AMERICAN HISTORY SOCIAL STUDIES 8

SOCIAL STUDIES 8:

AMERICAN HISTORY

COLLEGE PREP 0281

SOCIAL STUDIES 8 0044

SOCIAL STUDIES 8 0074

SOCIAL STUDIES 0121

REVISED: AUGUST, 2020

GRADE: 8

Abington School District

900 Highland Avenue

Abington, PA 19001

TABLE OF CONTENTS

Overarching K-12 Enduring Understandings (Big Ideas) for Social Studies

Overarching K-12 Essential Questions for Social Studies

Course Overview

Pacing Guide

Required and Supplemental Resources

Units of Study:

The First Americans and Exploration (Chapters 1 & 2)

Colonial America (Chapters 3 & 4)

Revolution (Chapters 5 & 6)

A New Government (Chapters 7 & 8)

Early Presidents (Chapters 9 & 10)

Growth & Expansion (Chapter 11)

Jacksonian Democracy (Chapter 12)

Manifest Destiny (Chapter 13)

North and South (Chapter 14)

Spirit of Reform (Chapter 15)

Civil War (Chapters 16 & 17)

Reconstruction (Chapter 18)

OVERARCHING K-12 ENDURING UNDERSTANDINGS FOR SOCIAL

STUDIES

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

Cultures are held together by shared beliefs and common practices and values.

The movement of people, goods, and ideas causes societies to change over time.

People, places, and ideas change over time.

Conflict can lead to change

Governments are formed to establish and maintain order within a society.

Economic systems shape relationships in society.

PDE FRAMEWORK FOR CIVICS:

¡ñ Government is the protection or abridgement of balancing rights, liberty, and freedom.

¡ñ People with liberty and freedom have a right and a responsibility for maintaining and securing them for their

posterity.

¡ñ The workings of government vary dependent on how the government has the authority to govern.

¡ñ Citizens balancing their freedom and liberties in one form of government create actions that will impact citizens

in other forms of government.

PDE FRAMEWORK FOR ECONOMICS:

¡ñ A government¡¯s influence in economic performance impacts the balance of freedom and liberty.

¡ñ The tools of economic markets and the functions of government control the full exercise of freedom and liberty.

¡ñ Governments and their citizens distribute resources, trade goods, and services to balance freedom and liberty.

¡ñ The exchange of ideas, goods, and services affects the common welfare and the balance of freedom and liberty.

¡ñ The work and earnings in various markets impact the balance of freedom and liberty.

PDE FRAMEWORK FOR GEOGRAPHY

¡ñ Geographic tools are constructs of man to represent time, space and place.

¡ñ The phenomena of the earth, its physical features, places and resources, have been and will be an influence on

freedom and liberty.

¡ñ Geographic features influence human activities in exercising freedom and liberty.

¡ñ People will use physical features, natural resources, and locations to influence their freedom and liberty.

PDE FRAMEWORK FOR HISTORY:

¡ñ The study of the past gives information for today to make choices for liberty and freedom.

OVERARCHING K-12 ESSENTIAL QUESTIONS FOR SOCIAL STUDIES

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

¡ñ

What are characteristics that make up a culture?

How do civilizations rise and fall?

What makes a culture unique?

How do new ideas change the way people live?

Why do people trade?

What are the consequences when cultures interact?

How does geography influence the way people live?

Why does conflict develop?

What motivates people to act?

Why do people form governments?

How do governments change?

What are the characteristics of a leader?

How do new ideas change the way people live?

How does technology change the way people live?

How do people adapt to their environment?

Why do people make economic choices?

¡ñ

IDENTITY PERSPECTIVE

¡ð How does my race influence who I am?

¡ð How do we each take responsibility for our community?

DIVERSITY PERSPECTIVE

¡ð How are my experiences similar to and different from those of people from other racial backgrounds?

¡ð How do people in different jobs, in the past and present, affect the way we live?

JUSTICE PERSPECTIVE

¡ð What kinds of bias and privilege do individuals and groups experience because of their race?

¡ð Why have people not been able to get the jobs they have wanted?

ACTION PERSPECTIVE

¡ð What can we do to address racial prejudice and to advocate for racial justice?

¡ñ

¡ñ

¡ñ

PDE FRAMEWORK FOR ECONOMICS:

¡ñ How do governments use economic tools to control freedom and liberty?

¡ñ How does a government¡¯s influence on economic performance impact the balance of freedom and liberty?

¡ñ How does unlimited wants with limited resources impact government?

¡ñ How does interdependence among nations affect the balance of freedom and liberty in its citizens?

¡ñ How does the distribution of wealth reflect the control of freedom and liberty?

PDE FRAMEWORK FOR CIVICS AND GOVERNMENT:

¡ñ How do governments derive authority to control the exercise of rights, liberty, and freedom?

¡ñ Is liberty granted by power or power granted by liberty?

¡ñ How does the exercise of rights and responsibilities differ in various forms of governments?

¡ñ How do the workings of government vary based on authority?

¡ñ How do actions of citizens exercising their rights and responsibilities of freedom and liberty in one government

impact citizens in other governments?

PDE FRAMEWORK FOR GEOGRAPHY

¡ñ How are the tools of geography used to represent time, space and place?

¡ñ How do physical features, natural resources and locations (geography) influence freedom and liberty?

¡ñ How do human actions to control freedom and liberty reflect in geography around the world?

¡ñ How does the pursuit of liberty and freedom alter people, physical features, resources or places of the earth?

PDE FRAMEWORK FOR HISTORY

¡ñ How are the tools of history used to examine the struggle to balance freedom and liberty?

¡ñ How does Pennsylvania history reflect the struggle in balancing freedom and liberty in the past and the present,

while securing the blessings of liberty for posterity?

¡ñ How does the history of the United States reflect the struggle in balancing freedom and liberty in the past and

the present, while securing the blessings of liberty for posterity?

¡ñ How does world history reflect the struggle to balance the control of freedom and liberty?

COURSE OVERVIEW

Course Description:

In this course students will study American history from pre-Colonial times through Reconstruction. The curriculum is set

up to progress chronologically as well as thematically. Students will explore the history of our nation in the context of

government and politics, wars and conflicts, as well as scientific and cultural achievements.

The honors course in eighth grade is designed to be more challenging, expanding the depth of the content presented in

class. This requires students to be able to work more independently. Each marking period students will complete

extension activities in order to expand their research skills as well as their depth of knowledge.

Assessment Evidence:

Common Performance Assessments -SUBJECT TO REVISION WITH REMOTE LEARNING

Title of Assessment

Description

Grading Criteria

1

The First Americans

and Exploration

(late Sept./early

October)

Unit 1 Test

District Key

2

Colonial America

(late october/early

November)

(SLO Performance

Measure)

Unit 2 Test

District Key

3

Jacksonian

Democracy (March)

(SLO Performance

Measure)

Chapter 12 Quiz

District Key

Midterm / Final Exam:

1

Title of Assessment

Description

Grading Criteria

Midterm Exam

Unit 3 Test

District Key

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download