SS08 Curriculum Map
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Contents |
August
Content and Essential Skills
Geography Standard
1.4: Identify and locate each of the fifty states in the United States.
1.5: Draw an accurate map from memory to answer questions about the location of physical and human features.
Skills
Students will know all fifty states' names and locations.
Assessment
1.Students are given a blank map and must place each states' name in its shape.
2. Students must draw a map from memory and place the names in each state
Resources
United States Map
Classroom Atlas
Textbook
blank maps
paper
Optional
I did the same thing this year as last. We also started the giant U.S. Wall Map activity early.
September
Content and Essential Skills
Geography Unit=5 Themes of Geog. & U.S. Geog.:
Geography Standards: 1.a, 1.b, 1.c, 2.a
Early European/Exploration Unit:
What was happening in Europe in 1400's to 1500's that would make people want to explore the west and eventually North America?
How, where and why did the major Nation States settle in the New World?
Who was affected by these changes?
How did trade develop as a result of early exploration?
History Standards: Will cover 1.a, 1.b, 1.f, 1.g, 2.g, 3.c, 3.d, 3.e, 3.f, 3.g, 4.c,4.d, 4.f, 4.g, 5.f, 6.b, 6.c, 6.d
Geography Standards: 4.b, 4.c, 4.e, 4.h, 4.j, 4.m, 4.n, 5.b, 5.c
Early Native American Unit:
Which tribes were present before European explorers reached the New World?
What were their societies, customs, governments, and religions like?
How did they react when European explorers began to invade their territories?
History Standards:1.a, 1.b, 1.f, 1.g, 2.b, 2.e, 3.b, 3.c, 3.d, 3.e, 3.g, 4.c, 4.3, 4.g, 6.a, 6.c, 6.d, 6.e, 6.f, 6.g, 6.h
Geography Standards: 4.b, 4.c, 4.d, 4.m, 4.n, 6.a, 6.b, 6.c,
Skills
Geography Unit:
Students will know the five themes of geography including location, place, movement, human and environment interaction and region.
Students will concentrate on the United States for this activity.
Students will construct a huge wall map that is both a physical and political map.
Students will have memorized all 50 states and their locations from August.
Early European/Exploration Unit:
Students will review European history of the 1400's to 1500's concerning politics, religion and society.
Students will learn why Europeans wanted to venture west in the first place and then to explore the new world.
Student will learn about the exploration and the Columbian Exchange as a result of the trade triangle.
Early Native American Unit:
Students will learn about the various Native American tribes living the the Eastern North American Continent before the explorers came over to see they lived in civilized, productive and highly structured societies.
Students will research this information on their own, using researching skills.
Assessment
Geography Unit:
Students will take a test on the five themes of geography.
Students will have a play dough quiz on the 8 regions of the U.S. Students will make a wall map of the United States to scale.
Students will write a report on a specific state that includes each of the five themes of geography.
Students will take a test to name and locate all 50 states.
Early European/Exploration Unit:
Notes, video, discussion and test.
Students will locate and label countries from Europe that were superpowers during the Exploration Era.
Early Native American Unit:
Research project with maps and various activities included.
Resources
Geography Unit:
Class textbook-Chapter 1
Classroom atlas
Various resource books from the library on each state
Early European/Exploration Unit:
Video, "A Peasant's Revolt"
Notes
Class Textbook-Chapters 2, 3 & 4
Atlas
maps
Early Native American Unit:
Internet sites
encyclopedias
Textbook-Chapter 2
Atlas
various reference books on Native American tribes and cultures
Optional
I condensed the Five Themes of Geography unit down because the 6th and 7t grades cover this extensively. We did a packet that covered the unit and the play dough activity to teach them the specific U.S. Physical Regions of the U.S. We finished the giant U.S. Wall Map. We finished the unit on Early Europeans, watched the video and took a test on this. We started the Native American project the fourth week of school.
October
Content and Essential Skills
Early European Exploration Unit (Finish):See September.
Jamestown, Plymouth and Settling 13 Colonies Unit:
What ideas, and beliefs did the colonists bring to the New World?
Why did certain groups migrate to the American Colonies?
What ways did each of the thirteen colonies grow and develop economically, socially,and religiously?
History Standards: 1.a, 1.b, 1.f, 2.e,3.a, 3.b, 3.c, 3.d, 3.e, 3.f, 3.g, 4c, 4.e, 4.f, 4.g, 5.e, 5.f, 5.h,6.a, 6.b, 6.c, 6.d
Geography Standards: 4.b, 4.g, 4.h, 4.j, 4.l, 4.m, 6.a, 6.b, 6.c,
Salem Witch Trials Unit:
What was important to the Puritan religion and society?
How do their beliefs set them up for failure?
Why were the Salem Witch Trials and executions important to today's society and the United States government?
History Standards: 1.a, 1.b, 1.f, 1.g, 2.a, 2.e, 2.f, 2.g, 3.a, 3.b, 3.d, 3.e, 3.f, 3.g, 5.c, 5.f, 6.a, 6.b, 6.c, 6.d, 6.g, 6.h
Growth of the 13 Colonies in the 1700's Unit:
History Standards:1.a, 1.b, 3.a, 3.b, 3.d, 3.e, 3.f, 3.g, 4.b, 4.c, 4.e, 4.f, 4.g, 5.e, 5.h, 6.a, 6.b, 6.c
Geography Standards: 4b, 4.c, 4.d, 4.g, 4.h, 4.j, 4.k, 4.m, 4.n
Skills
Early European Exploration Unit (Finish): See September.
Jamestown, Plymouth and Settling 13 Colonies Unit:
Students will learn about the ideas and beliefs the colonists brought to the New World.
They will learn about the Pilgrims and Jamestown settlers and why they migrated to the American Colonies.
Students will learn how each of the thirteen colonies will grow and develop economically, socially and religiously.
Salem Witch Trials Unit:
Students will learn about the Puritan religion and society.
Students will learn how their beliefs set them up for failure and how the Salem Witch trials and executions are important to today's society and the United States government.
Growth of the 13 Colonies in the 1700's Unit:
Students will learn the three colonial regions and which colonies are located in each region.
Students will learn how each region is different physically, economically, socially, politically and religiously.
Students will compare and contrast each region-New England Colonies, Middle Colonies and Southern Colonies with emphasis on manufacturing in the North and agriculture in the South.
Assessment
Early European Exploration Unit (Finish): See September.
Jamestown, Plymouth and Settling 13 Colonies Unit:
Students will take notes, compare and contrast Plymouth and Jamestown and take a test.
Students will locate and label the 13 colonies and major cities.
Salem Witch Trials Unit:
Students will take notes, discuss the event and watch a video "In Search of History: Salem Witch Trials."
Students will take a test to check for knowledge.
Growth of the 13 Colonies in the 1700's Unit:
Students will research information for each region of the 13 colonies, New England, Middle and Southern colonies.
Topics to research include physical setting; economy.
How does the physical setting affect the area's industry.
How does the physical setting affect the area's agriculture; jobs available; different classes of people; ethnic groups; types of governments; education and religious views.
This will be put in a chart form.
Then students will write a compare and contrast paper on the three regions.
Resources
Early European Exploration Unit (Finish): See September.
Jamestown, Plymouth and Settling 13 Colonies Unit:
Classroom Textbook and Atlas.
Salem Witch Trials Unit:
Notes from World Book Encyclopedia and video, "In Search of History: Salem Witch Trials."
Growth of 13 Colonies in the 1700's:
Classroom Textbook
Optional
I changed one activity.
For the Growth of the 13 Colonies Unit, I had the students research each colony and each regions economical, political and social aspects then make a poster with some of these items on them.
Students had to choose one of the 13 colonies and design a poster to entice new immigrants from Europe to the colonies in the 1700's. A slogan, date it was made and pictures must be present.
It was a competition.
November
Content and Essential Skills
Road to Revolution Unit:
What steps did the colonists take to protect American democracy against British policies?
What led up the French and Indian War?
Why did British policies change after the French and Indian War?
How did they change?
Why did the colonists protest the British policies?
What eventually led to war?
History Standards: 1.a, 1.b, 1.d, 1.e, 1.f, 1.g, 3.a, 3.b, 3.g, 4.e, 4.f, 4.g, 5.a, 5.f, 5.g, 5.i, 6.c, 6.d
Geography Standards: 6.b, 6.c
Skills
Road to Revolution Unit:
Students will read the textbook and learn about the Great Awakening, the Enlightenment Era, John Locke, scientific thinking and social mobility.
Students will learn about which nations claimed land in North America in the mid-1700's and why France and England both wanted the land in the Ohio Valley.
Students will learn about the French and Indian War and its treaty.
Students will learn about the taxes and boycotts associated with Britain's need to pay for the war.
Students will learn about all the taxes and acts against the colonists and make a British Acts project.
Students will construct a time line of events leading to the war including all the acts and events that led to the war.
Students will create skits and perform them for the rest of the 8th grade students called "The Boston Tea Party."
Assessment
Students will take notes, watch the movie "Last of the Mohicans" and then a test on the French and Indian War.
In addition, students will construct a British Acts project and a time line of events leading to the Revolutionary War.
Students will create skits on the various events leading to the war and perform these in chorological order.
Resources
Classroom Textbook
Atlas
movie "Last of the Mohicans"
encyclopedias
internet
stage
costumes
Optional
Everything was the same as last year for this month.
December
Content and Essential Skills
The American Revolution Unit:
What steps did the colonists take to secure and protect American democracy?
How did colonists gain their freedom?
What are the different parts of the Declaration of Independence?
What were the strengths and weaknesses of the British and United States armies?
What were the significant battles during the Revolutionary War?
What was the turning point of the war?
How did the Americans finally win the war?
History Standards: 1.a, 1.b, 1.e, 1.f, 3.a, 3.b, 3.f, 3.g, 5.a, 5.b, 5.c, 5.f, 5.g, 5.i, 6.c
Geography Standards:
None
Skills
Students will read the class text and read about the Revolutionary War in chapter 8.
Students will see the causes and effect of declaring independence from Britain.
Students will study the Declaration of Independence and rewrite it in their own words.
Students will learn about the failures of the Continental Army at the beginning of the war and the turning points of the battles of Trenton, Princeton and Saratoga.
Students will learn about the Winter at Valley Forge.
Students will learn about the war in the West and in the South.
Students will read, discuss and understand the surrender at Yorktown and the Treaty of Paris that ended the war. This will be done through reading the textbook, taking notes, discussion and worksheets.
Students will also view a movie "The Crossing" about the crossing of the Delaware River as well as the video "The Declaration of Independence."
Assessment
Students will take notes and take a test on the American Revolution.
Resources
Classroom Textbook
video "The Crossing"
Declaration of Independence
video "The Declaration of Independence"
Optional
The only part I changed for this year was with the Declaration of Independence document. We studied it the same as always and tore it apart; however, I added a new activity. It went like this: Students were in groups of four to six people. They then had to create a public service announcement to demonstrate their understanding of key ideas expressed in the Dec. of Ind. and to educate and persuade others of the importance of these ideas today. These public service announcements are as a radio ad, T.V. ad, newspaper ad, or billboard ad. These ads are "brought to you today by Thomas Jefferson and the Declaration of Independence Committee.
January
Content and Essential Skills
Finish the American Revolution Unit: See December.
"Creating a Nation," Chapter 9:
How were the Articles of Confederation and the Constitution formed?
Why were civil rights and liberties so important to the people of the United States?
What were the strengths and weaknesses of the Articles?
What compromises were important in the creation of the Constitution?
History Standards:1.a, 1.b, 1.f, 3.a, 3.b, 4.e, 4.g, 5.a, 5.b, 5.c, 5.e, 5.f, 5.h
Geography Standards:
None
Skills
Finish the American Revolution Unit: See December.
Creating a Nation, Chapter 9:
Students will understand the Articles of Confederation, The Northwest Ordinance of 1787, The Land Ordinance of 1785, Economic Depression and Shay's Rebellion.
Students will then participate in classroom activity and debate called, "A Constitutional Convention."
Students will research one of the 13 states and then fight for the needs of this state in creating a new constitution.
Topics to discuss are whether there should be slavery, the Fugitive Slave Law, representation in the legislative branch, representation concerning taxes and an executive branch.
When the convention is over, students will compare their constitution with the actual U.S. Constitution.
Students will discuss the New Jersey Plan, the Virginia Plan, the Great Compromise, the Three-Fifths Compromise, ratifying the Constitution, a Bill of Rights, Ideas behind the Constitution, Separation of Powers, Federalism, Checks and Balances, Federalists and Anti-Federalists.
Assessment
Finish the American Revolution Unit: See December.
Creating a Nation, Chapter 9:
Students will compare and contrast the Constitution and the Articles of Confederation
Students will participate and write a reaction to the Constitutional Convention
Students will take a test over the entire unit
Resources
Finish the American Revolution Unit: See December.
Textbook
Constitutional Convention Simulation Game
gavel
robes
encyclopedias
state books
historical research books
Optional
No Changes for the year 2005.
February
Content and Essential Skills
Civics Unit.
What are the basic elements of our U.S. Constitution?
How does the Constitution spell out exactly what each branch of government can do?
What are the 27 Amendments and what do they mean?
How do the Amendments affect us today?
Skills
History Standard 5:
Students Understand the institutions and theories of politics. 5a, 5b, 5c, 5d, 5e, 5f, 5h, 5g
Assessment
Students will cut and paste the Preamble and study its meanings in depth.
Students will study Articles I, II, and III about the Executive, Legislative and Judicial Branches of government and each branch's job in depth.
Students make Amendment posters and vote on the best ones.
Students must also present their posters to the class and explain their amendment.
We play Civics Jeopardy for review.
A written test will follow.
Resources
Textbook
Videos "I'm Just a Bill." "The Standard Deviants' American Government, Part 1."
Resource Books: Prentice Hall Constitution Study Guide
Holt, Rinhart and Winston "The Constitution: Past, Present and Future; and "Democracy Under Pressure: An Introduction to the American Political System."
Optional
I only changed one thing this year. I had students research a Supreme Court case and present it to the rest of the class. Supreme Court cases such as Brown v. Board of Ed, Roe v. Wade and Plessy v. Fergusson were among the 15 cases we studied.
March
Content and Essential Skills
Who were the Federalists? What is their significance to our first government?
How Did Thomas Jefferson, as a president, influence and affect the United States? What was his style as president?
Why was the war of 1812 fought? What were its results?
How did the Industrial Revolution begin? What was its influence on the United States economy?
Skills
History Standards:
Federalists: 1b, 1f, 5d, 5i,
Thomas Jefferson: 4a, 4c, 4f, 5g, 5i,
War of 1812: 2f, 5e, 5g, 5i,
Industrial Revolution: 4a, 4b, 4c, 4f, 4g
Study of Primary and Secondary Sources: 2a, 2b, 2d, 2e, 2f, 2g
Assessment
Federalists: Students will compare and contrast the Federalists with the Anti-federalists.
Thomas Jefferson: Students will do a reading Carousel covering six aspects of Thomas Jefferson's presidency.
Students will watch a Lewis and Clark video.
1812 Debate: Should we have gone to war? Why or why not?
Students will look at primary sources and decide.
Industrial Revolution: Students will compare and contrast three different types of factories set up in the late 1700's and decide which one would be best to work at.
Students learn about child labor.
Resources
Textbook
"Lewis and Clark" video by PBS
"War of 1812 Simulation"
"World Book Encyclopedia-Child Labor"
"Lowell Begins;" "A Day in the Life of a Mill Worker"
"The American Industrial Revolution" video from BOCES
Optional
Nothing was changed for this month. We got through the War of 1812 before Spring break and then finished with the Industrial Revolution the last week of March.
April
Content and Essential Skills
Manifest Destiny:
What beliefs and ideas did Americans have that led to westward expansion and migration?
History Standards: 1a, 3a, 3b, 3f, 3g, 4e, 4f, 4g.
Geography Standards: 2a, 2b, 2g, 4a, 4b, 4c, 4e, 4g, 4j, 4k, 4l, 4m, 4n, 6a, 6b, 6c
Texas Independence:
How did conflict develop between Mexico and settlers in Texas?
What led to the Republic of Texas?
What conflicts, such as the Alamo, were involved.
Why is this important to today?
War with Mexico:
How did the War begin and why?
Who opposed the war?
How did the U.S. obtain New Mexico and California?
What did the Treaty of Guadalupe Hildalgo involve?
History Standards:
(For both Texas Ind. and War with Mexico)
1a, 1b, 1f, 1g, 5a, 5d, 5e, 5f, 5g, 5h, 5i, 6a
Geography Standards: 2b, 2c, 2e, 2g, 4b, 4c, 4e, 4h, 4m, 4n, 6a, 6b, 6c, 6d
Slavery Unit:
When did slavery begin in the United States?
Why did it start?
How was slavery tied to economic growth of the U.S.?
How were the slaves treated?
What was the Underground Railroad and why was it significant?
How did slavery in U.S. history affect the U.S. today?
History Standards:
1a, 1b, 1e, 3a, 3b, 3e, 3f, 3g, 4c, 4e, 4f, 4g, 5c, 5f, 5h, 6a, 6b, 6c, 6d, 6e, 6f, 6g
Geography Standards:
1i, 2c, 2f, 2g, 4a, 4b, 4c, 4d, 4e, 4g, 4h, 4j, 4l, 4m, 4n, 6a, 6b, 6c, 6e
Skills
Manifest Destiny: Textbook
Texas Annexation: "Battle the Alamo" video by Discovery Channel
"The Alamo" movie (new 2004)
War with Mexico: Textbook
Slavery:" African-Americans in the Thirteen Colonies" book
"A History of Slavery" video by Schlessinger
"To Be a Slave" book by Julius Lester
"Underground Railroad" book by National Park Service
"Underground RR" video by History Channel
"Race to Freedom" by Arlantis
"Uncle Tom's Cabin" by Artisan
"Hidden in Plain View" book by J. Tobin
"Quilt in a Day: Underground Railroad Sampler" by E. Burns
Assessment
Manifest Destiny, Texas Annexation, War with Mexico: Written Test
Slavery: Slave Auction and Reaction paper
History of Slaves and how slavery affects us today reaction paper
Resources
Manifest Destiny: Video "The Way West"
Industrial Revolution: "The American Industrial Revolution" from BOCES
Texas Annexation: "Battle of the Alamo" from the Discovery Channel
Slavery; "Roots" tapes 1 and 2
"A History of Slavery in America" video
"To Be A Slave" book
"The Underground Railroad" video from the History Channel
"The Underground Railroad" book from the National Park Service
Movie "Uncle Tom's Cabin;" Movie "Race to Freedom: The Story of the Underground Railroad"
"Hidden in Plain View" book
"African Americans in the Thirteen Colonies" book
"Quilt in a Day Underground Railroad Sampler" book
Optional
Nothing was changed concerning Manifest Destiny and the Slave unit this month. All was the same as last year.
May
Content and Essential Skills
Civil War: What factors led up to the Civil War?
How did conflict and cooperation over slavery lead to secession?
What were the major differences between the North and the South?
When and where did the Civil War begin?
What were the goals, advantages and disadvantages of the North and the South?
What was the strategy of each side for winning the war?
How did the Civil War affect us today?
History Standards: 1a, 1b, 1f, 1g, 2e, 2g, 3b, 3e, 3f, 3g, 4b, 4b, 4c, 4e, 4f, 4g, 5a, 5c, 5d, 5e, 5f, 5g, 5h, 5i, 6c
Geography Standards: 1i, 2c, 2e, 2f, 2g, 5a, 5b, 5c, 5e, 5g, 5h, 5j, 5m, 5n, 6a, 6b, 6,c, 6d, 6e
Skills
Students will place 20 significant events in chronological order leading up to the Civil War.
Students will then study the Civil War and compare and contrast its advantages, disadvantages, goals and strategies for both sides.
Assessment
Lead-up to the Civil War Chronological Order Packets with 20 events explained
Civil War: Written Test
Resources
Textbook
Video, "John Brown's Holy War" by The American Experience
Movie "Gettysburg"
Movie "Glory" edited for class
Video "The Lincoln Assassination" by The History Channel
Video set "The Civil War Journal" by A & E
Video "The Rise and Fall of Jim Crow"
Movie, the classic "Huck Finn," if time permits
Optional
The only thing I changed this year was to make a few of the Civil War activities into "Foldables," a differentiated activity that uses skills and keeps students more interested in the subject.
I did three of these: The Gettysburg Address, the Emancipation Proclamation, and the Advantages and Disadvantages of the both sides.
