Grade 7 Social Studies

Contents Page

WATERFORD PUBLIC SCHOOLS

SOCIAL STUDIES CURRICULUM

GRADE 8

Unit Title: United States Government: Past and Present

Content Standard: 4.7-8.3 Applying History

5.7-8.2 United States Constitution and Government

5.7-8.5 United States Constitution and Government

6.7-8.2 Rights and Responsibilities of Citizens

Estimated Number of Days to Complete Unit: 5-6 weeks

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Progress and change make winners and losers.
2.	Conflicts arise and are resolved in a variety of ways.
3.	Intolerance violates the founding principles of our nation.
4.	In a democratic society, citizen participation is essential.
5.	A democracy has to balance protection of individual rights with the common good.
6.	In a democracy, public debate of controversial issues is necessary.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Quizzes
2.	Tests
3.	Projects
4.	Recitations
5.	Speeches
6.	Document-based assessments
7.	Topic discussions, book discussions
8.	Response journals
9.	Maps, graphs, charts, diagrams, timelines
10.	Letters to the editor

ESSENTIAL QUESTIONS

1.	How is our government organized?
2.	What has been the impact of compromise on our nation’s Democracy?
3.	Who is covered under the umbrella of “We, the People…”?
4.	What does it mean to be an American?
5.	How has the Constitution changed to reflect and acknowledge the diversity of our population?

LEARNING OBJECTIVES

The student will be able to:

1.	Describe the major historical events that led to the creation of limited government in the United States (Magna Carta, Declaration of Independence Articles of Confederation).
2.	Explain the structure of our government and the roles of each branch under the Constitution.
3.	Using Supreme Court cases, explain how the government balances the rights of individuals with the common good.
4.	Evaluate the impact of compromise on the growth and development of our nation’s democracy.
5.	Defend or refute how intolerance violates the founding principles of our nation.
6.	Demonstrate knowledge of the rights and responsibilities of citizens to participate in and contribute to the maintenance of our democratic way of life.

SUGGESTED RESOURCES

1.	Textbook
2.	Nextext
3.	Us and Them: A History of Intolerance in America
4.	Declaration of Independence
5.	Declaration of Independence Road Trip Packet
6.	Our Documents Teacher Sourcebook
7.	Articles of Confederation
8.	Constitution
9.	Supreme Court Cases
10.	Video: Skokie
11.	Video: Shadow of Hate
12.	Video: Rights and Responsibilities
13.	Video: Schoolhouse Rock
14.	Video: Schlessinger: A New Nation
15.	Web sites: www.independencdRoadTrip.org
	www.tolerance.org
	www.ourdocuments.gov
	www.landmarkcases.org
	www.supremecourtus.gov
	www.treetlaw.org

Unit Title: Expansion, Industry and Reform

Content Standard: 1.7-8.1 Historical Thinking

3.7-8.3 Historical Themes

3.7-8.4 Historical Themes

6.7-8.2 Rights and Responsibilities of Citizens

13.7-8.3 Limited Resources

Estimated Number of Days to Complete Unit: 5-6 weeks

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Progress and change make winners and losers.
2.	Conflicts arise and are resolved in a variety of ways.
3.	Intolerance violates the founding principles of our nation.
4.	Conflicts in society often originate from unequal distribution of power, wealth, and resources.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Quizzes
2.	Tests
3.	Projects
4.	Recitations
5.	Speeches
6.	Document-based assessments
7.	Topic discussions, book discussions
8.	Response journals
9.	Maps, graphs, charts, diagrams, timelines
10.	Letters to the editor

ESSENTIAL QUESTIONS

1.	Did slavery violate the founding principles of our nation?
2.	How were the seeds of reform sown in the first half of the 1800s?
3.	Who has power at this time? Who has limited power?
4.	Is innovation always progress?
5.	What happens when cultures clash?

LEARNING OBJECTIVES

The student will be able to:

1.	Write a realistic journal entry on the Lewis and Clark Expedition in the voice of one of the explorers.
2.	Identify key people, events, and terms for early industrialization.
3.	Recognize the roots of sectionalism in growing industrialization.
4.	Analyze the different reform movements of the first half of the 1800s.
5.	Evaluate Jackson’s Native American Policy.
6.	Demonstrate an understanding of slavery.

SUGGESTED RESOURCES

1.	Textbook
2.	Nextext
3.	Us and Them: A History of Intolerance in America
4.	Lewis and Clark Journals
5.	Declaration of Rights and Sentiments
6.	Liddy
7.	Narrative of the Life of Frederick Douglass: An American Slave
8.	Erie Canal audio cassette
9.	Field Trip to Lowell, Massachusetts
10.	Primary Source: A Petition by Cherokee Women
11.	Video: Schlessenger: Democracy and Reform
12.	Websites: www.memory.loc.gov/ammem/doughtml/doughome.html www.ourdocuments.gov www.pbs.org

Unit Title: Civil War and Reconstruction

Content Standard: 1.7-8.6 Historical Thinking

2.7-8.1 Local, U.S., and World History

3.7-8.4 Historical Themes

6.7-8.2 Rights and Responsibilities of Citizens

Estimated Number of Days to Complete Unit: 5-6 weeks

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Progress and change make winners and losers.
2.	Conflicts arise and are resolved in a variety of ways.
3.	Intolerance violates the founding principles of our nation.
4.	Conflicts in society often originate from unequal distribution of power, wealth, and resources.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Quizzes
2.	Tests
3.	Projects
4.	Recitations
5.	Speeches
6.	Document-based assessments
7.	Topic discussions, book discussions
8.	Response journals
9.	Maps, graphs, charts, diagrams, timelines
10.	Letters to the editor

ESSENTIAL QUESTIONS

1.	Why did our nation fight?
2.	Did the Civil War free the slaves?
3.	Did the Civil War save the Union?
4.	What is the “cost” of war?
5.	Is the Civil War still being fought as a “cold war”?

LEARNING OBJECTIVES

The student will be able to:

1.	Analyze how key events of the 1850s led to the Civil War.
2.	Explain long term and immediate causes for the Civil War.
3.	Assess the strengths and weaknesses of the Union and the Confederacy.
4.	Discuss the costs of the Civil War (economic, physical and emotional).
5.	Explain how the Constitution changed to reflect our new nation.
6.	Identify people, events and terms of the Reconstruction period.
7.	Evaluate the legacy of the Reconstruction period.
8.	Analyze why African Americans still faced difficulty in improving their lives, despite greater civil rights.

SUGGESTED RESOURCES

1.	Textbook
2.	Nextext
3.	Us and Them: A History of Intolerance in America
4.	Video: Glory
5.	Library (project resources)
6.	Constitution
7.	Gettysburg Address
8.	Supreme Court cases: Dred Scott, Plessy v. Ferguson
9.	Web sites: www.pbs.org/civilwar www.loc.gov

Unit Title: Emergence of Modern America

Content Standard: 3.7-8.3 Historical Themes

6.7-8.2 Rights and Responsibilities of Citizens

8.7-8.1 International Relations

8.7-8.5 International Relations

13.7-8.3 Limited Resources

Estimated Number of Days to Complete Unit: 5-6 weeks

ENDURING UNDERSTANDINGS / DESIRED RESULTS

The student will understand that:

1.	Progress and change make winners and losers.
2.	Conflicts arise and are resolved in a variety of ways.
3.	Intolerance violates the founding principles of our nation.
4.	Conflicts in society often originate from unequal distribution of power, wealth, and resources.
5.	Injustice and conflict often stem from misunderstanding, misinformation and mistrust.

ASSESSMENTS / ACCEPTABLE EVIDENCE

1.	Quizzes
2.	Tests
3.	Projects
4.	Recitations
5.	Speeches
6.	Document-based assessments
7.	Topic discussions, book discussions
8.	Response journals
9.	Maps, graphs, charts, diagrams, timelines
10.	Letters to the editor