Delta RV Eighth Grade Social Studies Revised-2010 Principles of Constitutional Democracy Content Standard 1: Knowledge of the principles expressed in documents shaping constitutional democracy in the United States A Students will: analyze important principles in the Declaration of Independence, including inalienable rights and government by consent of the governed. 1.5 4.2 Students will compare and contrast Thomas Jefferson s rough draft of the Declaration of Independence with the final draft and then have a class discussion. Students will create a Venn diagram. of Venn diagram Principles expressed in documents shaping constitutional democracy in the United States analyze important principles in the Constitution, including: limited government, rule of law, majority and minority rights, separation of powers, checks and balances, amendment process, federalism, popular sovereignty, due process. apply important principles of the Bill of Rights, such as: basic rights and freedoms, protections against the government. G 1.5 4.2 lecture notes about the major principles in the Constitution. Students will demonstrate connections among these terms and the Constitution on a web chart, and write short explanations on the connecting lines. lecture notes concerning President Lincoln s suspension of certain rights during the Civil War and discuss the implications of these issues. of web chart 1
Principles of Constitutional Democracy Content Standard 1: Knowledge of the principles expressed in documents shaping constitutional democracy in the United States B Students will: apply knowledge of responsibilities that governments and citizens need to accept in order to carry out the principles in the Bill of Role of Rights. citizens and governments in carrying out constitutional principles 4.2 Skill/Concept lecture notes about the apparent hypocrisy in America between what is promised in the Bill of Rights and what was actually practiced, including slavery and religious persecution. Students will create a diagram that shows the interplay between the responsibilities of governments and their citizens in carrying out important principles in the Constitution. Students will compose a one-page essay explaining how one amendment in the Bill of Rights affects their daily life. for one-page essay 2
United States History Content Standard 2a: Knowledge of continuity and change in the history of Missouri, the United States, and the world A Students will: Native American cultures analyze the viability and diversity of Native American cultures before Europeans came. Extended Students will prepare a powerpoint presentation about an early Native American group. Rubric scoring for powerpoint B Discovery, exploration and settlement of the United States C Perspectives on the American Revolution D Writing the United States Constitution evaluate the importance of the discovery, exploration and early settlement of America. interpret the American Revolution, including the perspectives of patriots and loyalists and factors that explain why the American colonists were successful. justify the drafting of the constitution, and examine its effects on the formation of a new nation. 2.3 3.5 Extended Extended Students will write an essay outlining the reasons for European exploration and then will read and complete a study guide over a secondary source concerning the effects of the European exploration. Students will read the novel JOHNNY TREMAIN and then discuss the differences between patriots and loyalists outlined in this book. notes justifying the drafting of the Constitution and examining its effects on the new nation. for essay for study guide 3
United States History Content Standard 2a: Knowledge of continuity and change in the history of Missouri, the United States, and the world E Students will: Westward Expansion and settlement of the United States F Cultural interactions among ethnic groups G Reform movements assess the significance of Westward Expansion including: Louisiana Purchase, Lewis and Clark Expedition, Missouri Compromise, Texas and the Mexican War, Oregon Territory, California Gold Rush. analyze cultural interactions among these groups: Native Americans, immigrants from Europe, Africans brought to America demonstrate understanding of the main events from reform movements such as: abolitionism, women s movement, Jacksonian Democracy. 1.9 1.9 R Skill/Concept lecture notes over the importance and effects of westward expansion in the United States. lecture notes about the effects of cultural interaction in the United States including Native Americans, slavery, and the activist movement. lecture notes over the different reform movements of the l9th century in America. H Understanding the causes and consequences of the Civil War interpret political, economic, and social causes and consequences of the Civil War and Reconstruction. 3.6 lecture notes interpreting the causes and consequences of the Civil War and Reconstruction. 4
Principles and es of Governance Systems Content Standard 3: Knowledge of principles and process of governance systems Measurable Learner B Students will: assess rights and responsibilities of individuals. 1.1 1.2 1.9 4.2 4.3 Students will create a writing assignment in which they outline what they believe one of their responsibilities is in American Democracy. This will be followed by class discussion. Scoring rubric of creative writing Principles and processes of governments in a democracy interpret how laws are made, interpreted, and enforced. interpret how leaders a are selected. 1.5 2.3 Extended Students will discuss, study a chart, and take lecture notes concerning the making of laws in America. lecture notes about the intentions of the founding fathers in selecting our country s leaders, and then discuss how that process has changed over time. interpret how power is distributed among individuals and branches of government. T Extended Students will write an essay explaining the concepts of separation of powers and checks and balances. Scoring rubric for essays 5
Principles and es of Governance Systems Content Standard 3: Knowledge of principles and process of governance systems B Students will: describe how to participate in Principles government. and processes of governments in a democracy 4.2 Skill/Concept lecture notes describing the different ways a person can participate in government. C Local, state and national governments in the United States give examples of how local, state and national governments impact people s lives. analyze decision-making and conflict resolution in courts at local, state and national levels (roles of judge, jury, attorneys for prosecution, plaintiff and defense; civil vs. criminal law; court procedures). 1.5 2.6 3.7 Students will discuss, and using historical examples, demonstrate ways in which the different levels of government affect people s daily lives. Students will discuss, using important court decisions as examples, the role of the courts in American society. 6
Economic and Principles Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) A Students will: apply the following economic concepts: business cycle, unemployment, market economy. 1.5 lecture notes about the economic changes that took place in America during the 1700 s and l800 s using the concepts of business cycle, unemployment and market economy. Economic concepts Recall 7
Economic and Principles Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) B Students will: assess the role of technology in our economy and how our economy has changed from an agricultural economy to an The role of industrial economy. technology in our economy and how our economy has changed from an agricultural economy to an industrial economy 1.2 3.5 lecture notes assessing the role of technology in the United States and the change from an agricultural to an industrial economy. 8
Economic and Principles Content Standard 4: Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand) C Students will: interpret the past, explain Interpreting the the present, and predict past, the future consequences explaining the of economic decisions. present and predicting the future of economic decisions 1.2 3.5 4.1 Students will take lecture notes and discuss the effects of the South s decision to rely almost exclusively on cotton as a cash crop for their economy. D Understanding the consequences of personal and public economic decisions describe how decisions and actions of governments, businesses, groups and individuals affect one another in a market economy. 3.8 lecture notes describing how different economic decisions have affected the American economy. Included topics will be boycotts, taxes, and gold versus silver standard. E Understanding various types of taxes and their purposes identify different forms of taxes such as tariffs, sales taxes and income taxes, and their purposes. 3.8 R Skill/Concept lecture notes about the different types of taxes and their purposes. 9
Elements of Geographical Study and Analysis Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions)and their relationship to changes in society and environment A Students will: Geographic research sources (examples maps, satellite images, globes, chart, graphs and databases) and how to evaluate and use them. use maps and evaluate geographic research sources to process and report information to solve problems and make predictions. 1.4 Skill/Concept Students will use different geographic tools to do research and report geographic information. Geography worksheets B use of the geography of Missouri, the United States and the Americas, and world to make predictions and solve problems: Location locate states of the United States, locate cities and topographic features of the United States. Locate and describe geographic places, using absolute and relative location. Skill/ Students will complete geographic worksheets in which they will locate cities and topographic features of the United States. Geographic worksheets 10
Elements of Geographical Study and Analysis Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions)and their relationship to changes in society and environment C Students will: analyze physical characteristics, such as climate, topography, relationship to water and ecosystems. notes analyzing how physical and human characteristics affect societies. Place analyze human characteristics, such as people s education, language, diversity, economies, religions, settlement patterns, ethnic background and political system. 11
Elements of Geographical Study and Analysis Content Standard 5: Knowledge of major elements of geographical study and analysis (such as location, place, movement, regions)and their relationship to changes in society and environment E Students will: compare major population distribution, demographics, Human and migrations in the systems United States and the impact of those patterns on cultures and community life. G Relationships between and among places H Regions explain how changes in transportation, communication and other technologies affect the movement of people, products and ideas. explain how regions of the United States relate to one another and change over time. Skill/Concept Recall Students will use geography worksheets to compare the effects of population distribution, demographics and migrations in the United States and their effects on daily life. lecture notes explaining how changes in transportation and communication affected the Civil War. Students will complete geography worksheets explaining how regions of the United States relate to one another and change over time. Geography worksheets s I Uses of Geography use geography to interpret the past, explain the present and plan for the future. 3.1 Extended Students will complete geography worksheets to interpret the past, explain the present and plan for the future. 12
Relationships of Individual and Groups to Institutions and Traditions Content Standard 6: Knowledge of relationships of the individual and groups to institutions and cultural traditions B Students will: analyze how a person becomes a member of a Group group or institution and membership what factors that influence inclusion or exclusion from a group. D Effect of laws and events on relationships E Effect of personal and group experiences on perceptions describe how laws and events affect members of groups and relationships among groups. assess how personal and group experiences influence people s perceptions and judgments of events. 2.3 2.3 W Skill/Concept lecture notes over different ethnic and political groups in the United States. lecture notes about how laws affected different groups in the United States including Native Americans, African Americans, Chinese and Japanese. Students will discuss how location influenced feelings about slavery before the Civil War. Teacher observation F Changing ideas, concepts and traditions analyze how ideas, concepts, and traditions have changed over time (example women s role in society). 4.3 notes analyzing how ideas, concepts, and traditions have changed over time. 13
Tools of Social Science Inquiry Content Standard 7: A Students will: select and investigate primary and secondary Using primary sources. and secondary sources 1.2 Students will analyze various primary sources, government documents, diaries, speeches, etc., and secondary sources and investigate their importance to history. B Using maps, graphs, statistics, timelines, charts and diagrams use maps, graphs, statistical data, timelines, charts and diagrams to interpret, draw conclusions and make predictions. Students will use maps, graphs, statistical data, timelines, charts and diagrams to interpret, draw conclusions, and make predictions. s for maps, graphs, timelines, charts and graphs C Creating maps and graphics create maps, graphs, timelines, charts and diagrams to communicate information. Skill/Concept Students will label maps, create graphs, and use charts and diagrams to communicate information. s for maps, graphs, charts and diagrams 14
Tools of Social Science Inquiry Content Standard 7: Knowledge of the tools of social science inquiry (such as surveys, statistics, maps and documents D Students will: use technological tools for research and presentation. Using technological tools Students will prepare a historical resume over one important figure from the American Revolution. E Distinguishing fact and opinion identify, research and defend a point of view/position. 2.3 Students will create a five paragraph essay defending a thesis about European exploration. F Support a point of view identify, research and defend a point of view/position. 2.3 Students will create an essay based on one of the following positions: 1) The south lost the Civil War or 2) The north won the Civil War. 15
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