Social Studies: 8th grade
In social studies there are two types of work that we do. One is developing skills, like reading maps,
analyzing primary and secondary sources, understanding cause and effect and reading and using
timelines. Another type is learning the content and analyzing the relationship between historical events
and groups of people.
8th grade social studies is the perfect opportunity for you to discuss social issues with your students.
They are still relevant today so that students can relate the material to their own lives.
Core Question1:
What can I do to help my child prepare for 8th grade Social Studies?
In 8th grade social studies, we use historical and current United States maps to understand, analyze
geographical features and historical events and their impact on the history of the United States.
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How do you think the Louisiana Purchase affect Native Americans?
How did the Louisiana Purchase change the United States?
Talking to students about current events and how they relate to history.
The eight units for 8th grade social studies are:
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Constitution
Economics
Immigration
Westward Expansion
Era of Reform
Slavery
Civil War
Reconstruction
Many of these units of study relate to issues we continue to face as a nation and discussing this content
helps students to examine their beliefs and their place in society. Students should work on seeing both
sides to the issue and then forming an opinion based on the facts that they find or hear in the news.
Some of the themes we are dealing with today are:
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Constitutional Rights
o Can policeman question a minor? Under what circumstances?
o Can the police search your locker? Why?
Equal Rights
o Should each company have to hire a certain percentage of women, people of color
(affirmative action)?
Reformers in our day and the changes they are trying to make
Immigration
o Should there be a border between the United States and Mexico? Why or Why not?
o What type of immigration policy should the United States have? What type of
immigration policy should Mexico have?
Jobs and employment issues
o Who should be responsible for creating jobs in the United States?
o Should the wealthy be taxed more than the poor? Why or Why not?
o Should there be welfare? Why or Why not?
Students will be working extensively with primary and secondary sources, therefore, students should be
able to describe the difference between a primary and secondary source, as well as analyze sources for
their meaning.
Examples of Primary Sources (First-hand account of an event/time period):
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Diary
Autobiography
Memoire
Examples of Secondary Sources (Second-hand account of an event/time period):
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Textbook
Biography
Historical Fiction
Encyclopedia
Students should have an understanding of Medieval History and how those events have influenced the
United States. Main topics for this include:
The Reformation:
http://www.britannica.com/EBchecked/topic/495422/Reformation
European Exploration
http://www.britannica.com/EBchecked/topic/196140/European-exploration
The Age of Enlightenment
http://www.britannica.com/EBchecked/topic/188441/Enlightenment
Each of these events in medieval history led to the “discovery” of the United States and to its
development of a democracy.
Note: Denver Public Schools provides these websites as a suggestion for additional content and does not
assume responsibility for the quality or content provided.
Core Question 2:
What will my child learn throughout the year during 8th grade social studies?
Unit 1:
During this unit students will analyze the constitution and analyze constitutional issues by reading
famous court cases. Students will also have the opportunity to participate in a congressional hearing,
where they answer a question with a team and present these answers to a panel of judges, the judges
then ask questions about the research and the students answer these questions.
Some of the questions are:
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What shaped the founders’ thinking about government?
How was the constitution used to establish our government?
What were the founders’ basic ideas about government?
What happened at the Philadelphia Convention?
How does the Constitution protect our basic rights?
What are the responsibilities of citizens?
Unit 2
Essential Question:
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How does power and authority affect me and the world around me?
How do I uphold my rights and responsibilities?
Unit 2 Economics
Students examine their own choices and the way they make decisions, and use a graphic organizer to
help narrow down to one choice.
Essential Question:
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How did presidents make economic choices about foreign policy?
Why do we make choices, and how do those choices impact our lives?
Unit 3 Immigration
Students compare the experience of Irish immigrants to that of immigrants today in the form of a
presentation. Students also work on interview skills by talking with an immigrant to the United States.
Students especially look at the treatment of each of these groups and how they contribute to the
economy of the time.
Essential Questions:
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How does industrialization influence the growth of the nation through immigration?
How have immigrants influenced the United States, and what contributions have they made to
the United States?
Unit 4 Westward Expansion
This is a photo representing the idea of manifest destiny and represents the justification for westward
expansion. Students analyze this photo and the propaganda used to encourage the movement.
Essential Questions:
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How did industrialization influence Westward Expansion?
How did America’s belief in “from sea to shining sea” impact Westward Expansion?
Unit 5 Era of Reform
Students examine the people of the Era of Reform, creating a speech with the following guidelines:
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You are taking on the role of an individual during the Era of Reform.
You will give a speech as that person, discussing your role in the Era of Reform.
Respond to the prompt:
o What philosophical and political beliefs drove you [your reformer] to risk and/or sacrifice
for the greater good during the Era of Reform?
Include the following criteria in your speech.
o Explain how religious and/or philosophical beliefs lead you to participate in a reform
movement.
o Explain how your gender, racial identity, national origin, property ownership, religion
and/or legal status affected your political rights.
o What goals did you want to achieve?
o Was your participation successful; that is, did you achieve your goals? Why or why not?
Potential historical figures include:
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Sojourner Truth
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Ralph Waldo Emerson
Henry David Thoreau
George Ripley
Dorothea Dix
Horace Mann
Prudence Crandall
William Lloyd Garrison
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Frederick Douglass
Grimke Sisters
Lucretia Mott
Elizabeth Cady Stanton
Elizabeth Blackwell
Susan B. Anthony
Charlotte Woodward
Lucy Stone
Essential Questions:
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How did industrialization influence the Era of Reform?
What philosophical and political beliefs drive people to be willing to risk and/or sacrifice for the
greater good?
Unit 6 Slavery
Students will read “A Narrative of the Life and Adventures of Venture Smith, a Native of Africa.” Use the
prompt; you are Venture Smith. You have the opportunity to write a letter to the founding fathers
outlining how you have been denied the civil rights guaranteed in the Constitution and the Declaration
of Independence. Include examples of your rights that have been denied and support your examples
with details from the Constitution and the Declaration of Independence.
Essential Question:
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How were slavery and the ideals stated in the Declaration of Independence, Constitution
(Preamble), and Bill of Rights inconsistent?
Unit 7 Civil War
Students will report out on the Civil War, answering the following prompt:
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It is April 14, 1865, and Abraham Lincoln has just been assassinated. You are a reporter, and you
have been asked to write an article reflecting on the following questions.
o What caused the Civil War?
o What role did compromise play?
Choose at least three events to support your position and plot these events on the timeline
below.
In your article, explain how these events caused the Civil War.
Website of facts of the Civil War
http://www.pbs.org/civilwar/war/facts.html
Essential Question:
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Was the Civil War inevitable?
Unit 8 Reconstruction
Students will design a museum exhibit to teach people about the period of Reconstruction (1865-1877)
and explain why many historians consider it an unfinished revolution.
Your exhibit must contain the following criteria:
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Historical Narrative – Write a one-page historical narrative that addresses the prompt,
beginning “Reconstruction is the story of…” This narrative will serve as an introduction to your
exhibit. Your discussion should include at least three historical “actors” or “characters.”
Artifacts – Include one artifact for each of the following that explains:
o Government’s role in reconstructing the union,
o Daily lives of blacks and whites living in the South from 1865 to 1877,
o Racism African Americans experienced during Reconstruction (1865-1877), and
o Civil rights African Americans gained and exercised, including the Civil War Amendments
(13th, 14th, and 15th).
Captions – Each artifact must be accompanied by a written description or caption of what the
artifact shows and what you feel viewers should walk away knowing or understanding by
looking at it.
Format – You may choose any visual media that best presents your interpretation of
Reconstruction. Some suggestions include a poster or exhibit board display, PowerPoint
presentation, web site, diorama, or any other suitable exhibit.
The media you choose doesn’t matter, because your exhibit will be judged against the prompt criteria
and history standards in the rubric.
For Videos and articles on Reconstruction:
http://www.history.com/topics/reconstruction
Essential Question:
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Was Reconstruction successful?
Core Question 3:
How do I monitor my child’s progress and learning throughout the year? What
resources can I use in order to do this?
Progress for Social Studies can be monitored through Parent Portal, checking student grades or
indicators of progress, depending on the school the student is at.
Parents can also monitor progress by helping students keep track of assignments, their assigned dates,
and due dates and asking students to see their work that has been returned. Going through the work
and expectations (rubrics, checklists, or grades) and reflecting on how to do better the next time, or to
continue the work that they have done.