TRIMESTER 1 PLAN: 8TH GRADE SOCIAL STUDIES



TRIMESTER 1 PLAN: 8TH GRADE SOCIAL STUDIES

September 8 – December 4, 2009: 13 weeks

|Project/Unit: |Duration/Weeks |Content Standards: |Activities: |Skills/Strategies: |

| | | | | |

|Introduction + Community Building |1 week | |Get to know, |Effective Communication |

| |Sept. 8 – Sept. 11 | |Class rules/procedures, |Creating a Community |

| | | |Classroom Bill of Rights, |Engaging in Collaboration |

| | | |Introduce POL, |Exploring Culture/Values |

| | | |Guiding Principles, | |

| | | |Values/community | |

| | | | | |

|MAP TESTING: |Sept. 14 – Oct. 2 | | |Students will utilize effective test taking|

| |Schedule varies | | |strategies that are relevant to all content|

| | | | |areas being assessed |

| | | | | |

|MEAP TESTING: |Oct. 13 – Oct. 29 | |Projects + activities will reinforce the GLCE’s tested |Students will utilize a variety of writing |

| |Schedule varies | |in the 9th grade Social Studies MEAP (SEE BELOW) |strategies as well as explore their |

| | | | |personal civic duties, both of which will |

| | | | |prepare them for the Civic writing portion |

| | | | |of the 9th grade SS MEAP |

|PBL1: Impact of Physical Geography on | |G2.1.1-Explore landforms, climate | | |

|Humans in the Eastern Hemisphere | |G2.1.2-Use World Wide Web to compare/contrast | | |

| | |physical features | | |

| |3-4 weeks |G2.2.1-Explore human characteristics of region, | | |

| |Sept. 14 – Oct. 9 |including language, religion, economy, gov’t, | | |

| |(Tenative) |culture | | |

| | |G.4.3.1-Explore patterns of human settlement | | |

| | | |Natural disaster ranking, |Summarizing and connecting information from|

| | | |Basics of Geog. Film/notes, |a variety of sources, |

| |Week 1 | |Background info on Physical + Human geography of E. |Group/pair collaboration |

| | | |hemisphere (including: regions, landforms, |Utilizing multiple styles of learning to |

| | | |ecosystems/resources, climate + human settlement, |access material |

| | | |culture, population, occupation) | |

| | | | | |

| | | | | |

| | | |Introduce types of natural disasters of e. hemisphere |Proficiency + confidence in reading, |

| |Week 2 | |vs. w. hemisphere, |writing, speaking, |

| | | |Web exploration of SE Asia Tsunami, review, and |Computer/internet proficiency, |

| | | |presentation of perspective |Ability to understand personal unfamiliar |

| | | |Hurricane Katrina - Spike Lee’s When the Levees Broke |perspectives |

| | | |(analysis, reflection, discussion) |Empathy + responsibility to others, |

| | | | | |

| | | |Expert Speaker – relief effort for Katrina in New |Summarizing, reflecting on, and uncovering |

| | | |Orleans |personal actions to help those effected |

| | | |Introduce emergency plan assignment Groups select | |

| |Week 3 | |disaster + begin research outline | |

| | | |Groups use outline to create brochure, poster, or PSA | |

| | | |Begin presentations | |

| | | | |Group collaboration, |

| | | |Groups finish presentations |Synthesize background info + research to |

| |Week 4 | |Individual/peer assessment + evaluation |demonstrate understanding of dangers + |

| | | |Debrief as a class |preventive measures, |

| | | | |Peer + Individual assessment/evaluation of |

| | | | |progress |

| | |G5.1.1-Exlore environmental effects of human | | |

|PBL2: Impact of Humans on their Physical| |action on atmosphere | | |

|Environment in the Eastern Hemisphere |4-5 weeks |G5.1.2-Explore effects of technology + | | |

| |Oct. 12 – Nov. 13 |modifications of landscape | | |

| |(Tenative) |G5.1.3-How human induced changes in one area | | |

| |Ties in with PBL1 |affect others | | |

| | |P3.1-Inquire about the origin of an issue, | | |

| | |identify different resolutions + develop an | | |

| | |action plan to inform/address | | |

| | |P4.2.1-plan/conduct activities that re: public | | |

| | |policy issue + evaluate effectiveness | | |

| | |P4.2.2-Contribute to solving problem | | |

| | |P4.2.3-Inform others | | |

| | | | | |

| | | |Garbage song/reflection |Identify impact of personal choices + |

| | | |Personal Garbage Log |lifestyle on our environment |

| |Week 1 | |Pollution Notes/Film | |

| | | |Recycling Home items | |

| | | |Introduce Human Impacts | |

| | | |Carbon Footprint | |

| | | | | |

| |Week 2 | |Background Info + Article Review of Human Impacts |Build on prior knowledge to enhance |

| | | |(Negative + Positive) – In E. Hemisphere + W. |understanding of human impacts |

| | | |Hemisphere | |

| | | |Introduce Community Service Project |Use a variety of media and sources to |

| | | |*FIELD TRIP/EXPERT |promote personal interest and relevance to |

| |Week 3 | |Students explore and select interest |Pollution |

| | | |Begin independent research | |

| | | |Community Involvement: local/global |Take hands on approach to explore and |

| | | |Continue Ind. Research |demonstrate ways to impact local + global |

| |Week 4 | |Peer Pitch/Review |community |

| | | |Organize Presentation | |

| | | |Begin Individual presentations | |

| | | |Finish Presentations |Synthesis of information from a variety of |

| |Week 5 | |Students self-assess w/rubric + evaluate peers |sources |

| | | |Debrief as a class |Putting ideas into action in the form of |

| | | | |community service |

| | | | | |

|PBL3: Critical Analysis of Historical |1 week |Interdisciplinary partnership with Chinese | | |

|Truths from Different Perspectives |Nov. 16 – Nov. 20 |advisor + students | | |

| |(If time permits) | | | |

| | | |Background info on China | |

| | | |Peer teaching of Chinese culture |Cross-cultural understanding |

| | | |Explore western + eastern perspectives of discovering |Historical inquiry |

| |Week 1 | |the Americas |Critical thinking of “known” truths |

| | | |Students research specific perspective + prepare | |

| | | |outline for debate | |

| | | |Peer assessment of each other’s arguments | |

| | | | | |

| | | |(If time permits) | |

| | | |Class debates | |

| | | |Class nominates 2 students from each class (1 in for | |

| | | |perspective) | |

| | | |SS students combine with Chinese students to prepare | |

| | | |for and perform debate each other (mixed debate teams) | |

| | | |Classes debrief + assess their performance | |

|PoLs: Presentations of Learning |1+ week | | |Reflect on and assess individual |

| |Nov. 23 - Dec. 4 | | |understanding of major concepts from all |

| | | | |disciplines and tie together with personal |

| | | | |interest or common theme |

| | | | | |

| | | | |Develop Presentation skills and engagement |

| | | | |with audience |

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