8 Grade Georgia Studies - Unit 1 Connecting Themes Used in ...

[Pages:26]8th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the 8th Grade Georgia Studies Social Studies Course.

8th Grade Georgia Studies - Unit 1 ? Connecting Themes Used in Georgia Studies

Elaborated Unit Focus

This unit is designed to introduce students to the nine themes that will feature prominently in the nine themes that will feature prominently in the Georgia Studies course. Activities will focus on: Conflict and Change, Distribution of Power, Governance, Individuals, Groups, and Institutions, Location, Movement/Migration, Production, Distribution, Consumption, Rule of Law, Technological Innovation.

Connection to Connecting Theme/Enduing Understandings

GSE for Social Studies Connection to Literacy Standards for Social Studies Connection to Social Studies Matrices

This unit serves as an introduction to all the Enduring Understandings in 8th grade Georgia Studies. Students will gain a more indepth understanding of how these themes relate to Georgia Studies throughout the units of study.

? Beliefs and Ideals ? Conflict and Change ? Conflict Resolution ? Distribution of Power ? Individuals, Groups, and Institutions ? Location ? Movement/Migration ? Production, Distribution, Consumption ? Rule of Law ? Technological Innovation

This unit is designed to teach the themes used in the course. There are no standards and elements for this introductory unit.

This unit is designed to teach the themes used in the course. There are no connections to literacy standards for this introductory unit.

This unit is designed to teach the themes used in the course. There are no information processing and/or map and globe skills for this introductory unit.

Georgia Department of Education

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8th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

Essential Questions and Related Supporting/Guiding Questions

Enduring Understanding 1 Beliefs and Ideals

Enduring Understanding 2 Conflict and Change

Enduring Understanding 3 Conflict Resolution

Enduring Understanding 4 Distribution of Power

Enduring Understanding 5 Individuals, Groups, Institutions

Enduring Understanding 6 Location

1. How can beliefs and ideals influence decisions? a. How can beliefs and ideals influence societal decisions? b. How can beliefs and ideals influence political decisions? c. How can beliefs and ideals influence economic decisions?

1. How can conflict cause change? a. How can conflict be good? b. How can conflict be bad? c. How can something good be bad?

1. How can resolution come from conflict? a. How can societies resolve conflict? b. How can legal proceedings cause change? c. How can force lead to compromise?

1. How is distribution of power vital to success? a. How is a government's power distributed? b. Why can laws impact governments? c. How is power divided within the society you live?

1. How can actions of others cause change? a. How have your actions had intended and unintended consequences? b. How can something that is good for one be bad for another? c. How can one person cause serious change?

1. How is where we live vital to how we live? a. Why does location matter? b. How does the economy depend on location? c. How can location be good for somethings and bad for others?

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Enduring Understanding 7 Movement/Migration

Enduring Understanding 8 Production, Distribution, Consumption

Enduring Understanding 9 Rule of Law

Enduring Understanding 10 Technological Innovation

8th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

1. Why is movement necessary for survival? a. How can movement affect society? b. How can movement be good for one group but bad for another? c. How does migration affect society?

1. Why is location important for production, distribution, consumption? a. Why can certain things not be produced in certain areas? b. What impact does society play on production? c. What impact does the economy have on distribution and consumption?

1. Why is it important to have rules and laws? a. Should laws be changed? b. Should society have a part in making some rules? c. Why are some laws for certain countries good for that particular country but bad for other countries?

1. How can technology be good and bad? a. What had technology meant to our society? b. How does society influence technology? c. How has technology influenced your way of living?

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8th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

Sample Instructional Activities/Assessments

Beliefs and Ideals

Description Students should read and annotate attached article. Once students have completed this, they should complete the attached 6 C's Document Analysis sheet. This document analysis sheet can also be found by visiting the following site:

GSE Standards and Elements

N/A

Literacy Standards Social Studies Matrices Enduring Understanding(s)

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8th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

Culture Shapes Religious Belief: Implications of Culture for Religious Fundamentalism and Pluralism

It is hardly rocket science that virtually all human beliefs and values are largely shaped by culture. If you grow up in the U.S., chances are you won't become a diehard rugby fan. If you grow up in Germany, you probably won't end up caring about American Football. Sports is obviously just one example of this.

Even within a culture, your beliefs and values are highly shaped by which segment of society (your family, friends) you happen to have been exposed to. A lot of this happens when you are a child and you basically have no choice in the matter.

Point being, we wind up believing in and supporting to a large extent what we are pretty much told to believe and value by culture, and our sub sectional membership within that culture.

Of course we don't always know how much we are basically told what to believe; a lot of it occurs implicitly. Some scholars have argued that if this did not occur implicitly, people would rebel against it, which would defeat the whole purpose of forming groups for survival and belonging needs. The society, and the sanity of the individual within the society, hinges on the following of these rules and values without the person largely being aware of it.

That was rather long winded to get to my main question. If culture and society shape all of our beliefs, then from a religious perspective, what does this suggest?

If you are born in Iran, you will probably be Moslem. If you are born in a Christian home in the U.S., you will probably be Christian. If your parents are atheists, you will probably be an atheist.

So, if the (probably) greatest predictor of religious affiliation is geography (which it probably is), how can anyone religion claim exclusive truth? The reality is that followers of this religion would believe largely different things if they were born in a different country. To claim that your religion is exclusively true and valid, is (I think) to deny this realization.

I am not out to get religion here at all. My argument isn't that religion is false, but that I do not get how any one religion can claim to be true at the expense of all the other religions.

Even assuming one religion is true (who knows?) then the follower of this religion would have no way of knowing this, because (among other reasons) they would probably believe something way different if they were born into a different country or house or whatever.

It seems odd that a higher power or powers would hold what you believe about them against you, when this is based on pretty much where you were born. They would have to be pretty unreasonable, or pretty bad social psychologists.

Source: "Culture Shapes Religious Belief." Psychology Today. N.p., n.d. Web. 07 Dec. 2016. .

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8th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

W THE 6 C'S of PRIMARY SOURCE ANALYSIS

CONTENT

Main Idea

Describe in detail what you see.

CITATION

Author/Creator

When was this created?

CONTEXT

What is going on in the world, the country, the region, or the locality when this was created?

CONNECTIONS

Prior Knowledge

Link the primary source to other things that you already know or have learned about.

COMMUNICATION

Point-of-view or bias

Is this source reliable?

CONCLUSIONS

How does the primary source contribute to our understanding of history?

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8th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

Conflict and Change Comic Strip

Description Students will create a comic strip that shows a particular conflict and the change it led to within their life. Directions are listed below for the student. GSE Standards and Elements Literacy Standards Social Studies Matrices Enduring Understanding(s)

Comic Strip

Your Job: Create a comic strip of at least 5 panels comic strip about a specific event within your life that demonstrates a conflict that led to a change. Instructions:

1. Plan out each of your panels carefully. Make sure you can tell the whole story! 2. Each panel should include at least one text bubble. 3. All panels should include a background to indicate where it is taking place. 4. Drawings should be neat, no stick people!

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8th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

Conflict Resolution

Description 1) Ask who is familiar with the term RESOLUTION (allow a chance for students to talk about what this means as a class). 2) Students shall discuss certain topics within their daily life that they foresee a resolution could help. 3) Students are to write a "RESOLUTION" for a chosen topic. Make sure they address the need for the resolution and what their expected outcome from the resolution being enacted would be for them, the class, or the school.

GSE Standards and Elements

N/A

Literacy Standards

Social Studies Matrices N/A Enduring Understanding(s)

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