SUBJECT: __8th Grade Social Studies_____________________________________________________
OBJECTIVES
ASSESSMENT/EVALUATION
A. Forming the 13 Original
English Colonies
Family Tree Project
Teacher created scoring guide
Identify and explain the reasons that
people left their home countries and
moved to the colonies
13 Colonies Project
Teacher created scoring guide
Performance: 1.6
Knowledge: (SS) 5
SSCLE: MUSWH.3a.C; EGSA.5.H; TSSI.7.D
NETS: 2b
DOK: 3
Colonial WebQuest
Completion of computer WebQuest
INSTRUCTIONAL ACTIVITIES
• Teacher led discussions
Family Tree Project:
Students will:
• research their family history to see from
which country they came
• make a record of their family’s:
• names
• dates
• occupations
• movement
• present their information using various
forms of media
Colonial WebQuest:
Students will work individually to familiarize
themselves with the 13 colonies
13 Colonies Project:
• Students will:
• research the 13 colonies in the computer
lab along with using other sources
• produce a:
• PowerPoint
• video
• or newspaper
that includes research of Objectives A-I
1
SUBJECT: __8th Grade Social Studies_____________________________________________________
• The project will include:
• movement
• famous people
• major events
• religion
• political systems
• geography
• climate
• economics
• transportation
• regions
2
SUBJECT: __8th Grade Social Studies_____________________________________________________
B. Forming the 13 Original
English Colonies
13 Colonies Project
Teacher created scoring guide
• Identify the political systems of the
colonies
• Analyze how the ideas of selfgovernment evolved
How the Colonies Were Governed
Teacher created scoring guide
Performance: 1.6
Knowledge: (SS) 5
SSCLE: EGSA.5.C; TSSI.7.D
NETS: 2b
DOK: 2
Colonial WebQuest
Completion of computer WebQuest
• Teacher led discussions
How the Colonies Were Governed Activity:
Students will:
• research a type of government found in the
colonies
• create and present a play portraying a type
of colonial government. Colonial
governments include:
• joint stock companies
• royal colonies
• proprietary colonies
• self-governed colonies
Colonial WebQuest:
Students will work individually to familiarize
themselves with the 13 colonies
13 Colonies Project:
• Students will:
• research the 13 colonies in the computer
lab along with using other sources
• produce a:
• PowerPoint
• video
• or newspaper
that includes research of Objectives A-I
• The project will include:
• movement
• famous people
• major events
• religion
• political systems
• geography
• climate
• economics
• transportation
• regions
3
SUBJECT: __8th Grade Social Studies_____________________________________________________
C. Forming the 13 Original
English Colonies
13 Colonies Project
Teacher created scoring guide
• Identify famous people
• Explain their contributions to
American History
Colonial WebQuest
Completion of computer WebQuest
Performance: 1.6
Knowledge: (SS) 3
SSCLE: MUSWH.3a.C; TSSI.7.D
NETS: 2b
DOK: 3
• Teacher led discussions
Colonial WebQuest:
Students will work individually to familiarize
themselves with the 13 colonies
13 Colonies Project:
• Students will:
• research the 13 colonies in the computer
lab along with using other sources
• produce a:
• PowerPoint
• video
• or newspaper
that includes research of Objectives A-I
• The project will include:
• movement
• famous people
• major events
• religion
• political systems
• geography
• climate
• economics
• transportation
• regions
4
SUBJECT: __8th Grade Social Studies_____________________________________________________
D. Forming the 13 Original
English Colonies
13 Colonies Project
Teacher created scoring guide
Analyze how religion impacted the
colonists and their cultures
Colonial WebQuest
Completion of computer WebQuest
Performance: 1.6
Knowledge: (SS) 5
SSCLE: EGSA.5.Cb; TSSI.7.D
NETS: 2b
DOK: 4
• Teacher led discussions
Colonial WebQuest:
Students will work individually to familiarize
themselves with the 13 colonies
13 Colonies Project:
• Students will:
• research the 13 colonies in the computer
lab along with using other sources
• produce a:
• PowerPoint
• video
• or newspaper
that includes research of Objectives A-I
• The project will include:
• movement
• famous people
• major events
• religion
• political systems
• geography
• climate
• economics
• transportation
• regions
5
SUBJECT: __8th Grade Social Studies_____________________________________________________
E. Forming the 13 Original
English Colonies
13 Colonies Project
Teacher created scoring guide
Summarize how geography influenced
colonial development in the:
• New England
• Middle
• Southern
Colonies
Colonial WebQuest
Completion of computer WebQuest
Performance: 1.6
Knowledge: (SS) 5
SSCLE: MUSWH.3a.C; EGSA.5.Ca;
EGSA.5.E; TSSI.7.D
NETS: 2b
DOK: 2,3
• Teacher led discussions
Colonial WebQuest:
Students will work individually to familiarize
themselves with the 13 colonies
13 Colonies Project:
• Students will:
• research the 13 colonies in the computer
lab along with using other sources
• produce a:
• PowerPoint
• video
• or newspaper
that includes research of Objectives A-I
• The project will include:
• movement
• famous people
• major events
• religion
• political systems
• geography
• climate
• economics
• transportation
• regions
6
SUBJECT: __8th Grade Social Studies_____________________________________________________
F. Forming the 13 Original
English Colonies
13 Colonies Project
Teacher created scoring guide
Analyze how various climates impacted
ways of life in the:
• New England
• Middle
• Southern
Colonies
Colonial WebQuest
Completion of computer WebQuest
Performance: 1.6
Knowledge: (SS) 5
SSCLE: EGSA.5.C; TSSI.7.Bb; TSSI.7.D
NETS: 2b
DOK: 4
• Teacher led discussions
Colonial WebQuest:
Students will work individually to familiarize
themselves with the 13 colonies
13 Colonies Project:
• Students will:
• research the 13 colonies in the computer
lab along with using other sources
• produce a:
• PowerPoint
• video
• or newspaper
that includes research of Objectives A-I
• The project will include:
• movement
• famous people
• major events
• religion
• political systems
• geography
• climate
• economics
• transportation
• regions
7
SUBJECT: __8th Grade Social Studies_____________________________________________________
G. Forming the 13 Original
English Colonies
13 Colonies Project
Teacher created scoring guide
Analyze and explain how geography
and climate contributed to the
development of different economies in
the:
• New England
• Middle
• Southern
Colonies
Colonial WebQuest
Completion of computer WebQuest
Performance: 1.6
Knowledge: (SS) 5
SSCLE: ECP.4.F; EGSA.5.Aa; EGSA.5.C;
TSSI.7.D
NETS: 2b
DOK: 4
• Teacher led discussions
Colonial WebQuest:
Students will work individually to familiarize
themselves with the 13 colonies
13 Colonies Project:
• Students will:
• research the 13 colonies in the computer
lab along with using other sources
• produce a:
• PowerPoint
• video
• or newspaper
that includes research of Objectives A-I
• The project will include:
• movement
• famous people
• major events
• religion
• political systems
• geography
• climate
• economics
• transportation
• regions
8
SUBJECT: __8th Grade Social Studies_____________________________________________________
H. Forming the 13 Original
English Colonies
13 Colonies Project
Teacher created scoring guide
Interpret major events and their effects
on the colonies
Colonial WebQuest
Completion of computer WebQuest
Performance: 1.6
Knowledge: (SS) 6
SSCLE: MUSWH.3a.A; MUSWH.3a.C;
TSSI.7.D
NETS: 2b
DOK: 3,4
• Teacher led discussions
Colonial WebQuest:
Students will work individually to familiarize
themselves with the 13 colonies
13 Colonies Project:
• Students will:
• research the 13 colonies in the computer
lab along with using other sources
• produce a:
• PowerPoint
• video
• or newspaper
that includes research of Objectives A-I
• The project will include:
• movement
• famous people
• major events
• religion
• political systems
• geography
• climate
• economics
• transportation
• regions
9
SUBJECT: __8th Grade Social Studies_____________________________________________________
I. Forming the 13 Original
English Colonies
13 Colonies Map Assessment
Quiz
Identify:
• and locate:
• the 50 United States
• their Capitals
• major cities
• the 13 colonies and their locations
13 Colonies Project
Teacher created scoring guide
Performance: 1.4, 1.5
Knowledge: (SS) 5
SSCLE: EGSA.5.Ba,b; TSSI.7.D
NETS: 2b
DOK: 1
WebQuest
Completion of computer WebQuest
States and Capitals Assessment
Quiz
• Teacher led discussions
Colonial WebQuest:
Students will work individually to familiarize
themselves with the 13 colonies
13 Colonies Map Location Contest:
Students will be in groups of 4 to 5 and
compete for accuracy and time using the
geography game located at:
• www.sheppardsoftware.com
States and Capitals:
Identify and locate states and capitals using
state games located at:
www.sheppardsoftware.com
13 Colonies Project:
• Students will:
• research the 13 colonies in the computer
lab along with using other sources
• produce a:
• PowerPoint
• video
• or newspaper
that includes research of Objectives A-I
• The project will include:
• movement
• famous people
• major events
• religion
• political systems
• geography
• climate
• economics
• transportation
• regions
10
SUBJECT: __8th Grade Social Studies_____________________________________________________
J. Forming the 13 Original
English Colonies
Middle Passage Project
Teacher created scoring guide
Analyze colonial trade:
• Columbian Exchange
• Mercantilism
• Triangular Trade
• Middle Passage
Assessment:
Colonial unit test
Performance: 3.8
Knowledge: (SS) 4
SSCLE: MUSWH.3a.Fb: ECP.4.F; EGSA,5,Ab
NETS: 3b
DOK: 4
• Teacher led discussions
Middle Passage Project:
Students will:
• research (the):
• Middle Passage
• Columbian Exchange
• mercantilism
• triangular trade
• create a poster that includes:
• an illustrated and colored map
showing:
• the continents of:
• Europe
• Africa
• North America
• South America
• Triangular Trade
• Products from the Columbian
Exchange
• The Middle Passage
• write a research paper on the Middle
Passage. This paper must include (a):
• five sources
• title page
• minimum of 750 words
• bibliography
• create a designed graph showing any
aspect of the American slave trade. This
graph must be from student researched
information
11
SUBJECT: __8th Grade Social Studies_____________________________________________________
K. The American Revolution
Assess the causes of the American
Revolution, specifically (The):
• French and Indian War
• Proclamation of 1763
• Sugar Act
• Boston Massacre
• Stamp Act
• Declaratory Act
• Townshend Act
• Tea Act
• Boston Tea Party
• Coercive Acts or Intolerable Acts
• Lexington and Concord
• Patriots vs. Loyalists
Performance: 3.6
Knowledge: (SS) 3
SSCLE: MUSWH.3a.D; ECP.4.C; RIGIT.6.E
NETS: 3b
DOK: 3
Causes of the American Revolution
Project
• Teacher created scoring guide
• Episode pattern organizer
Debate: Loyalists vs. Patriots
Teacher created scoring guide
Paul Revere’s Boston Massacre
Engraving, Evaluating Propaganda
• Formative assessment
• Learning conversations
• Reflective writings
• Teacher led discussions
Causes of the American Revolution Project:
Students will research, write and act out a
play over the causes of the American
Revolution which will include The:
• Sugar Act
• Stamp Act
• Townshend Acts
• Tea Act
• Intolerable Acts
Selected Primary Source Readings:
Common Sense by Thomas Paine – guided
reading
Video Clip “America: The Story of Us”:
Causes of the American Revolution
Debate: Loyalists vs. Patriots:
Students will be given a side to debate.
Debate preparation will require writing a
persuasive essay including at least three
reasons supporting their point of view. The
debate will follow a modified LincolnDouglas Debate format
Paul Revere’s Boston Massacre Engraving,
Evaluating Propaganda:
How propaganda techniques were used to
change the opinions in the colonies leading to
the American Revolution
12
SUBJECT: __8th Grade Social Studies_____________________________________________________
L. The American Revolution
Analyze and evaluate the formation of
the ideas of democracy that led to the
writing of the Declaration of
Independence:
• Greece democracy
• Magna Carta
• Enlightenment
• The Glorious Revolution
• The English Bill of Rights
• Mayflower Compact
• The Fundamental Orders of
Connecticut
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.A
NETS: 4a
DOK: 4
Declaration of Independence Evolution
Activity:
• Formative assessment
• Development of an anchor chart
Bumper Sticker Or Flag
Teacher created scoring guide
• Teacher led discussions
Primary Source Readings:
Readings include (The):
• Magna Carta
• English Bill of Rights
• Fundamental Orders of Connecticut
• Mayflower Compact
• various authors including:
• Locke
• Rousseau
Declaration of Independence Evolution
Activity:
• Students will:
• work in small groups and will be given
one of the following:
• Greece democracy
• Magna Carta
• Enlightenment
• The Glorious Revolution
• The English Bill of Rights
• Mayflower Compact
• The Fundamental Orders of
Connecticut
• analyze their topic and evaluate and
connect the democratic ideas in common
with those used by Thomas Jefferson in
writing the Declaration of Independence
• Groups will present their research to the
class
• The class will compare and combine each
group’s findings on an anchor chart
13
SUBJECT: __8th Grade Social Studies_____________________________________________________
Bumper Sticker Or Flag:
Students will create a bumper sticker or flag
to capture the ideas of democracy using the
early democratic ideas found in (The):
• early Greece
• Magna Carta
• Glorious Revolution
• English Bill of Rights
• Mayflower Compact
• Fundamental Orders of Connecticut
14
SUBJECT: __8th Grade Social Studies_____________________________________________________
M. The American Revolution
Analyze important principles in the
Declaration of Independence:
• Inalienable Rights
• Government by the consent of the
governed
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.A
NETS: 4a
DOK: 4
Declaration of Independence Evolution
Activity
• Formative assessment
• Development of anchor chart
• Teacher led discussions
• Video Clip: “The Reading of the
Declaration of Independence”
Declaration of Independence Evolution
Activity:
• Students will:
• work in small groups and will be given
one of the following:
• Greece democracy
• Magna Carta
• Enlightenment
• The Glorious Revolution
• The English Bill of Rights
• Mayflower Compact
• The Fundamental Orders of
Connecticut
• analyze their topic and evaluate the
democratic ideas in common with those
used by Thomas Jefferson in writing the
Declaration of Independence
• The class will compare and combine each
group’s findings on an anchor chart
15
SUBJECT: __8th Grade Social Studies_____________________________________________________
N. The American Revolution
Identify famous people of the American
Revolution and what made them
famous
Create Your Own Test:
Teacher created scoring guide
Famous People Activity:
Teacher created scoring guide
Performance: 1.9
Knowledge: (SS) 3
SSCLE: MUSWH.3a.D
NETS: N/A
DOK: 1
• Teacher led discussions
Create Your Own Test:
Students will:
• create their own test and answer key
including:
• famous people
• major battles
• major events
of the American Revolution
• exchange their test with another student
• check the exchanged test with the teacher
created scoring guide to check for
completeness
• trade back and take their own test
Famous People Activity:
Students will research famous Americans
from the Revolution using library resources
O. The American Revolution
• Name the major battles of the
Revolutionary War
• Interpret how they affected the war’s
outcome
Performance: 1.9
Knowledge: (SS) 3
SSCLE: MUSWH.3a.D
NETS: N/A
DOK: 2
Create Your Own Test
Teacher created scoring guide
Video clip: “America: The Story of Us:
The American Revolution
• Teacher led discussions
Create Your Own Test:
Students will:
• create their own test and answer key
including:
• famous people
• major battles
• major events
of the American Revolution
• exchange their test with another student
• check the exchanged test with the teacher
created scoring guide to check for
completeness
• trade back and take their own test
16
SUBJECT: __8th Grade Social Studies_____________________________________________________
P. The American Revolution
Create Your Own Test
Teacher created scoring guide
Identify major events of the war and
interpret why they were important:
• Continental Congress
• Articles of Confederation
Performance: 3.6
Knowledge: (SS) 6
SSCLE: MUSWH.3a.D
NETS: N/A
DOK: 2
Q. The U.S. Constitution
Analyze the Articles of Confederation
and the need for a new Constitution
Performance: 1.6, 4.1
Knowledge: (SS) 1
SSCLE: MUSWH.3a.E
NETS: N/A
DOK: 4
Constitutional News Cast
Teacher created scoring guide
• Teacher led discussions
Create Your Own Test:
Students will:
• create their own test and answer key
including:
• famous people
• major battles
• major events
of the American Revolution
• exchange their test with another student
• check the exchanged test with the teacher
created scoring guide to check for
completeness
• trade back and take their own test
• Teacher led discussion
• Video clip: “A More Perfect Union”
Constitutional News Cast:
• Students will research and write skits based
on the Constitutional Convention,
including (the):
• Articles of Confederation
• need for a new government
• famous people in the convention
• compromises made in the convention
• The news cast will be acted out and
recorded
Video clip: “A More Perfect Union”:
The film portrays the events surrounding the
Constitutional Convention
17
SUBJECT: __8th Grade Social Studies_____________________________________________________
R. The U.S. Constitution
Assess the importance of the
Constitutional Convention
Performance: 1.6, 4.1
Knowledge: (SS) 3
SSCLE: MUSWH.3a.E
NETS: 2a
DOK: 3
Constitutional News Cast
Teacher created scoring guide
Parliamentary Procedure
Formative evaluation or quiz
Constitutional Convention Simulation
Student participation – see:
• Convention rules
• Scoring guide
• Teacher led discussions
Constitutional News Cast:
• Students will research and write skits based
on the Constitutional Convention,
including (the):
• Articles of Confederation
• need for a new government
• famous people in the convention
• compromises made in the convention
• The news cast will be acted out and
recorded
Video clip: “A More Perfect Union”:
The film portrays the events surrounding the
Constitutional Convention
Parliamentary Procedure:
Students will learn basic parliamentary
procedure before simulating the
Constitutional Convention
Constitutional Convention Simulation:
Students will conduct a student led
simulation of the Constitutional Convention.
This simulation will include many learning
experiences for the students including, but
not limited to:
• learning to work together as a group
• understanding the basic Articles of the
U.S. Constitution
• understanding the process of voting
• experiencing speaking in front of a group
• learning to express opinion in a logical
manner
• understanding and using compromise
• making decisions based on knowledge they
have about our plan of union
18
SUBJECT: __8th Grade Social Studies_____________________________________________________
S. The U.S. Constitution
Investigate important people in the
Constitutional Convention and their
contributions to the convention
Performance: 1.6, 4.1
Knowledge: (SS) 3
SSCLE: MUSWH.3a.E
NETS: 2a
DOK: 3
Constitutional News Cast
Teacher created scoring guide
Graphic Organizer
Teacher created scoring guide
• Teacher led discussions
Constitutional News Cast:
• Students will research and write skits based
on the Constitutional Convention,
including (the):
• Articles of Confederation
• need for a new government
• famous people in the convention
• compromises made in the convention
• The news cast will be acted out and
recorded
Graphic Organizer:
• Virginia Plan
• New Jersey Plan
• 3/5 Compromise
• The Great Compromise
(Including the people who made them)
19
SUBJECT: __8th Grade Social Studies_____________________________________________________
T. The U.S. Constitution
Investigate the sections of the
Legislative Branch:
House of Representatives
• Term of office
• Requirements
• Method of election
• Vacancies
• Officers
• Impeachment
Senate
• Term of office
• Requirements
• Method of election
• Officers
• Impeachment
House and Senate Procedures
• Meeting requirements
• Rules
• Privileges and restrictions
• Passing laws
• Powers granted
• Powers denied
• Powers denied states
• Quizzes:
• Preamble
• Principles of the Constitution
Eighteen Powers of Congress Activity
• Various medias can be used to portray
the 18 powers. The collage can include
a:
• PowerPoint
• poster
• video
• Teacher created scoring guide
Three Branches Project
Teacher created scoring guide
• Teacher led discussions
Eighteen Powers of Congress Activity:
Students will:
• research the 18 powers of Congress
• use internet news sources to create a
collage portraying those powers
Video Clips:
• “The Preamble”
• “I’m Just a Bill”
Mock Congressional And Presidential
Election:
Students will vote in a mock election
Guest Speaker:
Local representatives
Three Branches Project:
Students will:
• work with a partner to research a specific
branch of our government
• combine their research with the other
branches
• work as a group to develop a classroom
presentation combining the 3 branches
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.A; PCD.2.Ca-g
NETS: 6b
DOK: 3
20
SUBJECT: __8th Grade Social Studies_____________________________________________________
U. The U.S. Constitution
Investigate the sections of the Executive
Branch:
• Term of office
• Method of election
• Qualifications
• Vacancies
• Powers
• State of the Union
• Impeachment
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.A; PCD.2.Ca-g
NETS: 2d
DOK: 3
Three Branches Project
Teacher created scoring guide
Mock Impeachment Trial
Teacher created scoring guide
• Teacher led discussions
Mock Impeachment Trial:
Students:
• will research and collect information about
the impeachment trials of:
• Andrew Johnson
• William Clinton
using the Internet
• will work in groups of 4-5 to design a script
and be assigned to either one of the
following:
• Senate Jury
• Supreme Court Chief Justice
• Andrew Johnson
• Bill Clinton
• Prosecution
• Defense
• parts will have a teacher-designed outline
to direct their research and participation
requirements
Mock Congressional and Presidential
Election:
Students will vote in a mock election
Three Branches Project:
Students will:
• work with a partner to research a specific
branch of our government
• combine their research with the other
branches
• work as a group to develop a classroom
presentation combining the 3 branches
21
SUBJECT: __8th Grade Social Studies_____________________________________________________
V. The U.S. Constitution
Three Branches Project
Teacher created scoring guide
• Teacher led discussions
Students will demonstrate basic
knowledge of Article 4 through:
• formative exit passes
• problem solving summative assessments
• Teacher led discussions
Students will demonstrate basic
knowledge of Article 5, the Amendment
process, through:
• formative assessments
• graphic organizer summative
assessments
• Teacher led discussions
Investigate the sections of the Judicial
Branch:
• Federal courts and processes
• Jurisdiction
• Treason
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.A
NETS: 2d
DOK: 3
W. The U.S. Constitution
Identify the relations among the states:
• Citizen rights
• New states
• Federal protection
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.B
NETS: N/A
DOK: 1
X. The U.S. Constitution
Identify the amendment process
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.A
NETS: N/A
DOK: 1
Three Branches Project:
Students will:
• work with a partner to research a specific
branch of our government
• combine their research with the other
branches
• work as a group to develop a classroom
presentation combining the 3 branches
Article 4 Activity:
Students will:
• read and answer cloze passages over
Article 4
• compare answers with pre selected partners
• in groups, create examples of difficulties
that could arise without these U.S.
Constitutional laws
Article 5 Activity:
Students will:
• read and answer cloze passages over
Article 5, the Amendment process
• compare answers with pre selected
partners
• in groups:
• review and discuss previous examples of
several past amendments
• present the information to the class
22
SUBJECT: __8th Grade Social Studies_____________________________________________________
Y. The U.S. Constitution
Identify the Supremacy and
Ratification Articles
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.A
NETS: N/A
DOK: 1
Z01. The U.S. Constitution
Critique the 27 Amendments:
• Bill of Rights
Performance: 1.10
Knowledge: (SS) 1
SSCLE: PCD.1.Ac
NETS: 6b
DOK: 3
Students will demonstrate their knowledge
and understanding of Articles 6 & 7, the
National Supremacy/Ratification,
through:
• formative assessments
• a final summative exam
• Teacher led discussions
Article 6 & 7 Activity:
Students will:
• read and answer cloze passages over
Articles 6 & 7, National Supremacy and
Ratification
• compare answers with pre selected partners
• in small groups,:
• discuss the necessities of National
Supremacy
• create examples of the government
without them
Students will demonstrate their knowledge • Teacher led discussions
and understanding of the Bill of Rights
and Amendments through:
Bill of Rights and Amendments Activity:
• formative assessments
In groups, students will:
• a final summative exam that includes
• review a modified version of the 27
application of these rights through real
Amendments
life examples
• choose five of the most important
amendments that affect us today
• create a presentation of their top two
choices to the class
• discuss and evaluate the importance of the
Bill of Rights and Amendments 13, 14, 15,
19, and 24
23
SUBJECT: __8th Grade Social Studies_____________________________________________________
Z02. The U.S. Constitution
Students will demonstrate their knowledge
and understanding of these principles
through (a):
• formative assessments
• teacher created scoring guide for the
media presentations
• summative assessments that require
students to clearly state the principle
and the importance thereof
• Teacher led discussions
Z03. The U.S. Constitution
• Constitution unit exam
• Teacher led discussions
Analyze citizens’ rights and
responsibilities:
• Rights
• Due process
• Equal protection
• Basic freedoms
• Limits
• Participation
• Duties
• Responsibilities
• Voting and the political process
Rights, Responsibilities, and Duties of a
U.S. Citizen Activity:
Reflective writing
Rights, Responsibilities, and Duties of a U.S.
Citizen Activity:
Using:
• shared reading
• learning conversations
students will learn the:
• rights
• responsibilities
• duties
of a U.S. citizen
Analyze the principles and processes of
government:
• Limited government
• Rule of law
• Majority rule and minority rights
• Separation of powers
• Checks and balances
• Federalism
• Popular sovereignty
• Due process of law
Principles and Processes Activity:
Students will:
• complete 3 column notes
• view media presentations of the topics
• create their own media demonstrations of
these topics
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.A; PCD.2.Ca-g
NETS: 2a
DOK: 4
Performance: 1.6, 4.2
Knowledge: (SS) 1
SSCLE: PCD.1.B; PCD.2.Ca-g
NETS: 6b
DOK: 4
24
SUBJECT: __8th Grade Social Studies_____________________________________________________
Z04. A New Nation and Westward
Expansion
Assess how the principles of the new
constitution were used to build our
nation:
• First Presidents
• Jefferson era
• War of 1812
• Jacksonian Democracy
Performance: 1.6, 4.1
Knowledge: (SS) 3
SSCLE: MUSWH.3a.E; MUSWH.3a.Fa;
ECP.4.A,B; TSSI.7.A,C
NETS: N/A
DOK: 3
Power Expansion and Challenges to Our
New Government Activity
• Formative assessment
• Shared anchor chart
• Constructed response
• Teacher led discussions
Primary And Secondary Reading Sources:
Students will read and evaluate various
primary and secondary sources on the new
nation
Power Expansion and Challenges to Our
New Government Activity:
• As a large group, the instructor will:
• lead a shared reading about the early
presidencies
• point out the evolution of the
government’s power and begin an
anchor chart
• Working in small groups, students will be
given one of the following:
• Jefferson Era
• War of 1812
• Jacksonian Democracy
and will analyze their topic and evaluate
the expansions or challenges to the new
government
• The class will compare and combine each
group’s findings on an anchor chart
• Students will use the information on their
anchor chart to complete an objective
question in constructed response format
25
SUBJECT: __8th Grade Social Studies_____________________________________________________
Z05. A New Nation and Westward
Expansion
Westward Expansion Timeline Project
Teacher created scoring guide
Assess the impact of westward
expansion on the United States:
• Louisiana Purchase
• Republic of Texas
• Manifest Destiny
• Mexican War
• Trails West
Trails West Project:
Teacher created scoring guide
Performance: 4.6
Knowledge: (SS) 5
SSCLE: MUSWH.3a.Fa,b; EGSA.5.Ab;
EGSA.5.H; TSSI.7.Bb
NETS: 1c
DOK: 3
• Teacher led discussions
Westward Expansion Timeline Project:
Students will:
• research the:
• Louisiana Purchase
• Republic of Texas
• Manifest Destiny
• Mexican War
• Western Trails
• produce a written or electronic timeline for
each event
• write a short summary of the event,
identifying the:
• main causes
• most significant effects on the United
States
• create a map showing westward expansion
Trails West Project:
• Students:
• will research a different Western Trail in
the computer lab
• may use other sources such as the library
• will produce a presentation utilizing
various forms of technology. The goal of
the presentation is to give a prospective
traveler or land speculator all of the
information he or she needs before
embarking on a westward journey
• This project will include descriptions of:
• geography
• climate
• economics and cost benefit analysis of the
journey
• modes of transportation used
• native peoples which may be
encountered
• problems and challenges which may be
encountered
26
SUBJECT: __8th Grade Social Studies_____________________________________________________
Z06. The Civil War
Identify and analyze the causes of the
Civil War:
• Slavery and King Cotton
• Abolition-Reform Movements
• Underground Railroad
• Missouri Compromise
• Sectionalism
• Compromise of 1850/Fugitive Slave
Act
• Kansas-Nebraska Act
• Bleeding Kansas
• Uncle Tom’s Cabin
• Dred Scott
• Lincoln-Douglas Debates
• John Brown-Harper’s Ferry
• Election of 1860
• Secession
• Fort Sumter
Causes Of The Civil War Research
Project:
• Teacher created study guide
• Anchor chart
• Shared writing
• Teacher led discussions
Causes of The Civil War Research Project:
• Students will:
• research the causes of the Civil War
• pick the six causes they believe their
research indicates are the six leading
causes
• In small groups, the students will:
• share their causes and reasons
• select their groups’ top six causes
• The class will:
• anchor chart the Top 10 causes of the
Civil War
• pick their number one cause and write a
shared writing why it was chosen as
number one
Performance: 1.8
Knowledge: (SS) 2,4,6
SSCLE: MUSWH.3a.H,I; EGSA.C,F;
RIGITS.6.E-I
NETS: N/A
DOK: 4
27
SUBJECT: __8th Grade Social Studies_____________________________________________________
Z07. The Civil War
Identify famous people of the Civil War
and what made them famous
Performance: 1.6, 3.6
Knowledge: (SS) 6
SSCLE: MUSWH.3a.G
NETS: N/A
DOK: 4
Who Would You Pick for Your Dream
Team?
Teacher created study guide
• Teacher led discussions
Who Would You Pick for Your Dream
Team?:
Students will:
• research famous people of the Civil War
• pick seven people from the Civil War era
that they would want on their side if they
were the President of the United States or
the Confederate States. They must:
• identify the person
• explain what that person did that was
significant
• tell why they chose them
• tell how they would have used that
person to change the outcome of the
Civil War
28
SUBJECT: __8th Grade Social Studies_____________________________________________________
Z08. The Civil War
Investigate and analyze the major
battles of the Civil War and how they
affected the war’s outcome
Performance: 1.6, 3.1
Knowledge: (SS) 2,5,6
SSCLE: MUSWH.3a.I; EGSA.5.Ab; TSSI.7.Ba;
TSSI.7.G
NETS: N/A
DOK: 3
Who Would You Pick for Your Dream
Team?
Teacher created study guide
You Are In Command
Teacher created scoring guide
• Teacher led discussions
Who Would You Pick for Your Dream
Team?:
Students will:
• research famous people of the Civil War
• pick seven people from the Civil War era
that they would want on their side if they
were the President of the United States or
the Confederate States. They must:
• identify the person
• explain what that person did that was
significant
• tell why they chose them
• tell how they would have used that
person to change the outcome of the
Civil War
You Are In Command!:
Students will:
• select a Civil War battle
• create a map including physical features
such as:
• elevation
• rivers
including a map key showing:
• opposite sides
• army size
• army movements
• commanders
• battle outcomes
• analyze the outcome of the battle
• determine what factors they believe caused
those outcomes
• explain what they would have done
differently, had they been the commander
of the losing side, to change the outcome of
the battle
• be prepared to defend their decision
29
SUBJECT: __8th Grade Social Studies_____________________________________________________
Z09. The Civil War
• Civil War unit test
• Teacher led discussions
Assess the role Missouri played in the
Civil War
Jefferson City in the Civil War Project:
Teacher created scoring guide
Guest Speakers:
• Various guest speakers may include
re-enactors
• Possible sources include:
• Dick Peerson at Wall Street Insurance
• Jim Hickman at Scholastic, Inc.
Performance: 1.6
Knowledge: (SS) 2,5,6
SSCLE: MUSWH.3a.I
NETS: N/A
DOK: 3
Civil War Day:
• Civil War Day at Thomas Jefferson would
include both middle schools
• Various activities include:
• a Civil War encampment
• speakers
• cooking
• medicine in the Civil War
• weapons demonstrations including Civil
War Era cannons
Jefferson City in the Civil War Project:
Students will:
• research Jefferson City in the Civil War
• have various options for the project such
as:
• walking tours of historical Civil War
homes
• research of Civil War personages buried
in the National Cemetery
• Civil War defensive positions and
fortifications
• famous people of the Civil War who lived
or were in Jefferson City during the Civil
War
• Various projects may include, but not be
limited to:
• videos
• posters
• brochures
• grave marker rubbings
30
SUBJECT: __8th Grade Social Studies_____________________________________________________
31