SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is
building student’s content knowledge and literacy skills as they develop knowledge about the world.
Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.
Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address
the shifts required by CCSS.
Building
knowledge
through
content-rich
nonfiction
Reading,
writing, and
speaking
grounded in
evidence from
text, both
literary and
informational
SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to
engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea
and essential questions in order to provide a clear and explicit purpose for instruction.
• Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources,
visuals.
• Curriculum is based in part on what resources teachers likely already have, but also includes
additional authentic texts needed to craft a coherent learning progression within and among grade
levels.
• The curriculum includes literacy standards, but these enhance rather than replace the currently
adopted content area standards in Science and Social Science.
SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to
ask strong text-dependent strategic questions as they read. It emphasizes performance tasks that
require students to cite textual evidence, to revise and reflect on their own writing as well as their
peers’ writing. It emphasizes students building expertise about a topic and often sharing that
expertise with classmates or a wider audience.
• Throughout instruction, students are asked to return to the text through sequenced, rich, and
rigorous evidence based questioning, discussions, and varied, engaging tasks.
• Students write routinely, including a balance of on-demand and process writing. Students will draw
evidence from texts to produce clear and coherent writing that informs, explains, or makes an
argument in various written forms.
• All end-of-unit performance tasks directly build on the reading students have been doing in the unit.
Many are designed to build students’ engagement by asking them to do a more real-world task.
• Performance tasks may include narratives, but emphasize informative and argumentative writing.
1
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
Regular
practice with
complex text
and its
academic
language
SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a
progression of complex texts and focus on building academic language and syntax in context.
• Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the
appropriateness of the text given the specific literacy standard or task.
• Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing,
and speaking.
• Curriculum directly address supports for meeting the needs of a wide range of learners in order for
every student to become a more proficient and independent reader.
• Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or
other struggling readers might not know
• Curriculum strongly emphasize teaching students how to figure out words in context.
• Students are expected to do regular independent reading to build on concepts and ideas in each unit.
Research shows that students must read a high volume of text at their reading level in order to build
a strong vocabulary.
2
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
•
•
•
•
•
Grade:
Unit 1
How to Read this Document
The purpose of this document is to provide a high-level summary of each unit and name the standards each unit
addresses.
First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and
subsequent units.
On the map, note the titles across the year: These show the progression of literacy skills.
Note the distinction between standards “across units” vs. “central to this unit.”
o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and
reinforced through the year.
o Standards “central to this unit” are the focus for that specific unit.
o Standards formally assessed are in bold.
Text: Bold indicates the core text(s) for the unit.
8 Fall Semester
Founding of the Nation:
Considering Perspectives and Supporting Opinions
Key Standards:
US8.1 Students understand the major events preceding the founding of the nation and relate their significance to
the development of American constitutional democracy by reading and analyzing complex texts to consider various
perspectives, support opinions regarding major events preceding the founding of the nation.
Builds on Prior Knowledge:
In earlier grades, students learned about the development of the civilizations of the ancient and medieval worlds. In
Unit 1, they will learn how the achievements of those civilizations led to the colonization of the Americas and to the
creation of an independent United States.
Central Texts:
Mayflower Compact, Declaration of Independence, Common Sense, The American Journey.
3
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
Unit 2
U.S. Constitution: Origins and Development:
Becoming a Close Reader and Citing Evidence
Key Standards:
US8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and
implied powers of the federal government by reading and analyzing primary and secondary source documents and
synthesizing the main arguments.
Builds on Prior Knowledge:
In Unit 1, students learned about the Americans’ push for independence. In Unit 2, they will explore the way
Americans struggled to form a stable government based on the principles set forth in the Declaration of
Independence.
Central Texts:
Articles of Confederation, Constitution, Bill of Rights, Federalist Papers, Declaration of Independence, The American
Journey textbook pages 180-181, 132-133, 197-200, 208-209, and page 851.
Unit 3
U.S. Constitution: The American Political System:
Researching to Deepen Understanding
Key Standards:
US8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and
implied powers of the federal government and US8.3 Students understand the foundation of the American political
system and the ways in which citizens participate in it by analyzing primary source documents and comparing to
current events today.
Builds on Prior Knowledge: In Unit 2, students learned about the writing and ratification of the U.S. Constitution.
4
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
In Unit 3, they will deepen their understanding of the U.S. Constitution by examining the document and making
connections with current events.
Central Texts:
Constitution, Bill of Rights, The American Journey.
Unit 4
Early Republic:
Making Evidence-Based Claims
Key Standards:
US8.3 Students understand the foundation of the American political system and the ways in which citizens
participate in it and US8.4 Students understand the aspirations and ideals of the people of the new nation by
reading complex texts and considering the arguments made by different groups and creating an argumentative
letter that justifies their position.
Builds on Prior Knowledge:
In Unit 3, students deepened their understanding of the U.S. Constitution. In Unit 4, they will analyze the U.S.
through the first 2 presidential administrations.
Central Texts:
Washington’s Farewell Address, Jefferson’s 1801 Inaugural Address, John Quincy Adams’ 4th of July 1821 Address,
writings by Washington Irving and James Fenimore Cooper, Bill of Rights, The American Journey.
5
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
TIMELINE
FIRST SEMESTER
TITLE
END OF UNIT
PERFORMANCE TASK
5 Weeks
4 Weeks
4 Weeks
4 Weeks
UNIT 1
UNIT 2
UNIT 3
UNIT 4
Founding of a Nation:
Considering Perspectives
and Supporting Opinions
Write an argumentative
letter to Parliament detailing
the status of the colonies
BI: Change is necessary for
growth.
BIG IDEAS AND
ESSENTIAL
QUESTION
EQ’s:
*When is change necessary
for growth?
*What experiences or
changes do immigrants
undergo?
*How do ideas spread and
why are they adopted?
*How do ideas create change?
*What is the relationship
between people and
economic systems?
US Constitution: Origins
and Development:
Becoming a Close Reader
and Citing Evidence
District-Wide Common
Assessment:
Part 1: Multiple-choice
questions with justification
Part 2: Analyze and
synthesize primary source
documents to respond to a
question.
BI: Struggle for power leads
to change.
EQ’s:
* When is it necessary for
society to change?
*How should power be
distributed in a government?
*How do we ensure the
power of the government
works for the people?
*How can the power of
government be limited?
*How do governments
balance the rights of
individuals with the common
U.S. Constitution: The
American Political System:
Researching to Deepen
Understanding
Early Republic:
Making Evidence-Based
Claims
Research a current example
of the Constitution as a “living
document.” Write and present
a summary of this issue and
cite how it exemplifies the
role of the Constitution today
Write an argumentative letter
(editorial) to the newspaper
from either the perspective of
a Federalist or DemocraticRepublican discussing the
effectiveness of Washington’s
presidency
BI: Structures have parts that
interrelate.
EQ’s:
*How does the Constitution
reflect the goals of American
society?
*How can citizens participate
in government?
*How is the Constitution a
“living document”?
*How do structures prevent
the abuse of power?
BI: Order leads to chaos and
chaos leads to order.
EQ’s:
*What kinds of challenges
does a new nation face?
*Why are political parties
formed?
*What are the characteristics
of a great leader?
6
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
*What rights are guaranteed
to all people?
good?
*What options do people have
if their rights are being
violated?
COMPLEX TEXTS
ADDITIONAL/
COMPANION TEXTS
Mayflower Compact
Common Sense
Declaration of Independence
Articles of Confederation
U.S. Constitution
U.S. Constitution
Bill of Rights
The American Journey
Magna Carta
English Bill of Rights
The Federalist Papers
The American Journey
The American Journey
Bill of Rights
Washington’s Farewell
Address
Jefferson’s 1801 Inaugural
Address
The American Journey
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions
CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how
a bill becomes law, how interest rates are raised or lowered).
READING
STANDARDS ACROSS
UNITS
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
7
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8
text complexity band independently and proficiently.
READING
STANDARDS
CENTRAL TO THIS
UNIT
CCSS.ELA-Literacy.RH.6-8.1
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.RH.6-8.9
CCSS.ELA-Literacy.RH.6-8.1
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.6-8.5
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.RH.6-8.9
CCSS.ELA-Literacy.RH.6-8.1
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.6-8.3
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.RH.6-8.1
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.6-8.6
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.RH.6-8.8
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WRITING
STANDARDS ACROSS
UNITS
CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently
CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
8
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
WRITING
STANDARDS
CENTRAL TO THIS
UNIT
CCSS.ELA-Literacy.WHST.6-8.1
CCSS.ELA-Literacy.WHST.6-8.4
CCSS.ELA-Literacy.WHST.6-8.9
CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.WHST.6-8.1
CCSS.ELA-Literacy.WHST.6-8.4
CCSS.ELA-Literacy.WHST.6-8.9
CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.WHST.6-8.2
CCSS.ELA-Literacy.WHST.6-8.1
CCSS.ELA-Literacy.WHST.6-8.9
CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.WHST.6-8.1
CCSS.ELA-Literacy.WHST.6-8.1
CCSS.ELA-Literacy.WHST.6-8.9
CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
SPEAKING AND
LISTENING
STANDARDS ACROSS
UNITS
CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning
and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and
clear pronunciation.
CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen
claims and evidence, and add interest.
CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
9
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
SPEAKING AND
LISTENING
STANDARDS
CENTRAL TO THIS
UNIT
CCSS.ELA-Literacy.SL.8.1
CCSS.ELA-Literacy.SL.8.2
CCSS.ELA-Literacy.SL.8.3
CCSS.ELA-Literacy.SL.8.6
CCSS.ELA-Literacy.SL.8.1
CCSS.ELA-Literacy.SL.8.6
CCSS.ELA-Literacy.SL.8.1
CCSS.ELA-Literacy.SL.8.4
CCSS.ELA-Literacy.SL.8.6
CCSS.ELA-Literacy.SL.8.1
CCSS.ELA-Literacy.SL.8.4
CCSS.ELA-Literacy.SL.8.3
CCSS.ELA-Literacy.SL.8.6
Part I: Interacting in Meaningful Ways
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
2. Interacting with others in written English in various communicative forms (print, communicative technology, and
multimedia)
3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)
ELD STANDARDS
ACROSS UNITS
ELD STANDARDS
CENTRAL TO THIS
UNIT
B. Interpretive
5. Listening actively to spoken English in a range of social and academic context
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly
through language
7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending
on modality, text type, purpose, audience, topic, and content area
8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade,
entertain, etc.,) depending on modality, text type, purpose, audience, topic, and content area
C. Productive
9. Expressing information and ideas in formal oral presentations on academic topics
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate
technology
11. Justifying own arguments and evaluating others’ arguments in writing
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas
Collaborative 1, 2, 3, 4
Interpretive 5, 6, 7, 8
Productive 10, 11, 12
Collaborative 1, 2, 3, 4
Interpretive 5, 6, 7, 8
Productive 10, 11, 12
Collaborative 1, 2, 3, 4
Interpretive 5, 6, 7, 8
Productive 9, 10, 11, 12
Collaborative 1, 2, 3, 4
Interpretive 5, 6, 7, 8
Productive 10, 11, 12
10
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 1
CROSS-CONTENT/
REAL WORLD
CONNECTIONS
Paul Revere’s Ride by Henry
Wadsworth Longfellow
Shh! We’re Writing the
Constitution by Jean Fritz
Current Events – Articles
from the internet,
newspapers
Current Events – Articles
from the internet,
newspapers
11
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
These curriculum maps are designed to address CCSS Literacy outcomes. The overarching focus for all curriculum maps is
building student’s content knowledge and literacy skills as they develop knowledge about the world.
Each unit provides several weeks of instruction. Each unit also includes various formative and summative assessments.
Taken as a whole, this curriculum map is designed to give teachers recommendations and some concrete strategies to address
the shifts required by CCSS.
Building
knowledge
through
content-rich
nonfiction
Reading,
writing, and
speaking
grounded in
evidence from
text, both
literary and
informational
SAUSD’s approach emphasizes effective literacy instruction integrated with content knowledge to
engage students and promote inquiry. The texts are sequenced around a topic leading to the big idea
and essential questions in order to provide a clear and explicit purpose for instruction.
• Curriculum includes a rich variety of texts, including literature, nonfiction, media, primary sources,
visuals.
• Curriculum is based in part on what resources teachers likely already have, but also includes
additional authentic texts needed to craft a coherent learning progression within and among grade
levels.
• The curriculum includes literacy standards, but these enhance rather than replace the currently
adopted content area standards in Science and Social Science.
SAUSD’s approach emphasizes working with evidence, including students self-assessing, learning to
ask strong text-dependent strategic questions as they read. It emphasizes performance tasks that
require students to cite textual evidence, to revise and reflect on their own writing as well as their
peers’ writing. It emphasizes students building expertise about a topic and often sharing that
expertise with classmates or a wider audience.
• Throughout instruction, students are asked to return to the text through sequenced, rich, and
rigorous evidence based questioning, discussions, and varied, engaging tasks.
• Students write routinely, including a balance of on-demand and process writing. Students will draw
evidence from texts to produce clear and coherent writing that informs, explains, or makes an
argument in various written forms.
• All end-of-unit performance tasks directly build on the reading students have been doing in the unit.
Many are designed to build students’ engagement by asking them to do a more real-world task.
• Performance tasks may include narratives, but emphasize informative and argumentative writing.
12
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
Regular
practice with
complex text
and its
academic
language
SAUSD’s approach emphasizes active reading of complex texts by all students. Students will read a
progression of complex texts and focus on building academic language and syntax in context.
• Texts are chosen to reflect a variety of factors: Lexile level, complexity of the topic/concept, the
appropriateness of the text given the specific literacy standard or task.
• Texts cultivate students’ interests, are relevant to their culture, and engage them in reading, writing,
and speaking.
• Curriculum directly address supports for meeting the needs of a wide range of learners in order for
every student to become a more proficient and independent reader.
• Curriculum emphasizes academic and domain specific vocabulary as well as other words ELLs or
other struggling readers might not know
• Curriculum strongly emphasize teaching students how to figure out words in context.
• Students are expected to do regular independent reading to build on concepts and ideas in each unit.
Research shows that students must read a high volume of text at their reading level in order to build
a strong vocabulary.
13
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
•
•
•
•
•
Grade:
Unit 5
How to Read this Document
The purpose of this document is to provide a high-level summary of each unit and name the standards each unit
addresses.
First, read each module overview paragraph. This describes the purpose for the unit the connections with previous and
subsequent units.
On the map, note the titles across the year: These show the progression of literacy skills.
Note the distinction between standards “across units” vs. “central to this unit.”
o Standards labeled “across units” are foundational to the CCSS shifts, and therefore are taught early and
reinforced through the year.
o Standards “central to this unit” are the focus for that specific unit.
o Standards formally assessed are in bold.
Text: Bold indicates the core text(s) for the unit.
8 Spring Semester
Westward Expansion/Manifest Destiny:
Building Evidence-Based Arguments
Key Standards:
US8.5 Students analyze U.S. foreign policy in the early Republic and US8.6 and US8.8 Students analyze the divergent
paths of the American people from 1800 to the mid-1800s and the challenges they faced with emphasis on the
Northeast and the West by reading complex texts and analyzing perspectives on Westward Expansion/Manifest
Destiny.
Builds on Prior Knowledge:
In Unit 4, students analyzed the United States in the first 2 presidential administrations. In Unit 5, students will learn
about increased American settlement, divergent paths of the American people, the War of 1812, Andrew Jackson’s
presidency, independence for Texas, and war with Mexico.
Central Texts:
Star Spangled Banner, The American Journey textbook pages 476-477, 449 (Andrew Jackson political cartoon), 849
(case of Worcester v. Georgia), 853 (The Memorial of the Cherokee Nation), quotes from Andrew Jackson (459),
14
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
Letter to the People of Texas by William Barret Travis (482), Declaration of War with Mexico (514), Spirit of the
Frontier by John Gast (477).
Unit 6
Civil War:
Considering Perspectives and Supporting Opinions
Key Standards:
US8.7 Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the
challenges they faced and US8.9 Students analyze the early and steady attempts to abolish slavery and to realize the
ideals of the Declaration of Independence and US8.10 Students analyze the multiple causes, key events, and complex
consequences of the Civil War by reading primary and secondary sources in order to compare the different
perspectives on the Civil War.
Builds on Prior Knowledge:
In Unit 5, students learned about the development of distinct ways of life in the nation’s three sections and the
further expansion of the United States. In Unit 6, they will learn how those regional differences led to increasing
hostility between the North and the South over slavery in the territories and how that conflict led to the Civil War,
and the end of slavery.
Central Texts:
The American Journey, speeches from William Lloyd Garrison, Fredrick Douglass, and Sojourner Truth, passages
from Uncle Tom’s Cabin, Lincoln’s speeches(Gettysburg Address, A House Divided, Emancipation Proclamation,
Inaugural Addresses), constitutional amendment proposal by John Quincy Adams (531), Dred Scott Supreme Court
decision (846), photos from the Civil War.
15
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
Unit 7
Reconstruction:
Reading Closely for Textual Details
Key Standards:
US8.11 Students analyze the character and lasting consequences of Reconstruction by reading complex texts to
compare and contrast the plans for Reconstruction and evaluate the effectiveness of each.
Builds on Prior Knowledge: In Unit 6, students learned about the events leading up to the Civil War and the course
and effects of that conflict. In Unit 7, they will learn about the divisions in government over plans for Reconstruction
and the effects of those plans on the people of the South.
Unit 8
Central Texts:
13th, 14th, and 15th amendments, The American Journey, Plessey v. Ferguson (849), Jim Crow laws,
Transformation of the United States:
Researching to Deepen Understandings and Teaching Others
Key Standards:
US8.12 Students analyze the transformation of the American economy and the changing social and political
conditions in the United States in response to the Industrial Revolution by reading and evaluating various complex
texts and researching the issues relevant at the time and today.
Builds on Prior Knowledge:
In Unit 7, students learned about Reconstruction in the South. In Unit 8, they will read about the Industrial
Revolution in the United States, expansion to the West, and the social and political changes that took place in the late
1800s.
Central Texts:
I Will Fight No More Forever by Chief Joseph of the Nez Perce, Brown v. Board of Education 1954, The American
Journey, photos of industrialization, labor laws.
16
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
TIMELINE
5 Weeks
7 Weeks
3 Weeks
3 Weeks
SECOND
SEMESTER
UNIT 5
UNIT 6
UNIT 7
UNIT 8
The Civil War:
Considering Perspectives
and Supporting Opinions
Reconstruction:
Reading Closely for Textual
Details
Transformation of the
United States:
Researching to Deepen
Understandings and
Teaching Others
Using visuals, create a
presentation that clearly
states the causes and effects
of the Civil War. Include a
ranking for the issues you
think were most significant
Choose one issue that the U.S.
faced after the Civil War. In
collaborative groups,
research that issue and
prepare a presentation that
describes the problem and
any lingering effects today
Choose one issue that the U.S.
faced at the turn of the 20th
century, i.e, changes in
technology, immigration,
labor, and prepare a
presentation that analyzes
the problem and describes
the effects today
TITLE
END OF UNIT
PERFORMANCE TASK
Westward
Expansion/Manifest
Destiny:
Building Evidence-Based
Arguments
Analyze the painting by John
Gast Spirit of the Frontier (p.
477). Give the artist’s
perspective of Manifest
Destiny
BI: Conflict may be
intentional or unintentional.
BIG IDEAS AND
ESSENTIAL
QUESTION
EQ’s:
*How does movement
influence an economy and
society?
*What are some effects that
geography might have on a
society?
*How does improved
transportation and
technology influence society?
BI: Conflict allows for
synthesis and change.
EQ’s:
*How do injustices lead to
reform?
*How or when does conflict
allow for synthesis and
change?
*What role does compromise
play in resolving conflict?
*How do wars create change?
BI: A structure is no stronger
than its weakest component
or part.
EQ’s:
*How is society rebuilt after
conflict?
*How do economic, social,
and political changes create
new values and beliefs?
*How does society address
injustice?
*How do we guarantee the
BI: Change perpetuates
change.
EQ’s:
*What is the impact of
unresolved issues?
* How has life changed as a
result of technology?
*What impact has “big
business” had on society?
*How do immigrants
influence a nation’s identity?
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SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
*What is the impact of
expansion?
*What conflicts do people of
different cultures and
backgrounds experience?
COMPLEX TEXTS
ADDITIONAL/
COMPANION TEXTS
Star-Spangled Banner
Tecumseh’s Prediction (342)
Blue Jacket’s quote (343)
Worcester v. Georgia
Memorial of a Cherokee
Nation
Spirit of the Frontier by John
Gast
Quotes by Andrew Jackson
The American Journey
*How do strengths and
weaknesses determine
outcomes?
basic rights of ALL citizens?
*What are the roles of citizens
during conflict?
Gettysburg Address
A House Divided
Emancipation Proclamation
Lincoln’s Inaugural Addresses
Dred Scott Supreme Court
Decision
Excerpts from speeches by
William Lloyd Garrison,
Frederick Douglass,
Sojourner Truth
13th Amendment to the
Constitution
14th Amendment to the
Constitution
15th Amendment to the
Constitution
Plessy v. Ferguson
Jim Crow laws
Uncle Tom’s Cabin
The American Journey
The American Journey
Brown v. Board of Ed
I Will Fight No More Forever
by Chief Joseph
Photos of industrialization
Photos of child labor
The American Journey
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions
READING
STANDARDS ACROSS
UNITS
CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how
a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
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SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded
language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8
text complexity band independently and proficiently.
READING
STANDARDS
CENTRAL TO THIS
UNIT
CCSS.ELA-Literacy.RH.6-8.1
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.6-8.4
CCSS.ELA-Literacy.RH.6-8.6
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.RH.6-8.8
CCSS.ELA-Literacy.RH.6-8.9
CCSS.ELA-Literacy.RH.6-8.1
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.6-8.4
CCSS.ELA-Literacy.RH.6-8.5
CCSS.ELA-Literacy.RH.6-8.6
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.RH.6-8.8
CCSS.ELA-Literacy.RH.6-8.9
CCSS.ELA-Literacy.RH.6-8.1
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.6-8.4
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.RH.6-8.8
CCSS.ELA-Literacy.RH.6-8.1
CCSS.ELA-Literacy.RH.6-8.2
CCSS.ELA-Literacy.RH.6-8.4
CCSS.ELA-Literacy.RH.6-8.7
CCSS.ELA-Literacy.RH.6-8.8
CCSS.ELA-Literacy.RH.6-8.10
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes
WRITING
STANDARDS ACROSS
UNITS
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience
have been addressed.
CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the
19
SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
relationships between information and ideas clearly and efficiently
CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others
while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
CCSS.ELA-Literacy.WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
WRITING
STANDARDS
CENTRAL TO THIS
UNIT
CCSS.ELA-Literacy.WHST.6-8.1
CCSS.ELA-Literacy.WHST.6-8.2
CCSS.ELA-Literacy.WHST.6-8.3
CCSS.ELA-Literacy.WHST.6-8.9
CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.WHST.6-8.1
CCSS.ELA-Literacy.WHST.6-8.2
CCSS.ELA-Literacy.WHST.6-8.3
CCSS.ELA-Literacy.WHST.6-8.9
CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.WHST.6-8.1
CCSS.ELA-Literacy.WHST.6-8.2
CCSS.ELA-Literacy.WHST.6-8.3
CCSS.ELA-Literacy.WHST.6-8.9
CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.WHST.6-8.1
CCSS.ELA-Literacy.WHST.6-8.2
CCSS.ELA-Literacy.WHST.6-8.3
CCSS.ELA-Literacy.WHST.6-8.6
CCSS.ELA-Literacy.WHST.6-8.7
CCSS.ELA-Literacy.WHST.6-8.8
CCSS.ELA-Literacy.WHST.6-8.9
CCSS.ELA-Literacy.WHST.6-8.10
CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SPEAKING AND
LISTENING
STANDARDS ACROSS
UNITS
CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning
and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and
clear pronunciation.
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SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
CCSS.ELA-Literacy.SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen
claims and evidence, and add interest.
CCSS.ELA-Literacy.SL.8.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 8 Language standards 1 and 3 here for specific expectations.)
SPEAKING AND
LISTENING
STANDARDS
CENTRAL TO THIS
UNIT
CCSS.ELA-Literacy.SL.8.1
CCSS.ELA-Literacy.SL.8.2
CCSS.ELA-Literacy.SL.8.3
CCSS.ELA-Literacy.SL.8.4
CCSS.ELA-Literacy.SL.8.1
CCSS.ELA-Literacy.SL.8.2
CCSS.ELA-Literacy.SL.8.3
CCSS.ELA-Literacy.SL.8.4
CCSS.ELA-Literacy.SL.8.1
CCSS.ELA-Literacy.SL.8.2
CCSS.ELA-Literacy.SL.8.3
CCSS.ELA-Literacy.SL.8.4
CCSS.ELA-Literacy.SL.8.1
CCSS.ELA-Literacy.SL.8.2
CCSS.ELA-Literacy.SL.8.3
CCSS.ELA-Literacy.SL.8.4
CCSS.ELA-Literacy.SL.8.5
Part I: Interacting in Meaningful Ways
A. Collaborative
1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
2. Interacting with others in written English in various communicative forms (print, communicative technology, and
multimedia)
3. Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)
ELD STANDARDS
ACROSS UNITS
B. Interpretive
5. Listening actively to spoken English in a range of social and academic context
6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly
through language
7. Evaluating how well writers and speakers use language to support ideas and arguments with details or evidence depending
on modality, text type, purpose, audience, topic, and content area
8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade,
entertain, etc.,) depending on modality, text type, purpose, audience, topic, and content area
C. Productive
9. Expressing information and ideas in formal oral presentations on academic topics
10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate
technology
11. Justifying own arguments and evaluating others’ arguments in writing
12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideas
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SAUSD Common Core Aligned Curriculum Map: Social Studies Grade 8 Semester 2
ELD STANDARDS
CENTRAL TO THIS
UNIT
CROSS-CONTENT/
REAL WORLD
CONNECTIONS
Collaborative 1, 2, 3, 4
Interpretive 5, 6, 7, 8
Productive 10, 11, 12
“Twelfth Song of Thunder”
Navajo tradition
The Adventures of Tom
Sawyer by Mark Twain
Collaborative 1, 2, 3, 4
Interpretive 5, 6, 7, 8
Productive 10, 11, 12
Narrative of the Life of
Frederick Douglass an
American Slave, Written by
Himself
Harriet Tubman: Conductor
on the Underground Railroad
by Ann Petry
Collaborative 1, 2, 3, 4
Interpretive 5, 6, 7, 8
Productive 10, 11, 12
Collaborative 1, 2, 3, 4
Interpretive 5, 6, 7, 8
Productive 9, 10, 11, 12
“O Captain! My Captain!” by
Walt Whitman
Roll of Thunder, Hear My Cry
by Mildred Taylor
“I, Too, Sing America” by
Langston Hughes
The Jungle by Upton Sinclair
22