideologiesusedatvarioustimesinUnitedStateshistoryandexplaintherolesof
individualsandkeygroupsinthosepoliticalandsocialsystems.• Identify,describe,andcontrasttheroleoftheindividualinopportunitiesforsocialandpoliticalparticipationasanagentofhistoricalchange
indifferentsocietiesandcommunities,aswellasatdifferenttimes,intheUnitedStates.
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• Participateinpersuading,negotiating,andcompromisingintheresolutionofconflictsanddifferences;introduceandexaminetheelementsofdebate.
• Identifysituationsinwhichsocialactionsarerequiredanddetermineanappropriatecourseofaction.• Worktoinfluencethoseinpositionsofpowertostriveforextensionsoffreedom,socialjustice,andhumanrights.• Fulfillsocialandpoliticalresponsibilitiesassociatedwithcitizenshipinademocraticsociety.• Developtheconnectionsofaninterdependentglobalcommunitybyengaginginthepoliticalprocessasitrelatestoaglobalcontext.
ConceptualUnderstandings/LiteracyStandards ContentSpecifications&Assessments Vocabulary&Resources
8.1aDifferentapproachestowardandpoliciesforReconstructionhighlightthechallengesfacedinreunifyingthenation.
8.1bFreedAfricanAmericanscreatednewlivesforthemselvesintheabsenceofslavery.ConstitutionalamendmentsandfederallegislationsoughttoexpandtherightsandprotectthecitizenshipofAfricanAmericans.
Ø 8.1aStudentswillcompareandcontrast
thedifferencesbetweenReconstructionunderLincoln’splan,Johnson’splan,andcongressional(Radical)Reconstruction.
Ø 8.1bStudentswillexaminethe
Reconstructionamendments(13th,14th,and15th)intermsoftherightsandprotectionsprovidedtoAfricanAmericans.
Ø 8.1bStudentswillexaminetheFreedmen’sBureau’spurpose,successes,andtheextentofitssuccess.
Ø 8.1bStudentswillexaminetheeffectsofthesharecroppingsystemonAfricanAmericans.
Ø 8.1bStudentswillexaminethereasonsforthemigrationofAfricanAmericanstotheNorth.
Ø 8.1bStudentswillexaminetheriseofAfricanAmericansingovernment.
TextbookSupportsAmericanHistory:myWorldInteractiveTopic9:TheReconstructionEra(1865-1877)Pages546-581
• Topic9TimelinePgs.548-549• 9.1EarlyReconstructionPgs.551-557• 9.2RadicalReconstructionPgs.558-563• 9.3ReconstructionandSouthernSociety
Pgs.566-572• 9.4TheAftermathofReconstructionPgs.
574-579
Topic9Vocabulary:UsethevocabularyactivityinyourActiveJournaltopracticethevocabularywords.Freedman
Reconstruction
Amnesty
Freedman’sBureau
13thAmendment
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ConceptualUnderstandings/LiteracyStandards ContentSpecifications&Assessments Vocabulary&Resources
8.1cFederalinitiativesbegunduringReconstructionwerechallengedonmanylevels,leadingtonegativeimpactsonthelivesofAfricanAmericans.
ReadingStandardsforLiteracyinHistory/SocialStudies6-8KeyIdeasandDetailsRH1RH2RH3CraftandStructureRH4RH5RH6IntegrationofKnowledgeandIdeasRH7RH8RH9WritingStandardsforLiteracyinHistory/SocialStudies6-8TextTypesandPurposesWHST1:
§ WHST1a§ WHST1b§ WHST1c§ WHST1d
Ø 8.1cStudentswillexploremethodsusedbySouthernstategovernmentstoaffectthelivesofAfricanAmericans,includingthepassageofBlackCodes,polltaxes,andJimCrowlaws.
Ø 8.1acStudentswillexploretheresponsesofsomeSouthernerstotheincreasedrightsofAfricanAmericans,notingthedevelopmentoforganizationssuchastheKuKluxKlanandWhiteLeagues.
Ø 8.1cStudentswillexaminethewaysinwhichthefederalgovernmentfailedtofollowuponitspromisestofreedAfricanAmericans.
Ø 8.1cStudentswillexaminetheeffectsofthePlessyv.Fergusonruling.
Topic9FormativeAssessmentso CivicDiscussionInquiryPg.550
o LessonCheck9.1Pg.557
o LessonCheck9.2Pg.563
o PrimarySourcesPg.564
o AnalysisSkillsPg.565
o LessonCheck9.3Pg.572
o AnalysisSkillsPg.573
o LessonCheck9.4Pg.579
BlackCodes
RadicalRepublicans
14thAmendment
ReconstructionAct
Impeach
15thAmendment
Scalawag
Carpetbagger
KuKluxKlan
Sharecropper
Compromiseof1877
PollTax
LiteracyTest
GrandfatherClause
Segregation
JimCrowLaws
Plessyvs.Ferguson
NewSouth
AdditionalOnlineResources:StanfordHistoryEducationGroup:*https://sheg.stanford.edu/history-lessonsGilderLehrmanResources:*https://www.gilderlehrman.org/history-resources
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ConceptualUnderstandings/LiteracyStandards ContentSpecifications&Assessments Vocabulary&Resources
§ WHST1eWHST2
§ WHST2a§ WHST2b§ WHST2c§ WHST2d§ WHST2e
WHST3WHST4WHST5WHST6WHST7
Topic9SummativeAssessments
o Topic9ReviewandAssessmentPgs.580-581
o TopicTest:TheReconstructionEra
EagleEyeCitizen:*https://eagleeyecitizen.orgPBSLearningMediaSocialStudies*https://ny.pbslearningmedia.org/subjects/social-studies/
NJAmistadCurriculumResources*Unit8:TheCivilWar&Reconstructionhttp://www.njamistadcurriculum.net/history/unit/civil-war-reconstruction*YoumustcreateaFREEaccounttoaccessthesematerialsLibraryofCongressTeachershttps://www.loc.gov/teachers/DigitalPublicLibraryofAmericahttps://dp.laDPLAPrimarySourceSetshttps://dp.la/primary-source-setsDPLAExhibitionshttps://dp.la/exhibitionsNYSArchivesEducationhttp://www.archives.nysed.gov/educationNYHeritagehttps://nyheritage.org
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ConceptualUnderstandings/LiteracyStandards ContentSpecifications&Assessments Vocabulary&Resources
OpperProjectfromOhioStateUniversityhttps://hti.osu.edu/opperNationalGeographichttp://www.nationalgeographic.com/NationalGeographicInteractiveMapMakerhttps://mapmaker.nationalgeographic.org
GoogleEarthhttp://www.google.com/earth/index.html
NOTES
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October25-November27Unit2(Topics10&11ofSavvasRealizeResources):8.2ACHANGINGSOCIETYUnit2Overview:IndustrializationandimmigrationcontributedtotheurbanizationofAmerica.ProblemsresultingfromthesechangessparkedtheProgressivemovementandincreasedcallsforreform.(Standards:1,2,4;Themes:MOV,SOC,TECH,EXCH)
CompellingQuestion:
§ HowdidAmerica’seconomy,industries,andpopulationgrowaftertheCivilWar?§ Whatcanindividualsdotoaffectsociety?
SupportingQuestions:§ Whatproblemsaroseontheminingfrontier?§ Howdidrailroadsspurdevelopment?§ Howdidrailroadsencourageeconomicgrowth?§ Howdidthegovernmentrailroads?§ HowdidtheCattleKingdomform?§ Whatalliancesdidfarmersmaketotrytoimprovetheircondition?§ WhatweresomeeffectsoftheHomesteadActs?§ WhatroledidthebisonplayinthelifeofthePlainsIndians?§ HowdidshiftingfederalpolicytowardAmericanIndianscauseongoingproblems§ WhydidreformsaimedatimprovingfederalpolicyfailAmericanIndians?§ Whatleadtotheexpansionofthesteelindustry?§ Whatstrategiesandpracticeshelpedsomeentrepreneursandbankersestablishgreatfortunesforthemselves?§ Whataresomeargumentsforandagainsttrustsandmonopolies?§ WhydidAmericanworkersformlaborunions?§ Whatissuesdidwomenfaceintheworkplace§ Whatchallengesdidlaborface?§ Howdidnewdevicesspeedupcommunicationduringthelate1800s?§ HowdidtheinventionsofthiseraimprovebusinessesandAmericans’qualityoflife?§ HowdidAmerica’spopulationgrowaftertheCivilWar?§ WhydidimmigrantsmakethedifficulttriptotheUnitedStates?§ WhatproblemsdidimmigrantsfaceintheUnitedStates?
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§ Whydidcitiesgrowrapidlyinthelate1800s?§ Howdidcitydwellers’socialandeconomicconditionsdeterminewheretheylived?§ Whatwasthesettlementhousemovement?§ WhatbotheredreformersaboutpoliticsduringtheGildedAge?§ WhatreformsmarkedtheProgressiveEra?§ Howdidthefederalgovernmentaffectthecountry’sgrowthaftertheCivilWar?§ WhatwereTheodoreRoosevelt’sreformgoals?§ HowdidWilliamHowardTaft’spoliciescompareandcontrastwiththoseofTheodoreRoosevelt?§ WhateconomicreformpoliciesdidWoodrowWilsonpursue?§ Howdidwomenworktowinrights?§ Whywasthecampaignagainstalcoholespeciallyimportanttowomen?§ Whathardshipsdidothergroupsfaceintheprogressiveera?§ HowdidcitieschangeintheProgressiveEra?§ Whatnewformsoftheatre,music,artandliteratureappearedduringthistime?§ WhatadvancesoccurredinpubliceducationintheProgressiveEra?
SocialStudiesPracticesinthisUnit:Gathering,InterpretingandUsingEvidence
• DefineandframequestionsabouttheUnitedStatesandanswerthembygathering,interpreting,andusingevidence.• Identify,describe,andevaluateevidenceabouteventsfromdiversesources(includingwrittendocuments,worksofart,photographs,charts
andgraphs,artifacts,oraltraditions,andotherprimaryandsecondarysources).• Analyzeevidenceintermsofhistoricaland/orsocialcontext,content,authorship,pointofview,purpose,andformat;identifybias;explain
theroleofbias,contextandaudienceinpresentingargumentsorevidence.• Describeandanalyzeargumentsofothers,consideringhistoricalcontext.• Makeinferencesanddrawconclusionsfromevidence.• Recognizeanargumentandidentifyevidencethatsupportstheargument;examineargumentsrelatedtoaspecificsocialstudiestopicfrom
multipleperspectives;deconstructarguments,recognizingtheperspectiveoftheargumentandidentifyingevidenceusedtosupportthatperspective.
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ChronologicalReasoning
• Articulatehoweventsarerelatedchronologicallytooneanotherintime,andexplainthewaysinwhichearlierideasandeventsmayinfluencesubsequentideasandevents.
• Employmathematicalskillstomeasuretimebyyears,decades,centuries,andmillennia;tocalculatetimefromthefixedpointsofthecalendarsystem(B.C.orB.C.E.andA.D.orC.E.);andtointerpretthedatapresentedintimelines.
• Identifycausesandeffects,usingexamplesfromcurrentevents,grade-levelcontent,andhistoricalevents.• Identify,analyze,andevaluatetherelationshipbetweenmultiplecausesandeffects.• Distinguishbetweenlong-termandimmediatecausesandeffectsofaneventfromcurrenteventsorhistory.• Recognize,analyze,andevaluatedynamicsofhistoricalcontinuityandchangeoverperiodsoftime.• Recognizethatchangingtheperiodizationaffectsthehistoricalnarrative.• Relatepatternsofcontinuityandchangetolargerhistoricalprocessesandthemes.• Identifyanddescribemodelsofhistoricalperiodizationthathistoriansusetocategorizeevents.
ComparisonandContextualization
• IdentifyaregionoftheUnitedStatesbydescribingmultiplecharacteristicscommontoplaceswithinit,andthenidentifyothersimilarregionsinsidetheUnitedStates.
• Identifyandcomparemultipleperspectivesonagivenhistoricalexperience.• Describe,compare,andevaluatemultiplehistoricaldevelopments(withinsocieties;acrossandbetweensocieties;invariouschronological
andgeographicalcontexts).• Describetherelationshipbetweengeography,economics,andhistoryasacontextforeventsandmovementsintheUnitedStates.• Connecthistoricaldevelopmentstospecificcircumstancesoftimeandplaceandtobroaderregional,national,orglobalprocesses.• Analyzecase studies inUnitedStateshistory ina comparative framework,attending to the roleof chronologyandsequence,aswellas
categoriesofcomparisonorsocio-politicalcomponents.
GeographicReasoning
• Uselocationtermsandgeographicrepresentations,suchasmaps,photographs,satelliteimages,andmodelstodescribewhereplacesareinrelationtoeachotherandconnectionsbetweenplaces;evaluatethebenefitsofparticularplacesforpurposefulactivities.
• Distinguishhumanactivitiesandhuman-madefeaturesfrom"environments"(naturaleventsorphysicalfeatures-land,air,andwater-thatarenotdirectlymadebyhumans)anddescribetherelationshipbetweenhumanactivitiesandtheenvironment.
• IdentifyandanalyzehowenvironmentsaffecthumanactivitiesandhowhumanactivitiesaffectphysicalenvironmentsintheUnitedStates.
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• Recognizeandanalyzehowcharacteristics(cultural,economic,andphysical-environmental)ofregionsaffectthehistoryoftheUnitedStates.• Characterizeandanalyzechanginginterconnectionsbetweenplacesandregions.• Describethespatialorganizationofplace,consideringthehistorical,social,political,andeconomicimplicationofthatorganization.Identify
anddescribeexamplesofhowboundariesanddefinitionoflocationarehistoricallyconstructed.
EconomicsandEconomicSystems
• Explainhoweconomicdecisionsaffectthewell-beingofindividuals,businesses,andsociety;evaluatealternativeapproachesorsolutionstoeconomicissuesintermsofbenefitsandcostsfordifferentgroupsofpeople.
• Explaintherolesofbuyersandsellersinproduct,labor,andfinancialmarkets.• Describetheroleofcompetitioninthedeterminationofpricesandwagesinamarketeconomy.• Examinetherolesofinstitutionssuchascorporations,non-profitorganizations,andlaborunionsinamarketeconomyintheUnitedStates.• Useappropriatedatatoevaluatethestateofemployment,unemployment,inflation,totalproduction,income,andeconomicgrowthinthe
economy.• Explainhowgovernmentpoliciesaffecttheeconomy.
CivicParticipation
• Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints. Usetechniquesandstrategiestobeanactiveandengagedmemberofclassdiscussionsoffellowclassmates'viewsandstatements.
• Participateinactivitiesthatfocusonaclassroom,school,community,state,ornationalissueorproblem.• IdentifyandexplaindifferenttypesofpoliticalsystemsandideologiesusedatvarioustimesinUnitedStateshistoryandexplaintherolesof
individualsandkeygroupsinthosepoliticalandsocialsystems.• Identify,describe,andcontrasttheroleoftheindividualinopportunitiesforsocialandpoliticalparticipationasanagentofhistoricalchange
indifferentsocietiesandcommunities,aswellasatdifferenttimes,intheUnitedStates.• Participateinpersuading,negotiating,andcompromisingintheresolutionofconflictsanddifferences;introduceandexaminetheelements
ofdebate.• Identifysituationsinwhichsocialactionsarerequiredanddetermineanappropriatecourseofaction.• Worktoinfluencethoseinpositionsofpowertostriveforextensionsoffreedom,socialjustice,andhumanrights.• Fulfillsocialandpoliticalresponsibilitiesassociatedwithcitizenshipinademocraticsociety.• Developtheconnectionsofaninterdependentglobalcommunitybyengaginginthepoliticalprocessasitrelatestoaglobalcontext.
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ConceptualUnderstandings/LiteracyStandards ContentSpecifications&Assessments Vocabulary&Resources
8.2aTechnologicaldevelopmentschangedthemodesofproduction,andaccesstonaturalresourcesfacilitatedincreasedindustrialization.ThedemandforlaborinurbanindustrialareasresultedinincreasedmigrationfromruralareasandarapidincreaseinimmigrationtotheUnitedStates.NewYorkCitybecamethenation’slargestcity,andothercitiesinNewYorkStatealsoexperiencedgrowthatthistime.
8.2bPopulationdensity,diversity,technologies,andindustryinurbanareasshapedthesocial,cultural,andeconomiclivesofpeople.
Ø 8.2aStudentswillidentifygroupsof
peoplewhomovedintourbanareas,andexaminewheretheycamefromandthereasonsfortheirmigrationintothecities.StudentswillexploretheimmigrantexperienceatEllisIsland.
Ø 8.2aStudentswillcompareandcontrastimmigrantexperiencesinlocationssuchasethnicneighborhoodsincities,ruralsettlementsintheMidwest,ChinesecommunitiesintheFarWest,andMexicancommunitiesintheSouthwest.
Ø 8.2bStudentswillexaminethepopulationgrowthofNewYorkCityandotherNewYorkcitiesandthetechnologiesandindustrieswhichencouragedthisgrowth.
Ø 8.2bStudentswillexaminethelivingconditionsinurbanareaswithafocusonincreasingpopulationdensityandtheeffectsthatthisgrowthhadonthesocial,cultural,andeconomiclivesofpeople.
TextbookSupportsAmericanHistory:myWorldInteractiveTopic10:IndustrialandEconomicGrowth(1865-1914)Pages582-647
• Topic10TimelinePgs.584-585• 10.1Mining,RailroadsandtheEconomy
Pgs.587-597• 10.2WesternAgriculturePgs.598-609• 10.3HardshipforAmericanIndiansPgs.
610-619(NYSFrameworks8.3a)• 10.4IndustryandCorporationsPgs.622-
629• 10.5TheLaborMovementPgs.631-637• 10.6NewTechnologiesPgs.638-644
Topic10Vocabulary:UsethevocabularyactivityinyourActiveJournaltopracticethevocabularywords.LodeVigilanteTranscontinentalRailroadSubsidyGaugeNetworkConsolidateRebatePoolCattleDrive
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8.2cIncreasedurbanizationandindustrializationcontributedtoincreasingconflictsoverimmigration,influencedchangesinlaborconditions,andledtopoliticalcorruption.
8.2dInresponsetoshiftsinworkingconditions,laborersorganizedandemployedavarietyofstrategiesinanattempttoimprovetheirconditions.
8.2eProgressivereformerssoughttoaddresspoliticalandsocialissuesatthelocal,state,andfederallevelsofgovernmentbetween1890and1920.Theseeffortsbroughtrenewedattentiontowomen’srightsandthesuffragemovementandspurredthecreationofgovernmentreformpolicies.
Ø 8.2cStudentswillexaminenativismand
anti-immigrationpolicies,includingtheChineseExclusionAct,theGentlemen’sAgreement,andimmigrationlegislationofthe1920s.
Ø 8.2cStudentswillexplorethegrowthandeffectsofchildlaborandsweatshops.
Ø 8.2cStudentswillexplorethedevelopmentofpoliticalmachines,includingBossTweedandTammanyHall.
Ø 8.2dStudentswillexaminethegoalsandtacticsofspecificlaborunionsincludingtheKnightsofLabor,theAmericanFederationofLabor,andtheIndustrialWorkersoftheWorld.
Ø 8.2dStudentswillexaminekeylaboreventsincludingtheHaymarketaffair,thePullmanStrikeandtheInternationalLadiesGarmentWorkers’Unionstrike.
Ø 8.2eStudentswillexaminethePopulistPartyasareformeffortbyfarmersinresponsetoindustrialization.
Ø 8.2eStudentswillinvestigatereformersandmuckrakerssuchasJaneAddams,FlorenceKelley,W.E.B.duBois,MarcusGarvey,IdaTarbell,EugeneV.Debs,
VaqueroCowTownMorrillActsSodbusterCooperativeWholesaleInflationTravoisTepeeJerkyCorralReservationAllotmentStockCorporationDividendTrustMonopolyCapitalismScarcitySweatshopStrikebreakerAnarchistTradeUnionCollectiveBargainingTriangleFirePatentTransatlanticMovingAssemblyLineMassProduction
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ReadingStandardsforLiteracyinHistory/SocialStudies6-8KeyIdeasandDetailsRH1RH2RH3CraftandStructureRH4RH5RH6IntegrationofKnowledgeandIdeasRH7RH8RH9WritingStandardsforLiteracyinHistory/SocialStudies6-8
JacobRiis,BookerT.Washington,andUptonSinclair.Studentinvestigationsshouldincludethekeyissuesintheindividual’sworkandtheactionsthatindividualtookorrecommendedtoaddressthoseissues.
Ø 8.2eStudentswillexploreleadersandactivitiesofthetemperanceandwoman’ssuffragemovements.
Ø 8.2eStudentswillinvestigatetheTriangleShirtwaistFireandthelegislativeresponse.
Ø 8.2eStudentswillexaminestateandfederalgovernmentresponsestoreformefforts,includingthepassageofthe17thamendment,childlaborandminimumwagelaws,antitrustlegislation,andfoodanddrugregulations.
Topic10FormativeAssessmentso CivicDiscussionInquiryPg.586
o LessonCheck10.1Pg.597
o LessonCheck10.2Pg.609
o LessonCheck10.3Pg.619
o PrimarySourcesPg.620
o AnalysisSkillsPg.621
o LessonCheck10.4Pg.629
o AnalysisSkillsPg.630
o LessonCheck10.5Pg.637
TextbookSupportsAmericanHistory:myWorldInteractiveTopic11:TheProgressiveEra(1865-1920)Pages582-647
• Topic11TimelinePgs.650-651• 11.1ANewWaveofImmigrationPgs.
653-660• 11.2UrbanizationPgs.663-668• 11.3TheRiseofProgressivismPgs.670-
678• 11.4TheProgressivePresidentsPgs.
680-686• 11.5ProgressandSetbacksforSocial
JusticePgs.687-698• 11.6AChangingAmericanCulturePgs.
699-708Topic11Vocabulary:UsethevocabularyactivityinyourActiveJournaltopracticethevocabularywords.PushFactorPullFactorPogromSteerageAcculturationNativistChineseExclusionActUrbanizationTenement
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TextTypesandPurposesWHST1:
§ WHST1a§ WHST1b§ WHST1c§ WHST1d§ WHST1e
WHST2§ WHST2a§ WHST2b§ WHST2c§ WHST2d§ WHST2e
WHST3WHST4WHST5WHST6WHST7
o LessonCheck10.6Pg.644
o PrimarySourcesPg.645
Topic10SummativeAssessmentso Topic10ReviewandAssessmentPgs.
646-647o TopicTestIndustrialandEconomic
Growth
Topic11FormativeAssessments
o DocumentBasedInquiryPg.652
o LessonCheck11.1Pg.660
o PrimarySourcesPg.661
o AnalysisSkillsPg.662
o LessonCheck11.2Pg.668
o AnalysisSkillsPg.669
o LessonCheck11.3Pg.678
o AnalysisSkillsPg.679
o LessonCheck11.4Pg.668
o LessonCheck11.5Pg.698
o LessonCheck11.6Pg.708
o PrimarySourcesPg.709
Topic11SummativeAssessmentso Topic11ReviewandAssessmentPgs.
710-711
BuildingCodeSocialGospelSettlementHouseHullHousePatronageCivilServiceMuckrakerProgressivePrimaryInitiativeReferendumRecallTrustbusterSquareDealConservationBullMoosePartyNewFreedomFederalReserveActFederalTradeCommissionSuffrageProhibitionLynchNAACP(AlsodiscusstheNiagaraMovement)BarrioMutualistaSkyscraperSuburbVaudevilleRagtimeYellowJournalismRealistLocalColor
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o TopicTestIndustrialandEconomicGrowth
NYSToolkit:http://www.c3teachers.org/inquiries/gilded-age/
AdditionalOnlineResources:StanfordHistoryEducationGroup:*https://sheg.stanford.edu/history-lessonsGilderLehrmanResources:*https://www.gilderlehrman.org/history-resourcesEagleEyeCitizen:*https://eagleeyecitizen.orgPBSLearningMediaSocialStudies*https://ny.pbslearningmedia.org/subjects/social-studies/
NJAmistadCurriculumResources*Unit9:PostReconstructionandtheOriginsoftheProgressiveErahttp://www.njamistadcurriculum.net/history/unit/post-reconstruction*YoumustcreateaFREEaccounttoaccessthesematerialsLibraryofCongressTeachershttps://www.loc.gov/teachers/
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DigitalPublicLibraryofAmericahttps://dp.laDPLAPrimarySourceSetshttps://dp.la/primary-source-setsDPLAExhibitionshttps://dp.la/exhibitionsNYSArchivesEducationhttp://www.archives.nysed.gov/educationNYHeritagehttps://nyheritage.orgOpperProjectfromOhioStateUniversityhttps://hti.osu.edu/opperNationalGeographichttp://www.nationalgeographic.com/NationalGeographicInteractiveMapMakerhttps://mapmaker.nationalgeographic.org
GoogleEarthhttp://www.google.com/earth/index.html
Notes:
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November30-December23Unit3(Topic12ofSavvasRealizeResources):8.3EXPANSIONANDIMPERIALISMUnit3Overview:Beginninginthesecondhalfofthe19thcentury,economic,political,andculturalfactorscontributedtoapushforwestwardexpansionandmoreaggressiveUnitedStatesforeignpolicy.(Standards:1,2,3,5;Themes:GEO,GOV,CIV,ECO)CompellingQuestion:WhatisAmerica’sroleintheworld?SupportingQuestions:
§ HowdidtheUnitedStatesgaincontrolofterritoriesinthePacific? § Whatisthemeaningofimperialism,andwhydidnationspursueit?§ HowdidtheUnitedStatesprotectitstradewithChina?§ HowdidtensionsinCubaleadAmericanstocallforwarwithSpain§ HowdidtheUnitedStateswinsuchaquickvictoryintheSpanish-AmericanWar?§ HowdidtheUnitedStatesacquireandruleitsempire?
SocialStudiesPracticesinthisUnit:Gathering,InterpretingandUsingEvidence
• DefineandframequestionsabouttheUnitedStatesandanswerthembygathering,interpreting,andusingevidence.• Identify,describe,andevaluateevidenceabouteventsfromdiversesources(includingwrittendocuments,worksofart,photographs,charts
andgraphs,artifacts,oraltraditions,andotherprimaryandsecondarysources).• Analyzeevidenceintermsofhistoricaland/orsocialcontext,content,authorship,pointofview,purpose,andformat;identifybias;explain
theroleofbias,contextandaudienceinpresentingargumentsorevidence.• Describeandanalyzeargumentsofothers,consideringhistoricalcontext.• Makeinferencesanddrawconclusionsfromevidence.• Recognizeanargumentandidentifyevidencethatsupportstheargument;examineargumentsrelatedtoaspecificsocialstudiestopicfrom
multipleperspectives;deconstructarguments,recognizingtheperspectiveoftheargumentandidentifyingevidenceusedtosupportthatperspective.
ChronologicalReasoning
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• Articulatehoweventsarerelatedchronologicallytooneanotherintime,andexplainthewaysinwhichearlierideasandeventsmayinfluencesubsequentideasandevents.
• Employmathematicalskillstomeasuretimebyyears,decades,centuries,andmillennia;tocalculatetimefromthefixedpointsofthecalendarsystem(B.C.orB.C.E.andA.D.orC.E.);andtointerpretthedatapresentedintimelines.
• Identifycausesandeffects,usingexamplesfromcurrentevents,grade-levelcontent,andhistoricalevents.• Identify,analyze,andevaluatetherelationshipbetweenmultiplecausesandeffects.• Distinguishbetweenlong-termandimmediatecausesandeffectsofaneventfromcurrenteventsorhistory.• Recognize,analyze,andevaluatedynamicsofhistoricalcontinuityandchangeoverperiodsoftime.• Recognizethatchangingtheperiodizationaffectsthehistoricalnarrative.• Relatepatternsofcontinuityandchangetolargerhistoricalprocessesandthemes.• Identifyanddescribemodelsofhistoricalperiodizationthathistoriansusetocategorizeevents.
ComparisonandContextualization
• IdentifyaregionoftheUnitedStatesbydescribingmultiplecharacteristicscommontoplaceswithinit,andthenidentifyothersimilarregionsinsidetheUnitedStates.
• Identifyandcomparemultipleperspectivesonagivenhistoricalexperience.• Describe,compare,andevaluatemultiplehistoricaldevelopments(withinsocieties;acrossandbetweensocieties;invariouschronological
andgeographicalcontexts).• Describetherelationshipbetweengeography,economics,andhistoryasacontextforeventsandmovementsintheUnitedStates.• Connecthistoricaldevelopmentstospecificcircumstancesoftimeandplaceandtobroaderregional,national,orglobalprocesses.• Analyzecase studies inUnitedStateshistory ina comparative framework,attending to the roleof chronologyandsequence,aswellas
categoriesofcomparisonorsocio-politicalcomponents.
GeographicReasoning
• Uselocationtermsandgeographicrepresentations,suchasmaps,photographs,satelliteimages,andmodelstodescribewhereplacesareinrelationtoeachotherandconnectionsbetweenplaces;evaluatethebenefitsofparticularplacesforpurposefulactivities.
• Distinguishhumanactivitiesandhuman-madefeaturesfrom"environments"(naturaleventsorphysicalfeatures-land,air,andwater-thatarenotdirectlymadebyhumans)anddescribetherelationshipbetweenhumanactivitiesandtheenvironment.
• IdentifyandanalyzehowenvironmentsaffecthumanactivitiesandhowhumanactivitiesaffectphysicalenvironmentsintheUnitedStates.• Recognizeandanalyzehowcharacteristics(cultural,economic,andphysical-environmental)ofregionsaffectthehistoryoftheUnitedStates.
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• Characterizeandanalyzechanginginterconnectionsbetweenplacesandregions.• Describethespatialorganizationofplace,consideringthehistorical,social,political,andeconomicimplicationofthatorganization.Identify
anddescribeexamplesofhowboundariesanddefinitionoflocationarehistoricallyconstructed.
EconomicsandEconomicSystems
• Explainhoweconomicdecisionsaffectthewell-beingofindividuals,businesses,andsociety;evaluatealternativeapproachesorsolutionstoeconomicissuesintermsofbenefitsandcostsfordifferentgroupsofpeople.
• Explaintherolesofbuyersandsellersinproduct,labor,andfinancialmarkets.• Describetheroleofcompetitioninthedeterminationofpricesandwagesinamarketeconomy.• Examinetherolesofinstitutionssuchascorporations,non-profitorganizations,andlaborunionsinamarketeconomyintheUnitedStates.• Useappropriatedatatoevaluatethestateofemployment,unemployment,inflation,totalproduction,income,andeconomicgrowthinthe
economy.• Explainhowgovernmentpoliciesaffecttheeconomy.
CivicParticipation
• Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints. Usetechniquesandstrategiestobeanactiveandengagedmemberofclassdiscussionsoffellowclassmates'viewsandstatements.
• Participateinactivitiesthatfocusonaclassroom,school,community,state,ornationalissueorproblem.• IdentifyandexplaindifferenttypesofpoliticalsystemsandideologiesusedatvarioustimesinUnitedStateshistoryandexplaintherolesof
individualsandkeygroupsinthosepoliticalandsocialsystems.• Identify,describe,andcontrasttheroleoftheindividualinopportunitiesforsocialandpoliticalparticipationasanagentofhistoricalchange
indifferentsocietiesandcommunities,aswellasatdifferenttimes,intheUnitedStates.• Participateinpersuading,negotiating,andcompromisingintheresolutionofconflictsanddifferences;introduceandexaminetheelements
ofdebate.• Identifysituationsinwhichsocialactionsarerequiredanddetermineanappropriatecourseofaction.• Worktoinfluencethoseinpositionsofpowertostriveforextensionsoffreedom,socialjustice,andhumanrights.• Fulfillsocialandpoliticalresponsibilitiesassociatedwithcitizenshipinademocraticsociety.• Developtheconnectionsofaninterdependentglobalcommunitybyengaginginthepoliticalprocessasitrelatestoaglobalcontext.
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Objectives(ContentSpecifications)&Assessments
VocabularyandResources
8.3aContinuedwestwardexpansioncontributedtoincreasedconflictswithNativeAmericans.(thiswascoveredinTopic10.3ofthetextbook)8.3bTheSpanish-AmericanWarcontributedtotheriseoftheUnitedStatesasanimperialpower.
8.3cInterestinPacifictradecontributedtoanincreaseinUnitedStatesforeigninteractions.
Ø 8.3aStudentswillexaminetheeffectsofthe
transcontinentalrailroadonthemovementtowardwestwardexpansion.
Ø 8.3aStudentswillexamineexamplesofNativeAmericanresistancetothewesternencroachment,includingtheSiouxWarsandtheflightandsurrenderofChiefJosephandtheNezPerce.
Ø 8.3aStudentswillexamineUnitedStatesandNewYorkStatepoliciestowardNativeAmericans,suchasthedisplacementofNativeAmericansfromtraditionallands,creationofreservations,effortstoassimilateNativeAmericansthroughthecreationofboardingschools,theDawesAct,andtheIndianReorganizationActandtheNativeAmericans’variousresponsestothesepolicies.
Ø 8.3bStudentswillexamineexamplesofyellowjournalismthatcontributedtoUnitedStatesentryintotheSpanish-AmericanWar,includingtheportrayalofthesinkingoftheUSSMaine.
Ø 8.3bStudentswillexplainhowtheeventsandoutcomesoftheSpanish-AmericanWarcontributedtotheshifttoimperialisminUnitedStatesforeignpolicy.
Ø 8.3cStudentswillassesstheeventssurroundingtheannexationofHawaii.
Ø 8.3cStudentswillexaminethepurposeandeffectsoftheOpenDoorPolicy.
TextbookSupportsAmericanHistory:myWorldInteractiveTopic12:ImperialismandWorldWar(1853-1919)Pages582-647
• Topic12TimelinePgs.714-715• 12.1ExpansioninthePacificPgs.
717-726• 12.2WarandEmpirePgs.727-735• 12.3U.S.PowerinLatinAmerica
Pgs.737-743• 12.4AEuropeanWarPgs.744-751
(NYSFramework8.4b)• 12.5EnteringtheWarPgs.687-698
(NYSFramework8.4a)• 12.6WinningtheWarPgs.761-767
(NYSFramework8.4c)• 12.7WilsonandIsolationismPgs.
768-774(NYSFramework8.4d)Topic12Vocabulary:UsethevocabularyactivityinyourActiveJournaltopracticethevocabularywords.IsolationismTreatyofKanawangaImperialismGreatWhiteFleetOpenDoorPolicyAtrocity
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Objectives(ContentSpecifications)&Assessments
VocabularyandResources
8.3dTheRooseveltCorollaryexpandedtheMonroeDoctrineandincreasedUnitedStatesinvolvementintheaffairsofLatinAmerica.ThisledtoresentmentoftheUnitedStatesamongmanyinLatinAmerica.
ReadingStandardsforLiteracyinHistory/SocialStudies6-8KeyIdeasandDetailsRH1RH2RH3CraftandStructureRH4RH5RH6IntegrationofKnowledgeandIdeasRH7RH8RH9WritingStandardsforLiteracyinHistory/SocialStudies6-8
Ø 8.3dStudentswillevaluatetheUnitedStatesactionstaken
undertheRooseveltCorollaryandtheireffectsonrelationshipsbetweentheUnitedStatesandLatinAmericannations,includingthebuildingofthePanamaCanal.
Topic12FormativeAssessmentso CivicDiscussionInquiryPg.716
o LessonCheck12.1Pg.726
o LessonCheck12.2Pg.735
o PrimarySourcesPg.736
o LessonCheck12.3Pg.743
o LessonCheck12.4Pg.751
o LessonCheck12.5Pg.760
o LessonCheck12.6Pg.767
o LessonCheck12.6Pg.767
o PrimarySourcesPg.775
Topic12SummativeAssessmentso Topic12ReviewandAssessmentPgs.776-777o TopicTestImperialismandWorldWarI
YellowJournalismSpanishAmericanWarPlattAmendmentProtectorateForakerActIsthmusRooseveltCorollaryDollarDiplomacyMoralDiplomacyNationalismMilitarismTerroristCentralPowersAlliedPowersTrenchWarfareNeutralPropagandaU-BoatLusitaniaWarmongerZimmermanTelegramSelectiveServiceActIlliterateBureaucracyLibertyBondPacifistSocialismAmericanExpeditionaryForces(AEF)BattleofBelleauWoodBattleofArgonneForestArmistice
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Objectives(ContentSpecifications)&Assessments
VocabularyandResources
TextTypesandPurposesWHST1:
§ WHST1a§ WHST1b§ WHST1c§ WHST1d§ WHST1e
WHST2§ WHST2a§ WHST2b§ WHST2c§ WHST2d§ WHST2e
WHST3WHST4WHST5WHST6WHST7
EpidemicFourteenpointsSelf-DeterminationLeagueofNationsReparationsTreatyofVersaillesMandateNYSToolkit:http://www.c3teachers.org/inquiries/american-expansion/AdditionalOnlineResources:StanfordHistoryEducationGroup:*https://sheg.stanford.edu/history-lessonsGilderLehrmanResources:*https://www.gilderlehrman.org/history-resourcesEagleEyeCitizen:*https://eagleeyecitizen.orgPBSLearningMediaSocialStudies*https://ny.pbslearningmedia.org/subjects/social-studies/
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Objectives(ContentSpecifications)&Assessments
VocabularyandResources
NJAmistadCurriculumResources*Unit10:AmericaConfrontsthe20thC.andtheEmergentModernAmericahttp://www.njamistadcurriculum.net/history/unit/emergent-modern-america*YoumustcreateaFREEaccounttoaccessthesematerialsLibraryofCongressTeachershttps://www.loc.gov/teachers/DigitalPublicLibraryofAmericahttps://dp.laDPLAPrimarySourceSetshttps://dp.la/primary-source-setsDPLAExhibitionshttps://dp.la/exhibitionsNYSArchivesEducationhttp://www.archives.nysed.gov/educationNYHeritagehttps://nyheritage.orgOpperProjectfromOhioStateUniversity
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Objectives(ContentSpecifications)&Assessments
VocabularyandResources
https://hti.osu.edu/opperNationalGeographichttp://www.nationalgeographic.com/NationalGeographicInteractiveMapMakerhttps://mapmaker.nationalgeographic.org
GoogleEarthhttp://www.google.com/earth/index.html.
NOTES