Rutherford Public Schools
COURSE TITLE
Grade 8 Social Studies
Civics & US History
LENGTH
Full Year
DEPARTMENT
Social Studies
SCHOOL
Union Middle School
Primary Content
Social Studies
Initial BOE Approval Date (Born on): 5/13/2024
Embedded Content
Career Readiness, Life Literacies and Key Skills
Initial BOE Approval Date (Born on): 8/23/2021
This eighth grade civics curriculum is designed for students to learn about civics, their nation and its democratic values. The main focus of the course will be discussing the values and principles underlying the American system of constitutional democracy, the functions and limitations of the government and the role of a citizen in a democratic society. Through this lens, US History topics such as the English colonies, the American Revolution, the Constitution, the growth of democracy, and the Civil War and Reconstruction will be taught. In addition, New Jersey history, economics, and contemporary issues are interwoven throughout the course.
The course will emphasize critical thinking, analyzing primary source documents and historical writing. Students of all academic levels are expected to be full participants in the daily classroom work. The teacher will use a wide array of instructional techniques including collaborative group work, differentiated instruction, and technology to enhance lessons.
This course meets the New Jersey Student Learning Standards. All New Jersey mandates are infused into the curriculum where appropriate.
Course Outline:
Unit 1: What is Government? Foundational Concepts & Principles
Unit 2: Foundational Documents
Unit 3: The Constitution, American Ideals and the American Experience
Unit 4: New Nation
Unit 5: US Expansion and Reform (1800-1860)
Unit 6: Nation Divided: The Civil War & Reconstruction
Helping students develop and effectively use a wide variety of skills is a central purpose of social studies. These skills are central to one’s learning throughout life. A command of these tools will be of assistance to students in understanding their society and in becoming productive members of the American community.
Students will be able to:
New Jersey Student Learning Standards
Career Readiness, Life Literacies, and Key Skills Practices
CRLLKSP 1 Act as a responsible and contributing community member and employee.
Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.
CRLLKSP 2 Attend to financial well-being.
Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.
CRLLKSP 3 Consider the environmental, social and economic impacts of decisions.
Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.
CRLLKSP 4 Demonstrate creativity and innovation.
Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
CRLLKSP 5 Utilize critical thinking to make sense of problems and persevere in solving them.
Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.
CRLLKSP 6 Model integrity, ethical leadership and effective management.
Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.
CRLLKSP 7 Plan education and career paths aligned to personal goals.
Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.
CRLLKSP 8 Use technology to enhance productivity, increase collaboration and communicate effectively.
Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.
CRLLKSP 9 Work productively in teams while using cultural/global competence.
Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural differences to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.
CAREER READINESS, LIFE LITERACIES, AND KEY SKILLS
Standard 9.4 Life Literacies and Key Skills
9.4.8.CI.3: Examine challenges that may exist in the adoption of new ideas
9.4.8.CI.4: Explore the role of creativity and innovation in career pathways and industries.
9.4.8.CT.1: Evaluate diverse solutions proposed by a variety of individuals, organizations, and/or agencies to a local or global problem, such as climate change, and use critical thinking skills to predict which one(s) are likely to be effective
9.4.8.CT.2: Develop multiple solutions to a problem and evaluate short- and long-term effects to determine the most plausible option
9.4.8.CT.3: Compare past problem-solving solutions to local, national, or global issues and analyze the factors that led to a positive or negative outcome.
9.4.8.DC.1: Analyze the resource citations in online materials for proper use.
9.4.8.DC.2: Provide appropriate citation and attribution elements when creating media products
9.4.8.DC.6: Analyze online information to distinguish whether it is helpful or harmful to reputation.
9.4.8.GCA.1: Model how to navigate cultural differences with sensitivity and respect
9.4.8.GCA.2: Demonstrate openness to diverse ideas and perspectives through active discussions to achieve a group goal.
9.4.8.IML.1: Critically curate multiple resources to assess the credibility of sources when searching for information.
9.4.8.IML.2: Identify specific examples of distortion, exaggeration, or misrepresentation of information.
9.4.8.IML.7: Use information from a variety of sources, contexts, disciplines, and cultures for a specific purpose
9.4.8.IML.8: Apply deliberate and thoughtful search strategies to access high-quality information on climate change
9.4.8.IML.14: Analyze the role of media in delivering cultural, political, and other societal messages.
9.4.8.TL.2: Gather data and digitally represent information to communicate a real-world problem
9.4.8.TL.3: Select appropriate tools to organize and present information digitally.
9.4.8.TL.4: Synthesize and publish information about a local or global issue or event
9.4.8.TL.5: Compare the process and effectiveness of synchronous collaboration and asynchronous collaboration.
9.4.8.TL.6: Collaborate to develop and publish work that provides perspectives on a real-world problem.
New Jersey Student Learning Standards for Social Studies (2020)
6.3.8.CivicsPI.1: Evaluate, take, and defend a position on why government is necessary, and the purposes government should serve.
6.3.8.CivicsPI.2: Evaluate the extent to which different forms of government reflect the history and values of various societies (e.g., monarchy, democracy, republic, dictatorship).
6.3.8.CivicsPI.3: Use a variety of sources from multiple perspectives to examine the role of individuals, political parties, interest groups, and the media in a local or global issue and share this information with a governmental or nongovernmental organization as a way to gain support for addressing the issue.
6.3.8.CivicsPI.4: Investigate the roles of political, civil, and economic organizations in shaping people’s lives and share this information with individuals who might benefit from this information.
6.3.8.CivicsPD.1: Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion.
6.3.8.CivicsPD.2: Propose and defend a position regarding a public policy issue at the appropriate local, state, or national level.
6.3.8.CivicsPD.3: Construct a claim as to why it is important for democracy that individuals are informed by facts, aware of diverse viewpoints, and willing to take action on public issues.
6.3.8.CivicsDP.1: Identify an issue of inequality, develop multiple solutions, and communicate the best one to an appropriate government body.
6.3.8.CivicsDP.2: Make a claim based on evidence to determine the extent and the limitations of First Amendment rights (e.g., U.S. Supreme Court decisions).
6.3.8.CivicsDP.3: Use historical case studies and current events to explain why due process is essential for the protection of individual rights and maintenance of limited government.
6.3.8.CivicsPR.1: Analyze primary sources to explain how democratic ideas in the United States developed from the historical experiences of ancient societies, England, and the North American colonies.
6.3.8.CivicsPR.2: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.
6.3.8.CivicsPR.3: Take a position on an issue in which fundamental ideals and principles are in conflict (e.g., liberty, equality).
6.3.8.CivicsPR.4: Use evidence and quantitative data to propose or defend a public policy related to climate change.
6.3.8.CivicsPR.5: Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.
6.3.8.CivicsPR.6: Seek the perspectives of multiple stakeholders with diverse points of view regarding a local budget issue and take a position on proposed policy.
6.3.8.CivicsPR.7: Compare how ideas become laws at the local, state, and national level.
6.3.8.CivicsHR.1: Construct an argument as to the source of human rights and how they are best protected.
6.3.8.EconET.1: Using quantitative data, evaluate the opportunity cost of a proposed economic action, and take a position and support it (e.g., healthcare, education, transportation).
6.1.8.CivicsPI.3.a: Cite evidence to evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the Constitution.
6.1.8.CivicsPI.3.b: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.
6.1.8.CivicsPI.3.c: Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
6.1.8.CivicsPD.3.a: Cite evidence to determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.
6.1.8.CivicsDP.3.a:Use primary and secondary sources to assess whether or not the ideals found in the Declaration of Independence were fulfilled for women, African Americans, and Native Americans during this time period.
6.1.8.CivicsHR.3.a: Explain how and why constitutional civil liberties were impacted by acts of government during the Early Republic (i.e., Alien and Sedition Acts).
6.1.8.CivicsHR.3.b: Evaluate the impact of the institution of slavery on the political and economic expansion of the United States.
6.1.8.CivicsHR.3.c: Construct an argument to explain how the expansion of slavery violated human rights and contradicted American ideals.
6.1.8.HistoryCC.3.a: Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the American Revolution.
6.1.8.HistoryCC.3.b: Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of the federal government.
6.1.8.HistoryCC.3.c: Use geographic tools and resources to investigate how conflicts and alliances among European countries and Native American groups impacted the expansion of American territory.
6.1.8.HistoryCC.3.d: Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government.
6.1.8.HistoryUP.3.a: Use primary sources as evidence to explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.
6.1.8.HistoryUP.3.c: Analyze how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America from multiple perspectives.
6.1.8.HistorySE.3.a: Analyze how the leadership of George Washington during the American Revolution and as president allowed for the establishment of American democracy
6.1.8.HistorySE.3.b: Analyze a variety of sources to make evidence-based inferences about how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.
6.1.8.GeoSV.4.a: Map territorial expansion and settlement, highlighting the locations of conflicts with and resettlement of Native Americans.
6.1.8.EconET.4.a: Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges facing the new nation.
6.1.8.HistoryCC.4.a: Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements.
6.1.8.HistoryCC.4.b: Explain the growing resistance to slavery and New Jersey’s role in the Underground Railroad.
6.1.8.HistoryCC.4.c: Analyze how the concept of Manifest Destiny influenced the acquisition of land through annexation, diplomacy, and war.
6.1.8.HistoryCC.4.d: Analyze the push-pull factors that led to increase in immigration and explain why ethnic and cultural conflicts resulted.
6.1.8.EconNE.4.a: Explain how major technological developments revolutionized land and water transportation, as well as the economy, in New Jersey and the nation.
6.1.8.EconNE.4.b: Analyze how technological innovations affected the status and social class of different groups of people and explain the outcomes that resulted
6.1.8.CivicsDP.4.a: Research and prioritize the most significant events that led to the expansion of voting rights during the Jacksonian period.
6.1.8.CivicsHR.4.a: Examine sources from a variety of perspectives to describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.
6.1.8.HistoryCC.5.a: Prioritize the causes and events that led to the Civil War from different perspectives.
6.1.8.HistoryCC5.b: Analyze critical events and battles of the Civil War from different perspectives.
6.1.8.HistoryCC.5.c: Assess the human and material costs of the Civil War in the North and South.
6.1.8.HistoryCC.5.d: Assess the role of various factors that affected the course and outcome of the Civil War (i.e., geography, natural resources, demographics, transportation, leadership, and technology).
6.1.8.HistoryCC.5.g: Construct an argument that prioritizes the causes and events that led to the Civil War using multiple sources from different perspectives.
6.1.8.HistoryUP.5.a: Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives.
6.1.8.HistoryUP.5.c: Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact American life.
New Jersey Student Learning Standards for English Language Arts
Informational Reading
RL.CR.8.1 - Cite a range of textual evidence and make clear and relevant connections to strongly support an analysis of multiple aspects of what a literary text says explicitly as well as inferences drawn from the text.
RI.CR.8.1. Cite a range of textual evidence and make clear and relevant connections (including informational text features such as charts, graphs, and diagrams) that strongly support an analysis of multiple aspects of what an informational text says explicitly, as well as inferences drawn from the text.
RI.CI.8.2. Determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.IT.8.3. Analyze how particular elements of a text interact (e.g., how contexts influence individuals or events, or how individuals influence ideas or events across multiple text types, including across literary and informational texts.
L.VL.8.3. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, including technical meanings, choosing flexibly from a range of strategies.
RI.PP.8.5. Analyze how an author conveys or develops their perspective or purpose in a text and by acknowledging and responding to conflicting evidence or viewpoints.
RL.MF.8.6. Evaluate the choices made (by the authors, directors or actors) when presenting an idea in different mediums, including the representation/s or various perspectives of a subject or a key scene in two different artistic mediums (e.g., a person’s life story in both print and multimedia), as well as what is emphasized or absent in each work.
RI.MF.8.6. Evaluate the choices made (by the authors, directors, or actors) when presenting an idea in different mediums and the advantages and disadvantages of using different mediums or formats (e.g., visually, quantitatively) to address a question or solve a problem.
RI.AA.8.7. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (Students may evaluate texts that outline design solutions to determine how well they meet the criteria and constraints of a problem such as rising global temperatures, while discounting irrelevant evidence.)
RL.CT.8.8. Analyze and reflect on how the author’s idea in fiction and literary nonfiction texts (e.g. practical knowledge, historical/cultural context, and background knowledge) is shaped by the author’s emphasis on different evidence, advancing different interpretations of facts, or fictional portrayal of a time, place, or character and a historical account of the same period.
RI.CT.8.8. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) two or more informational texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Speaking & Listening
SL.ES.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.
SL.II.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. (Students may analyze the criteria and constraints of a design problem that is the result of the local impact of climate change, taking into account the source of the criteria, its credibility, and the motives behind its presentation.)
SL.UM.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
SL.ES.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.
Writing
W.AW.8.1. Write arguments on discipline-specific content (e.g. social studies, science, technical subjects, English/Language Arts) to support claims with clear reasons and relevant evidence.
W.IW.8.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.WP.8.4. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, sustaining effort to complete complex writing tasks; seeking out assistance, models, sources or feedback to improve understanding or refine final products; focusing on how well purpose and audience have been addressed.
W.WR.8.5. 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.
W.SE.8.6. 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. (Students may gather relevant, credible evidence to construct an argument related to increases in human population and per-capita consumption of scarce natural resources, caused by climate change, and their impact on Earth’s systems.)
W.RW.8.7. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
This course is designed for a heterogeneously grouped grade 8 class.
Student Assessment
Curriculum/Teacher Assessment
Throughout the academic year, the teacher and supervisor will continually discuss the curriculum to assess changes and needs. The teacher is always encouraged to make suggestions for improvement. The supervisor will also request an annual meeting or written review from the teacher for suggestions or modifications.
There is no prerequisite for this course.
This is an eighth grade, full-year course. The class follows the social studies program in growth and development in the Rutherford School District.
Texts/Supplemental Reading/References
New Jersey Commission on Holocaust Education Resources- NJ Department of Education www.nj.gov/education/holocaust/
New Jersey Amistad Commission Resources- NJ Department of Education www.nj.gov/education/amistad
Resources for LGBTQ+ and Diversity Equity Inclusion, Individuals with Disabilities- Bergen County Curriculum Consortium
Diversity and Inclusion
https://www.scholastic.com/teachers/lesson-plans/teaching-content/multiculturalism-and-diversity/
LGBTQ+
https://youth.gov/youth-topics/lgbtq-youth/school-experiences
https://www.glsen.org/resources/educator-resources
https://learninglab.si.edu/collections/lgbt-rights-and-history/5BHAnX8dNsdAEfGU
Individuals with Disabilities
https://www.disabilitymuseum.org/dhm/index.html
https://americanhistory.si.edu/disabilityrights/welcome.html
https://getintoit.specialolympics.org/educators/
Teachers will incorporate a variety of instructional strategies into daily lessons and activities in order to assist students in mastering concepts and skills. The following are suggestions, not limits, as to what a teacher will do.
Teachers will combine, integrate and infuse disciplines as needed. ELA reading, writing, speaking and listening assignments are infused throughout the curriculum to enhance learning and skill building. Other suggestions for interdisciplinary connections:
Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.
Differentiating in this course includes but is not limited to:
Differentiation for Support (ELL, Special Education, Students at Risk, Students with 504s)
Differentiation for Enrichment
The teacher will continue to improve expertise through participation in a variety of professional development opportunities.
Unit Topic | Time Allocated | Differentiating Instruction for Students with Disabilities, Students at Risk, Students with 504s, English Language Learners, & Gifted & Talented Students | Standards | Mandates | Assessments |
Unit 1: What Is Government?
| 3 w | For Support:
https://www.history.com/topics/thirteen-colonies/videos For Enhancement:
| NJSLS 6.3.8.CivicsPI.1-2 6.3.8.CivicsPR.1-2 6.3.8.CivicsHR.1 Interdisciplinary Connections RL.CR.8.1 RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 L.VL.8.3 RI.PP.8.5 RL.MF.8.6 RI.MF.8.6. SL.II.8.2 SL.UM.8.5 RI.AA.8.7 SL.ES.8.3 RL.CT.8.8 RI.CT.8.8 W.AW.8.1 W.IW.8.2. W.WP.8.4 W.WR.8.5 SL.UM.8.5 SL.ES.8.3 W.SE.8.6 W.RW.8.7 | Diversity, Equity & Inclusion, LGBTQ+, Amistad, AAPI: How do natural rights represent the dignity of each human being? Students will understand how and why the government must protect natural rights. Analyze how different types of government treat the issue of civil liberties and equality under law | Formative Assessment:
Summative Assessment
|
Unit 2: Foundational Documents
| 7 w | For Support:
For Enhancement:
| NJSLS 6.1.8.CivicsHR.3.c 6.3.8.CivicsPI.4 6.3.8.CivicsPR.1-2 6.1.8.CivicsDP.3.a 6.1.8.CivicsHR.3.c 6.1.8.HistoryCC.3.a 6.1.8.HistoryUP.3.a 6.1.8.HistorySE.3.a-b 6.3.8.CivicsPR.5 b Interdisciplinary Connections RL.CR.8.1 RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 L.VL.8.3 RI.PP.8.5 RL.MF.8.6 RI.MF.8.6. SL.II.8.2 SL.UM.8.5 RI.AA.8.7 SL.ES.8.3 RL.CT.8.8 RI.CT.8.8 W.AW.8.1 W.IW.8.2. W.WP.8.4 W.WR.8.5 SL.UM.8.5 SL.ES.8.3 W.SE.8.6 W.RW.8.7 CRLLKSP1,4,5,6,8,9 9.4.8.CT.1-3 9.4.8.DC.1,2,6 9.4.8.GCA.1-2 9.4.8.IML.1,2,7,8,14 9.4.8.TL.2-6 | Amistad | Formative Assessment:
Summative Assessment
|
Unit 3: The Constitution, American Ideals and the American Experience
| 11 w | For Support:
For Enhancement:
| NJSLS 6.1.12.CivicsPR.2.a 6.1.12.HistoryUP.2.c 6.1.8.CivicsHR.3.c 6.1.8.HistoryCC.3.d 6.3.8.CivicsPI.1 6.3.8.CivicsPI.4 6.3.8.CivicsPD.1-3 6.3.8.CivicsDP.2-3 6.3.8.CivicsPR.1-3 6.3.8.CivicsPR.5,7 6.3.8.CivicsHR.1 6.1.8.CivicsPI.3.a-b Interdisciplinary Connections RL.CR.8.1 RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 L.VL.8.3 RI.PP.8.5 RL.MF.8.6 RI.MF.8.6. SL.II.8.2 SL.UM.8.5 RI.AA.8.7 SL.ES.8.3 RL.CT.8.8 RI.CT.8.8 W.AW.8.1 W.IW.8.2. W.WP.8.4 W.WR.8.5 SL.UM.8.5 SL.ES.8.3 W.SE.8.6 W.RW.8.7 CRLLKSP1,4,5,6,8,9 9.4.8.CT.1-3 9.4.8.DC.1,2,6 9.4.8.GCA.1-2 9.4.8.IML.1,2,7,8,14 9.4.8.TL.2-6 | Diversity, Equity & Inclusion, Amistad: How has the American experience changed throughout time? Discuss disparities and commonalities between groups of people to combat unconscious bias. Diversity, Equity & Inclusion: Trace the role of women in the Supreme Court- Bradwell vs Oregon Diversity, Equity & Inclusion, LGBTQ+, AAPI: Students will read current event articles to investigate the cause of hate speech against Asians, Jews, other minority groups | Formative Assessment:
Summative Assessment
|
Unit 4: A New Nation
| 4 w | For Support:
For Enhancement:
| NJSLS 6.1.8.CivicsHR.3.a 6.1.8.HistoryCC.3.b-c 6.1.8.HistoryUP.3.c 6.1.8.HistorySE.3.a 6.1.8.GeoSV.4.a 6.1.8.EconET.4.a-b 6.1.8.HistoryCC.4.a 6.3.8.CivicsPI.3-4 6.3.8.CivicsDP.2-3 6.3.8.CivicsPR.5 6.1.12.CivicsPD.2.a 6.1.8.CivicsDP.4.a Interdisciplinary Connections RL.CR.8.1 RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 L.VL.8.3 RI.PP.8.5 RL.MF.8.6 RI.MF.8.6. SL.II.8.2 SL.UM.8.5 RI.AA.8.7 SL.ES.8.3 RL.CT.8.8 RI.CT.8.8 W.AW.8.1 W.IW.8.2. W.WP.8.4 W.WR.8.5 SL.UM.8.5 SL.ES.8.3 W.SE.8.6 W.RW.8.7 CRLLKSP1,4,5,6,8,9 9.4.8.CT.1-3 9.4.8.DC.1,2,6 9.4.8.GCA.1-2 9.4.8.IML.1,2,7,8,14 9.4.8.TL.2-6 | Diversity, Equity & Inclusion: Students will examine and make current connections to the Alien and Sedition Acts | Formative Assessment:
Formative Assessment:
|
Unit 5: US Expansion & Reform (1801-1860)
| 6 w | For Support:
For Enhancement:
| NJSLS 6.1.8.CivicsHR.3.b 6.1.8.CivicsDP.4.b 6.1.8.EconET.4.a 6.1.8.EconNE.4.a-b 6.1.8.HistoryCC.4.b-d 6.1.8.HistoryCC.5.a 6.1.12.HistoryDP.3.c 6.1.12.HistoryCC.3.b 6.3.8.CivicsDP.1 6.3.8.CivicsPR.5 6.1.8.CivicsHR.4.a 6.3.8.CivicsPI.3-4 6.3.8.CivicsPD.1-3 6.3.8.CivicsDP.1 6.3.8.CivicsPR.6 6.1.8.CivicsPI.3.c Interdisciplinary Connections RL.CR.8.1 RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 L.VL.8.3 RI.PP.8.5 RL.MF.8.6 RI.MF.8.6. SL.II.8.2 SL.UM.8.5 RI.AA.8.7 SL.ES.8.3 RL.CT.8.8 RI.CT.8.8 W.AW.8.1 W.IW.8.2. W.WP.8.4 W.WR.8.5 SL.UM.8.5 SL.ES.8.3 W.SE.8.6 W.RW.8.7 CRLLKSP1,4,5,6,8,9 9.4.8.CT.1-3 9.4.8.DC.1,2,6 9.4.8.GCA.1-2 9.4.8.IML.1,2,7,8,14 9.4.8.TL.2-6 | Holocaust & Genocide: Analyze & discuss an Eyewitness Account of the Trail of Tears Diversity, Equity & Inclusion: Examine sources from a variety of perspectives to describe efforts to reform education, women’s rights, slavery, and other issues during the time period Discuss disparities and commonalities between groups of people such as immigrants, minorities and women to combat unconscious bias. AAPI: Students will analyze the Chinese Exclusion Act | Formative Assessment:
Summative Assessment
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Unit 6: A Nation Divided: The Civil War & Reconstruction
| 9w | For Support:
http://interactivesites.weebly.com/civil-war.html For Enhancement:
http://interactivesites.weebly.com/civil-war.html
| NJSLS 6.3.8.CivicsPI.4 6.3.8.CivicsPD.3 6.3.8.CivicsDP.1-3 6.3.8.EconET.1 6.1.8.HistoryCC.5.a-d 6.1.8.HistoryCC.5.g 6.1.8.HistoryCC.4.a-b 6.1.8.HistoryUP.5.a,c Interdisciplinary Connections RL.CR.8.1 RI.CR.8.1 RI.CI.8.2 RI.IT.8.3 L.VL.8.3 RI.PP.8.5 RL.MF.8.6 RI.MF.8.6. SL.II.8.2 SL.UM.8.5 RI.AA.8.7 SL.ES.8.3 RL.CT.8.8 RI.CT.8.8 W.AW.8.1 W.IW.8.2. W.WP.8.4 W.WR.8.5 SL.UM.8.5 SL.ES.8.3 W.SE.8.6 W.RW.8.7 CRLLKSP1,4,5,6,8,9 9.4.8.CT.1-3 9.4.8.DC.1,2,6 9.4.8.GCA.1-2 9.4.8.IML.1,2,7,8,14 9.4.8.TL.2-6 | Amistad: Explain the advances made by Black Americans during Reconstruction, and the policies enacted to fight against the move towards equality. | Formative Assessments:
Summative Assessments:
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