Shrewsbury Borough School Social Studies Curriculum Guide: 2012 Grade 8 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Unit Theme 1: The Era of Thomas Jefferson (1800-1815) Unit Theme 2: A Changing Nation (1815-1840) Unit Theme 3: The North and South Take Different Paths (1800-1845) Unit Theme 4: An Age of Reform (1820-1860): Unit Theme 5: Westward Expansion (1820-1860) Unit Theme 6: The Nation Divided (1846-1861) : Unit Theme 7: The Civil War (1861-186565) Unit Theme 8: Reconstruction And The New South (1863-96): Objectives: Objectives: Objectives: Objectives: Understand the goals and policies of Thomas Jefferson as president. Describe the significance of the Louisiana Purchase and the subsequent explorations of Lewis and Clark. Use a physical map to understand the features and geography of the Louisiana region. Explain the conflicts abroad with respect to the British, French and the Barbary pirates of North Africa. Close Reading: Analyze Jefferson s inaugural address and his philosophy on economics and politics. Describe how the Industrial Revolution began and spread throughout New England. Name the various technologies and inventors who were critical to the Industrial Revolution. Understand the rapid expansion of cities, the change in transportation and the wave of immigration during the 1840s and 1850s. Explain the changes in the slave system, and how the cotton boom resulted in a rapid expansion of the institution. Describe the movement of Americans out west, as well as the increase in canals and transportation. Describe the various Regions of The West and the different peoples who inhabited the region. Understand the trails out west such as those to Oregon, and the different people who traveled along them. Explain the movement and reasons for independence in Texas. Describe how the United States and Mexico came into conflict during the mid 19 th century. List the various peoples who migrated west such as the Forty- Niners and the Mormons, and understand their experiences in the new region. Differentiate between the states that seceded from, and stayed loyal to, the Union. Understand the advantages and disadvantages of both the Union and Confederacy. Describe how the average soldier lived his daily life. Examine the new technology that changed the war. Evaluate the early battles and explain why the Confederates were victorious. List and describe the early battles of the Civil War, both in the East and the West.
Understand the causes of the War of 1812 and the various battles and different figures who had a major impact on the war s outcome. Explain how the post-war period resulted in increasing national unity, an interconnected economy and an increase in the power of the federal government. Evaluate President Monroe s foreign policy with regard to Latin America and Canada. Close Reading: Use facts and evidence from primary sources to enhance understanding of 19 th century American politics: Henry Clay, John C. Calhoun and Daniel Webster. Describe the Age of Andrew Jackson and the increasing democratic values that swept the nation during this era. Identify the increasing Democratic processes which changed the American political system: increasing voter rights, political parties, nominating conventions, and direct elections of the President. Identify the major parts of the Missouri Compromise. Close Reading: Analyze the declaration from the Seneca Falls Convention to distinguish fact from opinion and enhance understanding of the document. Use a map to show the location of both slave and free states following the Missouri Compromise. Understand the Reform movements of the 19 th century with regard to religion, prisons, temperance, and education. Explain the roots of the antislavery movement and the growing opposition to slavery, including the Underground Railroad. Close Reading: Examine 19 th century newspapers such as the Liberator in order to enhance understanding of the abolitionist movement (Primary Sources). Describe the struggle for women s rights and equality. Understand the various authors, painters, poets and musicians who influenced American culture during Understand the growing tensions over slavery in the west, and how various political figures attempted to compromise with both sides. Identify the significance of each part of the Compromise of 1850. View a virtual map of the United States during the mid 1850s following the Compromise of 1850. Observe the slave and free states. Describe how the compromises fell apart and led to increasing violence in the Kansas-Nebraska territories. Close Reading: Read the Congressional Bills for the Compromise of 1850 and the Kansas Nebraska Act to interpret the intent of these Primary Sources. Explain the emergence of the Republican party. Understand the significance of the Dred Scott Decision, the Lincoln- Douglas debates and John Brown s raid in Virginia. Close Reading: Read and interpret the 1857 Supreme Court decision of Dred Scott v. Sanford and Understand the Emancipation Proclamation and its effect on the war. Describe how African American troops volunteered and fought for the Union. Examine the divisions that occurred in both the Union and Confederacy during the war. Evaluate the economic policies of the Civil War. Describe how women contributed to the war effort. Understand the battles that turned the tide, and eventually ended the war. Close Reading: Read and interpret Lincoln s address at Gettysburg. Close Reading: Read and analyze President Lincoln s Second Inaugural Address. Use this primary source to enhance understanding of the progress of the Civil War. Examine the South s collapse, and examine the war s toll.
Understand the impact of the Indian Removal Act on the Native Americans living east of the Mississippi. Explain Jackson s war on the bank, the Nullification Crisis and the end of the Jackson era. the mid 19 th century (eg: Cooper, Irving, Hawthorne, Emerson, Thoreau, Melville, Alcott, Longfellow). Use a map to understand the expansion of the U.S. during the 19 th century. explain the ruling of the Supreme Court. Describe why the election of Abraham Lincoln as president led to secession and war. Close Reading: Read President Lincoln s first inaugural address and analyze the intent of this primary source. Lessons, Activities, & Student Products: Lessons, Activities, & Student Products: Lessons, Activities, & Student Products: Lessons, Activities, & Student Products: Key ideas and details: Students will organize information from powerpoint presentations through note-taking and oral responses. Key ideas and details: Students will organize information from powerpoint presentations through notetaking and oral responses. Key ideas and details: Students will organize information from powerpoint presentations through notetaking and oral responses. Key ideas and details: Students will organize information from powerpoint presentations through notetaking and oral responses. Students will research and present reports on the philosophical views of one major American figure: Henry Clay, John C. Calhoun, Andrew Jackson, or Daniel Webster. The purpose of the reports will be to defend the specific figure s view of American society. Students will be assigned an individual state from the Louisiana territory. They will use primary sources on the web to describe the Students will use maps to understand the expansion of the U.S. during the 19 th century. Students will present reports on one of the different technologies of the early-to-mid 19 th century and how it impacted the process of industrialization. Students will research the various social issues of the day: education, prisons, slavery, temperance, and industry. They will pair up and Students will use maps to understand the following: Texas Independence, Mexican Cession, Compromise of 1850, Free and Slave states, Kansas-Nebraska Act and the Secession states 1860-61. Students will conduct a mock interview of a major figure in American western history after researching their biography. Close Reading: Students will read Students will use maps to locate the major battles that occurred from 1861-65. Close Reading: Students will read, and analyze for writer s intent, Lincoln s Gettysburg Address. Close Reading: Students will read, and analyze for writer s intent, President Lincoln s Second Inaugural Address. Students will conduct research to
state s current features: location, area, population, governor, etc. Close Reading: Students will read Thomas Jefferson s inaugural speech and describe his view, analyze his policies, and describe how the text is presented. debate the issue from two differing views. Close Reading: Students will read the declaration of the Seneca Falls Convention and analyze the purpose, the central idea, how it was presented, and the authors views on the issues. Close Reading: Students will analyze a copy of the newspaper The Liberator and analyze the arguments of William Lloyd Garrison. They will identify and discuss the major arguments and structure, and identify facts versus opinions. excerpts of diaries from persons who lived or migrated out west during the 19 th century. They will identify the authors point of view, purpose, and distinguish fact from opinion. Students will research the issue of Union loyalty versus secession. They will then pair up and create a debate on the merits of secession, discussing whether or not such an act is constitutional. Close Reading: Students will read and examine Sam Houston s final speech to the Texas Legislature. Close Reading: Students will read, and analyze for writer s intent, President Lincoln s First Inaugural Address. write the biography of an influential person who affected the Civil War period. Students will role-play mock reporters during the Civil War. In groups of 2, they will write a newspaper article on a major battle that occurred. Using research, they will write in the first person as if they were there. Students will role play: a wounded veteran, a former slave owner and a freedman following the Civil War. In a first person narrative, they will describe their war experiences and what they see for the future. Close Reading: Students will examine the 13 th, 14 th and 15 th amendments to the Constitution and describe their historical significance. 21 st Century Skills: Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration 21 st Century Skills: Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration 21 st Century Skills: Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration 21 st Century Skills: Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration
Essential Questions: Essential Questions: Essential Questions: Essential Questions: How did Jefferson and Madison deal with unresolved problems? How did Jefferson chart a new course for the government? What was the importance of the purchase and exploration of the Louisiana Territory? How did Jefferson respond to threats to the security of the nation? What were the causes and effects of the War of 1812? How did the nation reflect a growing sense of national pride and identity? How was the power of the federal government strengthened during the Era of Good Feelings? How did U.S. foreign affairs reflect new national confidence? How did the people gain more power during the Age of Jackson? Why did Jackson use force to Why did Americans take different paths in the early 1800s? How did the new technology of the Industrial Revolution change the way Americans lived? How did urbanization, technology, and social change affect the North? How did Americans move west, and how did this intensify the debate over slavery? How did cotton affect the social and economic life of the South? How did reformers and writers inspire change and spark controversy? How did key people bring about reform in education and society? How did abolitionists try to end slavery? How did the women s suffrage movement begin? How did American literature and art have an impact on American life? How did westward expansion change the geography of the nation and demonstrate the determination of its people? What cultures and ideas influenced the development of the West? Why did people go west and what challenges did they face? What were the causes and effects of the Texas War for Independence and the Mexican-American War? How did the Mormon settlement and the gold rush lead to changes in the West? How did the nation try but fail to deal with the growing sectional differences? How did the question of the admission of new states to the Union fuel the debate over slavery and states rights? Why did the Compromise of 1850 fail? Why did the Lincoln-Douglas Why did each side believe the Civil War would be brief? What were the advantages and disadvantages of both the Union and the Confederacy in the war? What were the causes and the effects of the Emancipation Proclamation? Why was the South victorious in the early battles? How did the Civil War affect people, the economy, and politics in both the North and South? How did Lincoln and the generals turn the tide of war in 1863? What were the short- and longterm effects of the Civil War? How did the federal government try to solve key problems facing the nation in the post-civil War period? What were the effects of Reconstruction?
remove Native Americans from the Southeast? How did old issues take a new shape in the conflict over a national bank and tariffs? debates and John Brown s raid increase tensions between the North and South? Why did the election of Abraham Lincoln spark the secession of southern states?
Materials: Materials: Materials: Materials: Textbook; Prentice Hall America: A History of Our Nation Textbook; Prentice Hall America: A History of Our Nation Textbook; Prentice Hall America: A History of Our Nation Textbook; Prentice Hall America: A History of Our Nation Powerpoint presentations Powerpoint presentations Powerpoint presentations Powerpoint presentations Smartboard Technology Smartboard Technology Smartboard Technology Smartboard Technology Transparencies Transparencies Transparencies Transparencies DVD: American History DVD: American History DVD: American History DVD: American History Interactive Textbook and Worksheets Interactive Textbook and Worksheets Interactive Textbook and Worksheets Interactive Textbook and Worksheets Audio CD Audio CD Audio CD Audio CD Computers in the library Computers in the library Computers in the library Computers in the library Speeches from: Jefferson s Inaugural; Jackson and Calhoun on secession, Clay on Missouri Compromise Copies of: Seneca Falls Convention and the Liberator Copies of William Lloyd Garrison s newspaper Copies of: Lincoln s First Inaugural address Copies of Diaries of persons who migrated west Copies of the Gettysburg Address Copies of Lincoln s Second Inaugural address Copies of Sam Houston s final public speech
Assessment: Assessment: Assessment: Assessment: Students will take both tests and quizzes in order to accurately reflect on their understanding of the Ages of both Thomas Jefferson and Andrew Jackson. Students will present maps and reports of individual states. Students will debate and defend the policies of various American figures from the early 19 th century. Students will take both tests and quizzes in order to accurately reflect on their understanding of the North and South differentiating their societies, and the various reform movements of the 19 th century. Students will debate prominent nineteenth century issues from different sides: education, prohibition, prisons, slavery, etc., and will be assessed according to scoring rubric. Students will be assessed on their presentations of their reports on a major technology of the early-mid 19 th century and how it affected the course of American society. Students will take both tests and quizzes in order to accurately reflect on their understanding of the West and the sectional divisions over slavery that led to the Civil War. Students will conduct an interview of a major 19 th century western figure to show their depth of knowledge of the individual, and will be assessed according to scoring rubric. Students will present arguments and posters, debating whether they favor or are against secession, and will be assessed according to scoring rubric. Students will take both tests and quizzes in order to accurately reflect on their understanding of the Civil War and reconstruction. Students will identify major battles by presenting a first-hand reporter s account of the fighting. Students will present papers and posters on major individuals from the Civil War era. Students will describe the viewpoints of many individuals during and following the Civil War.
NJCCCS: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. NJCCCS: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. NJCCCS: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. NJCCCS: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 4. Expansion and Reform Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions. A.Civics, Government, and Human Rights 6.1.8.A.4.a Explain the changes in America s relationships with other nations by analyzing policies, treaties, tariffs, and agreements. 6.1.8.A.4.b Analyze how the concept of Manifest Destiny influenced the 4. Expansion and Reform Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions. 6.1.8.C.4.b Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and nation. 6.1.8.C.4.c Analyze how technological innovations affected the status and social class of different groups of people, and explain the outcomes 4. Expansion and Reform Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions. A.Civics, Government, and Human Rights 6.1.8.A.4.a Explain the changes in America s relationships with other nations by analyzing policies, treaties, tariffs, and agreements. 6.1.8.A.4.b Analyze how the concept of Manifest Destiny influenced the 5. Civil War and Reconstruction The Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery. The Civil War and Reconstruction had a lasting impact on the development of the United States. A.Civics, Government, and Human Right 6.1.8.A.5.a. Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life.
acquisition of land through annexation, diplomacy, and war. 6.1.8.A.4.c Assess the extent to which voting rights were expanded during the Jacksonian period. B.Geography, People, and the Environment 6.1.8.B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States. 6.1.8.B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans. C.Economics, Innovation, and Technology 6.1.8.C.4.a Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges facing the new nation. that resulted. History, Culture, and Perspectives 6.1.8.D.4.a Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted. 6.1.8.D.4.b Explore efforts to reform education, women s rights, slavery, and other issues during the Antebellum period. 6.1.8.D.4.c Explain the growing resistance to slavery and New Jersey s role in the Underground Railroad. acquisition of land through annexation, diplomacy, and war. Geography, People, and the Environment 6.1.8.B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and removal of Native Americans. History, Culture, and Perspectives 6.1.8.D.4.a Analyze the push-pull factors that led to increases in immigration, and explain why ethnic and cultural conflicts resulted. 6.1.8.A.5.b Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the reconstruction of the South. B.Geography, People, and the Environment 6.1.8.B.5.a Determine the role of geography, natural resources, demographics, transportation, and technology in the progress and outcome of the Civil War. C.Economics, Innovation, and Technology 6.1.8.C.5.a Assess the human and material costs of the Civil War in the North and South. 6.1.8.C.5.b Analyze the economic impact of Reconstruction on the South from different perspectives. History, Culture, and Perspectives 6.1.8.D.5.a Prioritize the causes and events that led to the Civil War from different
perspectives. 6.1.8.D.5.b Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war. 6.1.8.D.5.c Examine the roles of women, African Americans, and Native Americans in the Civil War. 6.1.8.D.5.d Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.
CCSS: Standards» Reading: Informational Text» Grade 8 CCSS: Standards» Reading: Informational Text» Grade 8 CCSS: Standards» Reading: Informational Text» Grade 8 CCSS: Standards» Reading: Informational Text» Grade 8 Comprehension and Collaboration: Comprehension and Collaboration: Comprehension and Collaboration: Comprehension and Collaboration: RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Standards» Writing» Grade 8 Research to Build and Present Knowledge: RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Craft and Structure: RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or Craft and Structure: RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or Craft and Structure: RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or
W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards» Speaking & Listening» Grade 8 Presentation of Knowledge and Ideas: SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. allusions to other texts. RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Standards» Writing» Grade 8 Research to Build and Present Knowledge: W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while allusions to other texts. RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Standards» Writing» Grade 8 Research to Build and Present Knowledge: W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following allusions to other texts. RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. RI.8.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. Standards» Writing» Grade 8 Text Types and Purposes: W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions,
avoiding plagiarism and following a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards» Speaking & Listening» Grade 8 Presentation of Knowledge and Ideas: SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards» Speaking & Listening» Grade 8 Comprehension and Collaboration: SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. Pose questions that connect the ideas of several speakers and concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domainspecific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences,
respond to others questions and comments with relevant evidence, observations, and ideas. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3. Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Standards» Speaking & Listening» Grade 8 Presentation of Knowledge and Ideas: SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellevents, and/or characters. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Provide a conclusion that follows from and reflects on the narrated experiences or events. Research to Build and Present Knowledge: W.8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and
chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Standards» Speaking & Listening» Grade 8 Comprehension and Collaboration: SL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define
individual roles as needed. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation Standards» Speaking & Listening» Grade 8 Presentation of Knowledge and Ideas: SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and
clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCSS: CCSS: CCSS: CCSS: Reading and Writing Standards for Literacy in History/Social Studies 6-8: Reading and Writing Standards for Literacy in History/Social Studies 6-8: Reading and Writing Standards for Literacy in History/Social Studies 6-8: Reading and Writing Standards for Literacy in History/Social Studies 6-8: Key Ideas and Details: Key Ideas and Details: Key Ideas and Details: Key Ideas and Details: RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3. Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.6-8.3. Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.6-8.3. Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.6-8.3. Identify key steps in a text s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure Craft and Structure Craft and Structure Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.6. Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.6. Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.6. Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.6. Identify aspects of a text that reveal an author s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas Integration of Knowledge and Ideas RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Writing Writing Writing Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge Research to Build and Present Knowledge Research to Build and Present Knowledge Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.