WPS - Social Studies Curriculum Grades 6-8

WaterfordPublicSchools

SOCIAL STUDIES

Grades6-8

SocialStudiesCurriculumRevision

2023

Curriculum Revision Committee

Grades 6-8 Social Studies

ChristopherGamble SocialStudiesDepartmentChair

WaterfordHighSchoolSocialStudiesTeacher

MarkHiggins

CherylMorosky

LeeRocha

ElizabethSutman

Grades6-8SocialStudiesCurriculumLeader

ClarkLaneMiddleSchoolSocialStudiesTeacher

ClarkLaneMiddleSchoolSocialStudiesTeacher

ClarkLaneMiddleSchoolSocialStudiesTeacher

ClarkLaneMiddleSchoolSocialStudiesTeacher

CourseName:Grade6S.S.

UnitOverview: Westartouryearbytracingourgeographicrootstobetterunderstandwhereeachoneof uscamefromandappreciatewhereothershavecomefromaswell.Weinterviewourfamilymembersto getmoreinformationonourheritage.

STAGE1:DESIREDRESULTS

INQ6–8.6Gatherrelevantinformationfrom multiplesourceswhileusingtheorigin,authority, structure,context,andcorroborativevalueofthe sourcestoguidetheselection.

INQ6–8.7Evaluatethecredibilityofasourceby determiningitsrelevanceandintendeduse

GEO6–7.1Constructmapstorepresentand explainthepatternofculturalandenvironmental characteristicsinourworld

RESEARCHANDUNDERSTAND:

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

COMMUNICATEEFFECTIVELY:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● Understandingourfamily’sbackground helpsustobetterunderstandourselvesand others.

● Oftentimesnewcomerstrytoassimilate (findwaysto fitin/blend)whentheymove toanewplace.

Knowledge

● ElementaryschoolsthatfeedintoCLMS (Oswegatchie,GreatNeck,QuakerHill&St. Josephs)

● Aspectsofelementaryschoolthatstudents might findstifling(pushfactors)

● Aspectsofmiddleschoolthatstudents might findappealing(pullfactors)

● Waysinwhich6thgraderstrytoassimilate themselvesintothecultureofCLMS

● Whydopeopleleavetheirhomelandtomove toanewcountry?

● Howdoesthejourneychangewhotheyare andhowtheyseetheworld?

● Howdowetellthestoryofwhatreally happened?

Skills(FramedasLearningTargets)

● Icanexplainhowtheexperienceofmoving fromelementarytomiddleschoolispartofmy migrationstory.

● Icanidentifytheplacesfromwhichmy ancestorsmigratedfrom.

● Icanexplainwhymyancestorschoseto migratetoAmericaanddescribethe challengestheyfaced.

● Icaninterviewafamilymembertolearnabout myancestry.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

PerformanceTask: Interviewafamilymemberto betterunderstandthehistoryoftheirfamily’s migration.Studentsshouldinquireaboutthepull factorsthatdrewtheirancestorstoWaterfordand anypushfactorsthatdrovetheirancestorsfrom theirpreviousresidences.Studentsshouldalso inquireabouthow/if/whytheirancestorschooseto assimilate(orresistassimilation)intothecultureof Waterford(orConnecticutortheUSA).

OtherSummativeMapAssessment: Maptest basedonidentifyingcountriesonablankmapto tracewherefamilymembersoftheclassemigrated from

Pushv.PullFactors: Studentswillreadoverfour scenariosandansweraseriesofquestionsto demonstratetheirunderstandingofthedifference betweenpushandpullfactors

PracticeMapQuizzes: Studentswilltakeaseriesof mapquizzes(modeledonthesummativeassessment) tomeasurelearningpriorandadjustinstruction summative.

STAGE3:LEARNINGPLAN

FirstTopic:MigratingfromElementarySchoolto MiddleSchool

LearningTargets:

● Icanexplainhowtheexperienceofmoving fromelementarytomiddleschoolispartof mymigrationstory.

LearningActivities:

Estimated#ofLessons:5-10

EssentialQuestions:

● Whydopeopleleavetheirhomelandtomove toanewcountry?

● Howdoesthejourneychangewhotheyare andhowtheyseetheworld?

1.Personaljourneyonhowitfeelstobeinanewplace.(gettingtoknoweachother;personal interviewsofeachother)

2.ThinkingAboutMigration.Helpstudentsdeepentheirunderstandingofthemigration(migrants, migrate)usingapicture-basedhookandsomediscussionquestions.

3.ExaminingPush&PullFactors.Understandtheconceptofpush&pullfactors(astheyrelatetothe topicofmigration).Thelessonwillhelpstudentsthinkofsomegeneralpushandpullfactors.

4.ExploringtheConnectionBetweenMigration&Assimilation.Readanallegorytodeepentheir understandingofhow&whymigrantschoosetoassimilatethemselvesintoanewculture(andwhy theysometimesresistpressuretoassimilate)

SecondTopic:ExploringtheMigrantJourneysof OurAncestors

LearningTargets:

● Icanidentifytheplacesfromwhichmy ancestorsmigratedfrom.

● Icanexplainwhymyancestorschoseto migratetoAmericaanddescribethe challengestheyfaced.

● Icaninterviewafamilymembertolearn aboutmyancestry.

Estimated#ofLessons:20-30

EssentialQuestions:

● Whydopeopleleavetheirhomelandtomove toanewcountry?

● Howdoesthejourneychangewhotheyare andhowtheyseetheworld?

● Howdowetellthestoryofwhatreally happened?

LearningActivities:

1.CreatingandSharingaMigrationMap.Eachstudentwillsharewheretheirfamiliesmigratedfrom beforesettlingintheUnitedStates.Themapthattheycreatewillserveasastudyguideforthe summativemapquiztheywilltakeattheendoftheunit

2.Interviewafamilymembertobetterunderstandthehistoryoftheirfamily’smigration.

3.Developapresentationtosharewithstudents.

UnitOverview:

Wethenlookatthreeseparaterefugeecrises— NaziGermany,1990sCuba,andmoderndaySyria.Wewill readAlanGratz’s Refugee tobetterunderstandjourneysofrefugeesandtheimpactonothercountries.

EstablishedGoals TransferGoals

INQ6–8.8Identifyevidencethatdraws informationfrommultiplesourcestosupport claims,notingevidentiarylimitations.

INQ6–8.10Constructargumentsusingclaimsand evidencefrommultiplesources,while acknowledgingthestrengthsandlimitationsofthe arguments.

INQ6–8.11Constructexplanationsusing reasoning,correctsequences,examples,anddetails withrelevantinformationanddata,while acknowledgingthestrengthsandweaknessesof theexplanations.

GEO6–7.3Explainhowculturalpatternsand economicdecisionsinfluenceenvironmentsand thedailylivesofpeople.

HIST6–8.1Usequestionsabouthistorically significantpeopleoreventstoexplaintheimpact onaregion.

Understandings

● Refugeesoftenfaceextremehardshipsand evenriskdeathintheirsearchforsafetyfor themselvesandtheirfamilies.

RESEARCHANDUNDERSTAND:

- Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

CRITICALTHINKING,RESPONSIBLECITIZENSHIP:

- Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATEEFFECTIVELY:

-Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Whydopeopleleavetheirhomelandtomove toanewcountry?

● Howdoesthejourneychangewhotheyare andhowtheyseetheworld?

● Theresponsetorefugeescanvarywidely; someindividualsandgovernmentsare welcoming,whileothersareunwelcoming orevenhostiletothosewhoseektheirhelp.

● Movementofpeopledependsupon availabilityofresourcesandperceptionof security.

● Governmentrules/lawsareestablishedto createorderwhichmayormaynotbeinthe bestinterestofcertainpeople.

Knowledge

Governmentanditsimpactoncitizens:

● NaziGermany1930s

● Cuba1990s

● Syria2010-present

Geography:

● NaziGermany:Expansionofpower

● CubaanddistancetoU.S.

● SyriaandcountrieswhotookSyrian refugees

RefugeeBiographyProject: Workinteamsto providekeydetailsforoneofthethreecharacters throughoutthenovel

RefugeeBestMemoirAssignment: Review memoirsandidentifyoneforasummativemark thatshowsempathyanddescriptivelanguage.

OtherSummativeMapAssessment: Maptest basedonidentifyingcountriesonablankmapto tracejourneyofrefugeesinthenovel

FirstTopic:CallforCompassion

● Howdonationstreatmigrantsandrefugees, balancingruleoflawandhumandecency?

● Howdowetellthestoryofwhatreally happened?

Skills(FramedasLearningTargets)

● Icanexplainwhateachofthethreerefugee groupswererunningfrom:

○ JewsinNaziGermanyin1930s

○ FamiliesinCuba1990s

○ Syrianrefugeesfrom2011-present

● Icandescribethehopesanddreamsthat familieswerehopefulfor:

○ JewsinNaziGermanyin1930s

○ FamiliesinCuba1990s

○ Syrianrefugeesfrom2011-present

● Icanidentifycountriesonthemapthatshow theroutesforeachcharacterin Refugee

● Icanwriteaclaimtoatargetaudience.

● Icanuserelevantandvalidevidencethat supportsmyclaim.

SixWordMemoir: Draft6wordmemoirassignments throughoutthenovel

STAGE2:DETERMINEACCEPTABLEEVIDENCE

STAGE3:LEARNINGPLAN

LearningTargets:

● Icanidentifywhateachofthethree refugeegroupswererunningfrom(push factor):

○ JewsinNaziGermanyin1930s

○ FamiliesinCuba1990s

○ Syrianrefugeesfrom2011-present

LearningActivities:

EssentialQuestions:

● Whydopeopleleavetheirhomelandtomove toanewcountry?

● Howdonationstreatmigrantsandrefugees, balancingruleoflawandhumandecency?

1.Howdoesitfeel?Visualizingthemigrantsandrefugeesjourney.

2.Readauthor’snotetogetbasicbackgroundcontextonNaziGermany(1930s),Cuba(1990s),Syrian CivilWar(2011topresent).Completegraphicorganizer(KWLchart)togeneratequestionsabout eachofthesethreehistoricaltimeperiods.

SecondTopic:RefugeeNovel Estimated#ofLessons:40-50

LearningTargets:

● Icanempathizewiththeexperiencesof refugees.

● Icandescribewhateachofthethree childrenfeaturedinthenovelwererunning from:

○ JewsinNaziGermanyin1930s

○ FamiliesinCuba1990s

○ Syrianrefugeesfrom2011-present

LearningActivities:

EssentialQuestions:

● Whatarethisgroupofmigrantsandrefugees runningfrom?

● Howdoesthejourneychangewhotheyare andhowtheyseetheworld?

1.Introducethreemaincharactersinthenovel:Josef,Isabel,Mahmoud.

2.Workthroughthenovelandprocessthejourneysofthecharacters.

3.Identifykeycountriesthateachofthecharacterstraveledto.

4.Createsix-wordmemoirsthroughoutthebookpayingattentiontodescriptivelanguageandkey events.

5.Workinteamstodevelopabiographicalposterofoneofthethreemaincharacterstosummarize whotheywereandhowtheirjourneychangedthem.

CourseName:Grade6S.S.UnitTitle#3:MigrationIssuesinLatinAmericaEst.#ofLessons:50-55

UnitOverview: Inthisunit,studentswillexaminewhytensofthousandsofpeoplearewillingtorisksomuchinorderto relocate.Weanalyzehowthestrugglesfacedbymigrantsduringtheirjourneyimpactsnationsinthe Americas.

INQ6–8.6Gatherrelevantinformationfrom multiplesourceswhileusingtheorigin,authority, structure,context,andcorroborativevalueofthe sourcestoguidetheselection.

INQ6–8.11Constructexplanationsusing reasoning,correctsequences,examples,anddetails withrelevantinformationanddata,while acknowledgingthestrengthsandweaknessesof theexplanations.

GEO6–7.2Usemaps,satelliteimages, photographs,andotherrepresentationstoexplain relationshipsbetweenthelocationsofplacesand regions,andchangesintheirenvironmental characteristics.

GEO6–7.3Explainhowculturalpatternsand economicdecisionsinfluenceenvironmentsand thedailylivesofpeople.

GEO6–7.5Explaintheconnectionsbetweenthe physicalandhumancharacteristicsofaregionand theidentityofindividualsandcultureslivingthere.

GEO6–7.7Analyzehowrelationshipsbetween humansandenvironmentsextendorcontract settlementandmovement.

CIV6–7.2Assessspecificrulesandlaws(both actualandproposed)asmeansofaddressingpublic problems.

ECO6–7.1Explainhoweconomicdecisionsaffect thewell-beingofindividuals,businesses,and society.

HIST6–8.1Usequestionsabouthistorically significantpeopleoreventstoexplaintheimpact onaregion.

Understandings

● Movementofpeopledependsupon availabilityofresourcesandperceptionof security.

RESEARCHANDUNDERSTAND:

● Examinehowphysicalgeographyofaplace impactthepeoplewholivethere

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Examineaccesstoeconomic resources/opportunitiesanditsimpact individualsandgroupsofpeople

CRITICALTHINKING,RESPONSIBLECITIZENSHIP:

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectivesidentifypatterns, and/ordrawconclusions

COMMUNICATEEFFECTIVELY:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Whydopeopleleavetheirhomelandtomove toanewcountry?

● Howdonationstreatmigrantsandrefugees, balancingruleoflawandhumandecency?

● Governmentrules/lawsareestablishedto createorderwhichmayormaynotbeinthe bestinterestofcertainpeople.

Knowledge

● ImportantLocationsforMapQuizzes

○ South: Venezuela,Colombia,Brazil, Peru,Ecuador

○ Central: ElSalvador,Guatemala, Honduras,Nicaragua,CostaRica

○ Caribbean: Haiti,Cuba,Dominican Republic,Guyana

● PushFactors

○ Economicreasons(lackofjobs),

○ Governmentcorruption(gang violence),

○ PhysicalGeography(droughtand resultingfamine)

● BasicinformationaboutOrganizationof AmericanStates

Skills(FramedasLearningTargets)

● Icanidentifythelocationofallofthe countrieslocatedinLatinAmerica:Central America,SouthAmerica,andCaribbean.

● Icanidentifyanddescribekeyfactorsthat havecausedLatinAmericanstoleavetheir homes.

● Ican findrelevantinformationaboutthe historyandeconomic,education,andhealth dataofacountrylocatedinLatinAmerica.

● Ican findrelevantinformationaboutthe geography,language,economyand governmentofacountrylocatedinLatin America.

● IcansummarizewhattheOrganizationofthe AmericaStatesisandwhatimpactstheycan haveontheregion.

● Icanshareinformationwithmypeersand cometoanagreementonimportantissues facingLatinAmerica.

● MockOrganizationofAmericanStates Summit: Youarerepresentinga Central/SouthAmericancountryata summittoidentifywhatcanbedonetohelp stabilizethe flowofmigration.Yourfocusis toidentifymajorissuesthatareimpacting yourcountry.Thenwriteawhitepaperon theissuethatismostimportant.Present thoseissuestogovernmentofficialsfrom othercountries.Thegoalistoget consensusandhelpthepeopleofyour country.

● SummativeMapTest: CentralAmerica, SouthAmerica,andCaribbean

PracticeMapQuizzes: Studentswilltakeaseriesof mapquizzes

LearningTargets:

● Icanidentifyanddescribekeyfactorsthat havecausedLatinAmericanstoleavetheir homes.

● Icanidentifythelocationofcountries locatedinLatinAmerica:

○ South:Colombia,Brazil,Peru, Ecuador,Venezuela

○ Central:ElSalvador,Guatemala, Honduras,Nicaragua,CostaRica

○ Caribbean:Haiti,Cuba,Dominican Republic,Guyana.

LearningActivities:

1.GeographyofLatinAmerica

EssentialQuestions:

● Whydopeopleleavetheirhomelandtomove toanewcountry?

2.What’shappeningincertainLatinAmericancountriesthatcontributestotheexodusofpeople(push factors).Usedatatoidentifygeographiclocationswheremanypeopleareleaving.

3.OverviewofLatinAmericanmigrationbasedonkeydata.Readandmakesenseofdata visualizations.

4.StartminiresearchprojectsonyourLatinAmericancountry.Providebasicinformationabout geography,language,economy,andgovernment.

SecondTopic:IssuesthatMattertoIndividual Countries

LearningTargets:

● Icanidentifyanddescribekeyfactorsthat havecausedpeopletomigratefromtheir homesinLatinAmerica.

● Icanidentifythelocationofallofthe countrieslocatedinCentralandSouth America.

● Ican findrelevantinformationaboutthe geography,language,economyand governmentofacountrylocatedinCentral, SouthAmerica,andtheCaribbean.

● Ican findrelevantinformationaboutthe historyandeconomic,education,and healthdataofacountrylocatedinCentral, SouthAmerica,andtheCaribbean.

LearningActivities:

Estimated#ofLessons:15-20

EssentialQuestions:

● Whydopeopleleavetheirhomelandtomove toanewcountry?

● Howdonationstreatmigrantsandrefugees, balancingruleoflawandhumandecency?

1.GoingDeeper:researchmajorissuesthatpeoplearefacinginyourLatinAmericancountry.

2.Developabriefsummaryofyourresearchwithevidence.

ThirdTopic:OrganizationoftheAmericanStates Estimated#ofLessons:15-20

LearningTargets:

● IcansummarizewhattheOrganizationof

EssentialQuestions:

● Howdonationstreatmigrantsandrefugees,

theAmericaStatesisandwhatimpacts theycanhaveontheregion.

● Icanshareinformationwithmypeersto cometoanagreementonimportantissues facingLatinAmerica.

LearningActivities:

balancingruleoflawandhumandecency?

1.OverviewonpurposeandhistoryofOrganizationofAmericanStates

2.Writeawhitepapertoexplainwhattheissueisandwhyitissoimportant.

3.Breakoutintoregionalteams(CentralAmerica,SouthAmerica,Caribbean)toshareindividual issueswitheachother.Thenworkto findagreementonthetop2issues.Thenpresentthoseissues togovernmentofficialsfromothercountries.Thegoalistogetconsensusandhelpthepeopleof yourcountry.

UnitOverview:

Weendouryearbyidentifyingculturaltraditionsthatarecherishedintheirfamily,theiradventures,or theiraspirations.Studentswillidentifyaculturaltraditiontofeatureandshowcasetheirlearningwith others.

STAGE1:DESIREDRESULTS

INQ6–8.6Gatherrelevantinformationfrom multiplesourceswhileusingtheorigin,authority, structure,context,andcorroborativevalueofthe sourcestoguidetheselection.

INQ6–8.7Evaluatethecredibilityofasourceby determiningitsrelevanceandintendeduse

INQ6–8.11Constructexplanationsusing reasoning,correctsequences,examples,anddetails withrelevantinformationanddata,while acknowledgingthestrengthsandweaknessesof theexplanations.

GEO-6-7.4

Analyzetheculturalandenvironmental characteristicsthatmakeplacesbothsimilartoand differentfromoneanother

Understandings

RESEARCHANDUNDERSTAND,CRITICAL THINKING,RESPONSIBLECITIZENSHIP:

● Findandmakeproductiveuseofmeaningful information

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATEEFFECTIVELY:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Everyonehasaculture.Itshapeshowwe seeourselves,others,andtheworld.

● Understandingotherculture’straditions andlifestylesfromaroundtheglobefosters connection.

Knowledge

● Continentsintheworld

● Elementsofculture:customsand traditions,art

● Howdoesthejourneychangewhoimmigrants areandhowtheyseetheworld?

● UNIT:Whatisit(e.g.,game,tradition,holiday)? Whyisitimportantinthisculture?

Skills(FramedasLearningTargets)

● Icanidentifywhereacountryislocatedona map.

● Icannamewhatcontinentthatcountryisin.

● Icanresearchandsummarizekeydetailsfora topic.

● Icanexplainbasicinformationabouta keepsake,tradition,holiday,orgame.

● Icancreateavisualillustrationthatsupports myoralpresentation.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

Showcase! Researchandrepresentacultural traditionoranaspectoflifestylefromyourown heritage.Thismayrepresentsomethingthatis currentlypracticedortreasuredinyourownhome oritcanbesomethingthatyou findinresearch aboutyourcountryoforigin.

- Youwillcreatea visualrepresentation (e.g., fooddish,photographsoftraditionaldress, mapofremarkablegeographicfeatures thatareworthvisiting)

- Youwillbeableto explain whatyoufound interestingasyoulearnedmoreaboutthis topic.Thiscanbeawrittenexplanation.You alsoshouldbeabletoanswerquestions whenpeopleareviewingyourvisual representation.

FirstTopic:Keepsakes,Traditions,andHolidays fromAroundtheWorld

LearningTargets:

● Icanidentifywhereacountryislocatedon amap.

● Icannamewhatcontinentthatcountryis in.

FormativeAssessment

WhereIntheWorld? Basedonyourresearch, identifywherethecountryislocated(andinwhat regionit'slocated)andexplainafewdetailsaboutthe keepsake,tradition,holiday,game,orfood.

CountryResearch.Completegraphicorganizerto showkeyareasoffascinationandreflectiononwhat isinterestingtoexplorefurther.

Estimated#ofLessons:3-4

EssentialQuestions:

● Whatisit(e.g.,game,tradition,holiday)?Why isitimportantinthisculture?

STAGE3:LEARNINGPLAN

● Icanresearchandsummarizekeydetails foratopic.

LearningActivities:

1.Importanceofhonoringcustomsandtraditionsfromaroundtheworld.Studentsindividually exploreacustomortraditionfromthefollowingcategories:traditionaldress,spices,holidays, games,markets,orart.

2.Everystudentshareswiththeclasswherethe country isonamapandwhat region itislocated (MiddleEast,Asia,LatinAmerica). Goalistocontinuetoemphasizeworldgeographyandgetstudents morecomfortablesharingtheirideasinfrontofanaudience.

3.Everystudentsummarizeskeydetailsfromthecustom,tradition,orpieceofart.

SecondTopic:ResearchingYourCountry(ofOrigin orofChoice)

LearningTargets:

● Icanresearchandsummarizekeydetails foratopic.

● Icanexplainbasicinformationabouta keepsake,tradition,holiday,orgame.

● Icancreateavisualillustrationthat supportsmyoralpresentation.

LearningActivities:

Estimated#ofLessons:7-10

EssentialQuestions:

● Howdoesthejourneychangewhoimmigrants areandhowtheyseetheworld?

● Whatisit(e.g.,game,tradition,holiday)?Why isitimportantinthisculture?

1.Connectwithguestspeakerstosharekeepsakes,traditions,customstheycontinuetocherish.

2.Studentsidentifywhatcountrytheyareinterestedin— familyheritage,countrytheywouldliketo gotosomeday,acountrytheyhaveheardaboutinthenews.

3.Researchusing CultureGrams togetstarted.Makealistofthetopthreedetailsyou findinteresting andwhy.Shareideaswithyourclass.Identifyonethatyouwouldliketopursue.

4.Takeactionononeideayouwouldliketodevelopmore.Studentscould:Intervieworconnectwitha familymembertolearnmoreaboutthetraditionorculturalartifactandhowthatispartoffamily heritage.ORDoindependentresearchto findimages,recipesandmoreinformationaboutthetopic.

5.SharepresentationsinaShowcase(summativeassessment)

UnitOverview:

Ourworldisfullofheroesandvillains.Inthis firstunit,wewillexplorehowperspectiveinformspeople’s worldviewandtheirinterpretationofwhatsystemsandpracticesareconsideredmoralorunjust.

STAGE1:DESIREDRESULTS

EstablishedGoals TransferGoals

INQ6-8.11

Constructexplanationsusingreasoning,correct sequences,examples,anddetailswithrelevant informationanddata,whileacknowledgingthe strengthsandweaknessesoftheexplanations.

GEO6–7.2

Usemaps,satelliteimages,photographs,andother representationstoexplainrelationshipsbetween thelocationsofplacesandregions,andchangesin theirenvironmentalcharacteristics.

GEO-6-7.3

Explainhowculturalpatternsandeconomic decisionsinfluenceenvironmentsandthedaily livesofpeople.

GEO-6-7.4

Analyzetheculturalandenvironmental characteristicsthatmakeplacesbothsimilartoand differentfromoneanother

CIV6-7.1

Explainspecificrolesplayedbycitizens(suchas voters,jurors,taxpayers,membersofthearmed forces,petitioners,protesters,andofficeholders).

CIV6-7.3

Comparehistoricalandcontemporarymeansof changingsocietiesandpromotingthecommon good.

HIST6-8.1

Usequestionsabouthistoricallysignificantpeople oreventstoexplaintheimpactonaregion.

Understandings

● Factors(experience,geography,family, friends,media)influenceourperspective.

● Perspectiveinfluenceshowweperceive heroesandvillains.

RESEARCHANDUNDERSTAND:

● Examinehowphysicalgeographyofaplace impactthepeoplewholivethere

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Howdoesone’sbackground(perspective) shapethewayinwhichtheyviewothers?

● Howdovisibleandinvisibleelementsof cultureaffectourperspective?

Knowledge Skills(FramedasLearningTargets)

● Geographicliteracy(continents,oceans, rivers,mountains

● Defineperspective

● Defineculture

● Governmentsystems:Dictatorship, Oligarchy,Democracy,Anarchy,Monarchy

● Economicsystems:capitalism,socialism, andcommunism

● Icancompareandreflectonwhatfactors (e.g.,family,friends,experiences,geography, media)shapemyperspective.

● Icanidentifytraitscommonlyassociatedwith heroesandvillains.

● Icanidentifyvisibleandinvisiblefeaturesof culture.

● Icanevaluatehowvisibleandinvisible featuresofcultureaffectourperspective.

● Icanexplainabasicdefinitionofeachofthe governmentsystemsandnameanational example.

● Icanreviewscenariostoidentifytraitsfor giveneconomicsystems.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

MarvelHeroorVillain: Evaluatecharacteristicsof heroesandvillains.Then,developanewMarvel characterthatshowsthenuanceofbothendsof thespectrum.

MapAssessment: locatephysicalfeaturesand politicalboundariesontheworldmap

● MapofMyLife

● CultureisanIceberg:WritingReflection

● TraditionalMarketplaceSimulation

● GovernmentRolePlay

FirstTopic:PerspectiveandCulture Estimated#ofLessons:6

LearningTargets:

● Icanidentifyvisibleandinvisiblefeatures ofculture.

● Icanevaluatehowvisibleandinvisible featuresofcultureaffectourperspective.

● Icancompareandreflectonwhatfactors (e.g.,family,friends,experiences,geography, media)shapemyperspective.

● Icanexplainabasicdefinitionofeachofthe governmentsystemsandnameanational example.

● Icanreviewscenariostoidentifytraitsfor giveneconomicsystems.

LearningActivities:

EssentialQuestions:

● Howdoesone’sbackground(perspective) shapethewayinwhichtheyviewothers?

● Howdovisibleandinvisibleelementsof cultureaffectourperspective?

STAGE3:LEARNINGPLAN

● Mapactivities:FocusonContinents/Oceans;NorthandCentralAmerica;WesternEurope; LandmarksandWonders;SouthernEurope

● Mapofmylife:perspectivesandinfluencesthatimpactmycurrentworldview

● Icebergactivitytoexplorevisibleandinvisiblefeaturesofculture

● ComparingworldculturestooneanotherandAmerica)

● Naciremaarticle:examiningin-depthlookataculture’sritualbehaviors

● Traditionalmarketplacesimulation:whatisvalue?

● Economicscenariostoidentifykeytraits

SecondTopic:CharacteristicsofLeaders:Heroor villain? Estimated#ofLessons:6

LearningTargets:

● Icanidentifytraitscommonlyassociated withheroesandvillains.

● Icanevaluatehowvisibleandinvisible featuresofcultureaffectourperspective.

LearningActivities:

● Venndiagramhero/villain

EssentialQuestions:

● Howdoesone’sbackground(perspective) shapethewayinwhichtheyviewothers?

● Howdovisibleandinvisibleelementsof cultureaffectourperspective?

● Marvelsuperheroes/villains— developmentofratingscale

● PerformancetaskonMarvelheroesandvillains

UnitOverview:

Inthisunit,wetaketheestablishedcriteriaoutforatestdrivewithCubanleaderFidelCastrowhile learningthegeography,culture,governmentandhistoryofCubaandCastro’simpactonhispeopleandthe worldstagebankrolledbytheSovietUnion.

STAGE1:DESIREDRESULTS

EstablishedGoals

INQ6-8.6

Gatherrelevantinformationfrommultiplesources whileusingtheorigin,authority,structure,context, andcorroborativevalueofthesourcestoguidethe selection.

INQ6-8.7

Evaluatethecredibilityofasourcebydetermining itsrelevanceandintendeduse.

INQ6-8.8

Identifyevidencethatdrawsinformationfrom multiplesourcestosupportclaims,noting evidentiarylimitations.

INQ6-8.11

TransferGoals

RESEARCHANDUNDERSTAND:

● Createcompellingquestion(s)orstatement(s) todriveresearchandanalysis

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

CRITICALTHINKING:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

Constructexplanationsusingreasoning,correct sequences,examples,anddetailswithrelevant informationanddata,whileacknowledgingthe strengthsandweaknessesoftheexplanations.

GEO6-7.2

Usemaps,satelliteimages,photographs,andother representationstoexplainrelationshipsbetween thelocationsofplacesandregions,andchangesin theirenvironmentalcharacteristics.

GEO-6-7.3

Explainhowculturalpatternsandeconomic decisionsinfluenceenvironmentsandthedaily livesofpeople.

CIV6-7.3

Comparehistoricalandcontemporarymeansof changingsocietiesandpromotingthecommon good.

HIST6-8.1

Usequestionsabouthistoricallysignificantpeople oreventstoexplaintheimpactonaregion.

Understandings

● Perspectiveinfluenceshowweperceive heroesandvillains.

● Peopleoftenlooktotheirnationalleaders forguidance,reassurance,andidentity.

● Governmentalapproaches/policiescan createalliancesandpotentialconflicts globally.

● Physicallocationimpactsthestability withinandbeyondanation'sborders.

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● UNIT: HowdidFidelCastroseehimself?How dootherpeopleofCubaseehim?Howdidthe peopleoftheworldseeCastro?Howdoes thatshapeperspectiveonclassifyingCastro asa hero ora villain?

Knowledge Skills(FramedasLearningTargets)

● Geographicliteracy(Caribbean,Central America,NorthernSouthAmerica, SouthernUnitedStates)

● HistoricaltimelineofCuba

● Economicsystem:Communism

● CubanLeaders(Batista→Torrado→F. Castro→R.Castro→M.Diaz-Canel)

● RevolutionaryEraofCuba

● Cubanalliancesandadversariesinthe world(economicsystemsandleaders)

● Icanapplythetraitsfromheroesandvillains inUnit1toCubanleadership,andspecifically FidelCastro.

● Icanidentifycountriesonamapthatshow Cubanleadershipalliancesandstrategies.

● Icanexamineandidentifypatternswithina country’shistoryofwhoarenotableleaders.

● Icangatheranddocumentresearchfroma particularperspective.

● Icanexaminemultipleresearchsourcesto drawaconclusionabouttheleader.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Castro:AHerooraVillain?: Ratingscale(5 starrating)basedonaparticular perspective:CheGuevera,Russian Diplomat(Kruschev),CubanCitizen,US MilitaryLeaderatGuantanamoBay,British Diplomat

● MapAssessment: Identifykeycountries neighboringCubaandexplainrelationships

FormativeAssessment

● ReflectionJournals: HistoryofCuba,Castro’s RisetoPower,ArchetypesofCharismatic Leaders

● AlliesandAdversaries: Identifyingnationson aworldstageinrelationtoCubahistorically

STAGE3:LEARNINGPLAN

FirstTopic:TimelineofCuba’sHistoryandCastro’s RisetoPower

LearningTargets:

● Icanexamineandidentifypatternswithina country’shistoryofwhoarenotable leaders.

● IcanidentifyCuba’schallengesthatimpact howpeoplearetreatedwithinandbeyond theirborders.

● Icanidentifycountriesonamapthatshow Cubanleadershipalliancesandstrategies.

LearningActivities:

● MapActivities(SeterraOnlineMaps)

Estimated#ofLessons:4

EssentialQuestions:

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● VirtualFieldTrip-cultural,historyviewofCuba

● CubaLeadersTimeline

● FidelCastro— earlychildhoodstories

SecondTopic:CubaontheWorldStage

LearningTargets:

● IcanidentifyCuba’schallengesthatimpact howpeoplearetreatedwithinandbeyond theirborders.

● Icanidentifycountriesonamapthatshow Cubanleadershipalliancesandstrategies on:

Estimated#ofLessons:8-10

EssentialQuestions:

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● Icangatheranddocumentresearchfroma particularperspective.

● Icanexaminemultipleresearchsourcesto drawaconclusionabouttheleader.

● Icanapplythetraitsfromheroesand villainsinUnit1toCubanleadership,and specificallyFidelCastro.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

LearningActivities:

● HowdoesCastroseehimself?Howdoother peopleseehim?Howdoesthatshape perspectiveonclassifyingCastroasa hero ora villain?

● InterviewwithBarbaraWalters— observationsandquestionsofhowhewasportrayed

● CubanMissileCrisiseventsandlongtermimpactwithU.S./Cubanrelations

● Archetypeofacharismaticleader

● Heroesandvillainstraits— connectingtounit1anddiscussingFidelCastro

● PerformancetaskonCastroasaheroorvillain CourseName:7thGradeSocialStudiesUnitTitle:Unit#3RussiaEst.#ofLessons:24-28

UnitOverview:

Inthisunit,wemovetoRussia’scurrentleaderVladimirPutinwithhisrisetopowerthatwasdramatically influencedbySovietUnionhistory.WelookattheriseandfallofRussiaandCommunism,withaparticular emphasisontheimportanceofgeographyinnationbuilding,

INQ6-8.6

Gatherrelevantinformationfrommultiplesources whileusingtheorigin,authority,structure,context, andcorroborativevalueofthesourcestoguidethe selection.

INQ6-8.7

Evaluatethecredibilityofasourcebydetermining itsrelevanceandintendeduse.

INQ6-8.8

Identifyevidencethatdrawsinformationfrom multiplesourcestosupportclaims,noting evidentiarylimitations.

INQ6-8.11

Constructexplanationsusingreasoning,correct sequences,examples,anddetailswithrelevant informationanddata,whileacknowledgingthe strengthsandweaknessesoftheexplanations.

GEO6-7.2

Usemaps,satelliteimages,photographs,andother

RESEARCHANDUNDERSTAND:

● Createcompellingquestion(s)orstatement(s) todriveresearchandanalysis

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

CRITICALTHINKING:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

representationstoexplainrelationshipsbetween thelocationsofplacesandregions,andchangesin theirenvironmentalcharacteristics.

GEO-6-7.3

Explainhowculturalpatternsandeconomic decisionsinfluenceenvironmentsandthedaily livesofpeople.

CIV6-7.3

Comparehistoricalandcontemporarymeansof changingsocietiesandpromotingthecommon good.

HIST6-8.1

Usequestionsabouthistoricallysignificantpeople oreventstoexplaintheimpactonaregion.

Understandings

● Perspectiveinfluenceshowweperceive heroesandvillains.

● Peopleoftenlooktotheirnationalleaders forguidance,reassurance,andidentity.

● Governmentalapproaches/policiescan createalliancesandpotentialconflicts globally.

● Physicallocationimpactsthestability withinandbeyondanation'sborders.

Knowledge

● Geographicliteracy:Asia,G-20countries, SovietUnion,Russiaand “Stans”-NeighboringCountries

● GovernmentSystem:Communism, Oligarchy,Autocracy

● EconomicSystems:Communism/Mixed

● RussianLeaders:Lenin,Stalin,Khruschev, Gorbachev,Putin)

● RiseandFallofRussia:timelineofRussian Empire,SovietUnion,Russia+new countries

● Russiatodayintheworld

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● UNIT: HowdoesPutinseehimself?Howdo otherpeopleseehim?Howdoesthatshape perspectiveonclassifyingPutinasa hero ora villain?

Skills(FramedasLearningTargets)

● Icanapplythetraitsfromheroesandvillains inUnits1and2toRussianleadership,and specificallyPutin.

● Icanidentifycountriesonamapthatshow Russianleadershipalliancesandstrategies.

● Icanexamineandidentifypatternswithina country’shistoryofwhoarenotableleaders.

● Icangatheranddocumentresearchfroma particularperspective.

● Icanexaminemultipleresearchsourcesto drawaconclusionabouttheleader.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

● Putin.Aheroorvillain?: Ratingscale(5star rating)-aparticularperspective:Russian Oligarch,PoliticalPrisoner,Ukrainian Citizen,Iranian/Syrian/SudaneseDiplomat

● AnnotatedBibliography: Sources consultedwitha1sentencesynopsisof whatthemainideawastoinformrating scale

● MapAssessment: Identifykeycountries neighboringRussiaandexplain relationships

FirstTopic:TimelineofRussianLeadersandPutin’s RisetoPower

LearningTargets:

● Icanidentifyhowgeographyimpacted history,culturalperspective,andleadership ofgovernmentandeconomy.

● Icanexamineandidentifypatternswithina country’shistoryofwhoarenotable leaders.

LearningActivities:

● MapActivities:SovietUnion-Russia

● HistoryofRussiasincetheRevolution

● ReflectionJournals: History,Putin’sRiseto Power,ArchetypesofCharismaticLeaders

● AlliesandAdversaries: Identifyingnationson aworldstageinrelationtoRussiaoverthe past100years

Estimated#ofLessons:12-16

EssentialQuestions:

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Globalperspective:ReviewofModernand20thcenturyRussianhistory

● Virtual fieldtrip—historicalandculturalviewofRussia

● Russianleaderstimeline

● Countrycomparisonchart

SecondTopic:RussiaontheWorldStage

LearningTargets:

● IcanidentifyRussia’schallengesthat impacthowpeoplearetreatedwithinand beyondtheirborders.

● Icanidentifycountriesonamapthatshow Russianleadershipalliancesandstrategies.

● Icangatheranddocumentresearchfroma particularperspective.

● Icanexaminemultipleresearchsourcesto drawaconclusionabouttheleader.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

LearningActivities:

Estimated#ofLessons:12-16

EssentialQuestions:

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● HowdoesPutinseehimself?Howdoother peopleseehim?Howdoesthatshape perspectiveonclassifyingPutinasa hero ora villain?

STAGE3:LEARNINGPLAN

● ImpactofRussiaonglobalpolitics,conflictundertwodecadesofPutin’sleadership

● Russia/UkraineWar“CollectionofStories”andgallerywalk

● PerformancetaskonPutin:Heroorvillain

CourseName:7thGradeSocialStudiesUnitTitle:Unit#4-IsraelEst.#ofLessons:12-15

UnitOverview:

WemovetotheMiddleEasttoexamineoneofthe firstfemalenationalleadersinthemodernera:Golda Meier.Weexploretheoriginsofarelativelynewcountry,herrisetopower,andherrelationswith surroundingArabnations.

STAGE1:DESIREDRESULTS

EstablishedGoals

INQ6-8.5

Determinethekindsofsourcesthatwillbehelpful inansweringcompellingandsupportingquestions, takingintoconsiderationmultiplepointsofview representedinthesources.

INQ6-8.6

Gatherrelevantinformationfrommultiplesources whileusingtheorigin,authority,structure,context, andcorroborativevalueofthesourcestoguidethe selection.

INQ6-8.7

Evaluatethecredibilityofasourcebydetermining itsrelevanceandintendeduse.

INQ6-8.8

Identifyevidencethatdrawsinformationfrom multiplesourcestosupportclaims,noting evidentiarylimitations.

INQ6-8.11

Constructexplanationsusingreasoning,correct sequences,examples,anddetailswithrelevant informationanddata,whileacknowledgingthe strengthsandweaknessesoftheexplanations.

GEO-6-7.3

Explainhowculturalpatternsandeconomic decisionsinfluenceenvironmentsandthedaily livesofpeople.

GEO-6-7.4

Analyzetheculturalandenvironmental characteristicsthatmakeplacesbothsimilartoand differentfromoneanother

TransferGoals

RESEARCHANDUNDERSTAND:

● Createcompellingquestion(s)orstatement(s) todriveresearchandanalysis

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

CRITICALTHINKING:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

● Examinehowphysicalgeographyofaplace impactthepeoplewholivethere

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

GEO6-7.5

Explaintheconnectionsbetweenthephysicaland humancharacteristicsofaregionandtheidentity ofindividualsandcultureslivingthere.

CIV6-7.1

Explainspecificrolesplayedbycitizens(suchas voters,jurors,taxpayers,membersofthearmed forces,petitioners,protesters,andofficeholders).

CIV6-7.3

Comparehistoricalandcontemporarymeansof changingsocietiesandpromotingthecommon good.

HIST6-8.1

Usequestionsabouthistoricallysignificantpeople oreventstoexplaintheimpactonaregion.

Understandings

● Perspectiveinfluenceshowweperceive heroesandvillains.

● Peopleoftenlooktotheirnationalleaders forguidance,reassurance,andidentity.

● Governmentalapproaches/policiescan createalliancesandpotentialconflicts globally.

● Physicallocationimpactsthestability withinandbeyondanation'sborders.

EssentialQuestions

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● Howdoesone’sbackground(perspective) shapethewayinwhichtheyviewothers?

● Howdovisibleandinvisibleelementsof cultureaffectourperspective?

● UNIT: HowdoesMeirseeherself?Howdo otherpeopleseeher?Howdoesthatshape perspectiveonclassifyingMeirasa hero ora villain?

Knowledge Skills(FramedasLearningTargets)

● GeographicliteracyoftheMiddleEast

● HistoryofthecreationofIsrael

● Government:ParliamentaryDemocracy

● Economy:FreeMarket/Capitalism

● ComparisonofMiddleEasterncountries: geography,government,economy

● ReligionsoftheMiddleEast

● TimelineofGoldaMeir’srisetopower

● Icanidentifyhowgeographyimpacted history,culturalperspective,andleadershipof governmentandeconomy.

● IcanidentifythefactorsleadingtoIsrael’s creation.

● Icanevaluatethehistoryoftheconflict betweenIsraelandArabcountries.

● Icanidentifycountriesonamapthatshow Israelileadershipalliancesandstrategies.

● Icangatheranddocumentresearchfroma particularperspective.

● Icanapplythetraitsfromheroesandvillains

inUnits1,2,and3toIsraelileadership,and specificallyMeir.

● Icanexaminemultipleresearchsourcesto drawaconclusionaboutGoldaMeir.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment FormativeAssessment

● GoldaMeir:Herooravillain?: Rating scale(5starrating)-aparticular perspective:PalestinianHistorian,a Women’sStudiesHistorian,Muhammad Anwarel-Sadat,PresidentofEgypt, PresidentRichardNixon,andIndira Gandhi,PrimeMinisterofIndia.

● AnnotatedBibliography. Sources consultedwitha1sentencesynopsisof whatthemainideawastoinformrating scale

● MapAssessment: Identifykeycountries neighboringIsraelandexplainrelationships

FirstTopic:Israel’sFormation

LearningTargets:

● ChecksforUnderstanding:history, government,economy,religion

● ComparisonChart:Graphicorganizeron MiddleEasterncountries.

● OneLand,TwoPerspectives: Determining pointofviewbasedonprimarysource documents

● ReflectionJournals: History,Meir’sriseto power,challengesfacedasawomaninpower

STAGE3:LEARNINGPLAN

● Icanidentifyhowgeographyimpacted history,culturalperspective,andleadership ofgovernmentandeconomy.

● IcanidentifythefactorsleadingtoIsrael’s creation.

● Icanevaluatethehistoryoftheconflict betweenIsraelandArabcountries.

● Icanidentifycountriesonamapthatshow Israelileadershipalliancesandstrategies.

● Icangatheranddocumentresearchfroma particularperspective.

● Icanapplythetraitsfromheroesand villainsinUnit1toIsraelileadership,and specificallyMeir.

● Icanexaminemultipleresearchsourcesto drawaconclusionaboutGoldaMeir.

● Icanexplainmyconclusionsusingevidence

Estimated#ofLessons:8-10

EssentialQuestions:

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● UNIT: HowdoesMeirseeherself?Howdo otherpeopleseeher?Howdoesthatshape perspectiveonclassifyingMeirasa hero ora villain?

fromresearchsources.

LearningActivities:

● GeographicLiteracy:MiddleEastandNorthAfrica,MediterraneanCountriesandIslands

● HistoricaltimelineofthecreationofIsrael

● ExplorationofphysicalandhumangeographyoftheMiddleEast

● OverviewofpastandpresentIsraeliLeadersTimeline

● GalleryWalkandComparisonChartofMiddleEasternGovernments

● BriefoverviewofreligionsintheMiddleEast:Christianity,Judaism,Islam

● PerformancetaskonGoldaMeirasheroorvillain

SecondTopic:MiddleEast:Arab/IsraeliConflict Estimated#ofLessons:4-5

LearningTargets:

● Icanidentifyhowgeographyimpacted history,culturalperspective,andleadership ofgovernmentandeconomy.

● Icanevaluatethehistoryoftheconflict betweenIsraelandArabcountries.

● Icanidentifycountriesonamapthatshow Israelileadershipalliancesandstrategies.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

LearningActivities:

EssentialQuestions:

● Howdoesone’sbackground(perspective) shapethewayinwhichtheyviewothers?

● Howdovisibleandinvisibleelementsof cultureaffectourperspective?

● Countrycomparisonchart:government,economics,physicalgeography

● GuestSpeakers:JewishFederationofEasternCT(emissaries)

● OneLand,TwoPerspectives

● MapAssessment

UnitOverview: WetraveltoIndiatoexploreanother“ironlady:”IndiraGandhi.Welookattherelationshipbetween PakistanandIndiaandhowthataffectshernationalleadership,aswellasthecontroversysurroundingher assassination.

INQ6-8.6

Gatherrelevantinformationfrommultiplesources whileusingtheorigin,authority,structure,context, andcorroborativevalueofthesourcestoguidethe selection.

RESEARCHANDUNDERSTAND:

● Createcompellingquestion(s)orstatement(s) todriveresearchandanalysis

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe

INQ6-8.7

Evaluatethecredibilityofasourcebydetermining itsrelevanceandintendeduse.

INQ6-8.8

Identifyevidencethatdrawsinformationfrom multiplesourcestosupportclaims,noting evidentiarylimitations.

INQ6-8.11

Constructexplanationsusingreasoning,correct sequences,examples,anddetailswithrelevant informationanddata,whileacknowledgingthe strengthsandweaknessesoftheexplanations.

GEO6-7.2

Usemaps,satelliteimages,photographs,andother representationstoexplainrelationshipsbetween thelocationsofplacesandregions,andchangesin theirenvironmentalcharacteristics.

GEO-6-7.3

Explainhowculturalpatternsandeconomic decisionsinfluenceenvironmentsandthedaily livesofpeople.

CIV6-7.3

Comparehistoricalandcontemporarymeansof changingsocietiesandpromotingthecommon good.

HIST6-8.1

Usequestionsabouthistoricallysignificantpeople oreventstoexplaintheimpactonaregion.

Understandings

● Perspectiveinfluenceshowweperceive heroesandvillains.

● Peopleoftenlooktotheirnationalleaders forguidance,reassurance,andidentity.

● Governmentalapproaches/policiescan createalliancesandpotentialconflicts globally.

● Physicallocationimpactsthestability withinandbeyondanation'sborders.

informationisvalidandrepresentsarangeof viewpoints/perspectives

CRITICALTHINKING:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● UNIT: HowdoesIndiraGandhiseeherself? Howdootherpeopleseeher?Howdoesthat shapeperspectiveonclassifyingGandhiasa hero ora villain?

Knowledge Skills(FramedasLearningTargets)

● Geographicliteracy(Asia,SouthAsia)

● Government(ColonyofGreatBritainto IndependentDemocracy)

● EconomicSystem

● Icanapplythetraitsfromheroesandvillains inUnit1,2,3and4toIndianleadership,and specificallyIndiraGandhi.

● Icanidentifycountriesonamapthatshow

● HistoricalEvents

● IndianCulture

● Indianleaders

● Indiatodayintheworld Indianleadershipalliancesandstrategies.

● Icanexamineandidentifypatternswithina country’shistoryofwhoarenotableleaders.

● Icangatheranddocumentresearchfroma particularperspective.

● Icanexaminemultipleresearchsourcesto drawaconclusionabouttheleader.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

● Gandhi— heroorvillain?: Ratingscale(5 starrating)-aparticularperspective:a PakistaniHindu,aBritishjournalist,Jarnail SinghBhindranwale,theSikhrebelleader, U.S.PresidentRichardNixon,andGolda Meir,PrimeMinisterofIsrael

● AnnotatedBibliography: Sources consultedwitha1sentencesynopsisof whatthemainideawastoinformrating scale

● MapAssessment: Identifykeycountries neighboringIndiaandexplainrelationships

FormativeAssessment

● ChecksforUnderstanding:history, government,economy,religion

● ReflectionJournals: history,Gandhi’sriseto power,challengesfacedasawomaninpower

● CultureProject: Researchandpresentan aspectofIndianculture(e.g.,art,architecture, religion)

STAGE3:LEARNINGPLAN

FirstTopic:TimelineofIndia,LeadersandGandhi’s RisetoPower

LearningTargets:

● Icanidentifyhowgeographyimpacted history,culturalperspective,andleadership ofgovernmentandeconomy.

● Icanexamineandidentifypatternswithina country’shistoryofwhoarenotable leaders.

● Icanapplythetraitsfromheroesand villainsinUnit1toIndianleadership,and specificallyGandhi.

LearningActivities:

Estimated#ofLessons:12-15

EssentialQuestions:

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● HowdoesGandhiseeherself?Howdoother peopleseeher?Howdoesthatshape perspectiveonclassifyingGandhiasa hero or a villain?

● ExploringcountriesandphysicalgeographyofSouthAsia

● Virtual fieldtripofIndialandandpeople

● Timelineofevents

● HistoryofLeadershipinIndia

● ExplorationofkeyissuesfacingIndiathroughuseofhistorical fiction

● CultureProject:Studentsselectandaspectofculturetoresearchandpresent

● PerformancetaskonIndiraGandhi:heroorvillain

CourseName:7theGradeSocialStudiesUnitTitle:Unit#6-SouthAfricaEst.#ofLessons:15-17

UnitOverview:

Inthisunit,wemovetoSouthAfricatoexamineanti-apartheidrevolutionary,NelsonMandela.Afteran introductiontocolonialism,weexaminetheimpactsofhisleadershiponSouthAfricaandhispowerful impactontheworldstage.

STAGE1:DESIREDRESULTS

EstablishedGoals

INQ6-8.5

Determinethekindsofsourcesthatwillbehelpful inansweringcompellingandsupportingquestions, takingintoconsiderationmultiplepointsofview representedinthesources.

INQ6-8.6

Gatherrelevantinformationfrommultiplesources whileusingtheorigin,authority,structure,context, andcorroborativevalueofthesourcestoguidethe selection.

INQ6-8.7

Evaluatethecredibilityofasourcebydetermining itsrelevanceandintendeduse.

INQ6-8.8

Identifyevidencethatdrawsinformationfrom multiplesourcestosupportclaims,noting evidentiarylimitations.

INQ6-8.11

Constructexplanationsusingreasoning,correct sequences,examples,anddetailswithrelevant informationanddata,whileacknowledgingthe strengthsandweaknessesoftheexplanations.

GEO-6-7.3

Explainhowculturalpatternsandeconomic decisionsinfluenceenvironmentsandthedaily livesofpeople.

GEO-6-7.4

Analyzetheculturalandenvironmental characteristicsthatmakeplacesbothsimilartoand differentfromoneanother

TransferGoals

RESEARCHANDUNDERSTAND:

● Createcompellingquestion(s)orstatement(s) todriveresearchandanalysis

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

CRITICALTHINKING:

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

GEO6-7.5

Explaintheconnectionsbetweenthephysicaland humancharacteristicsofaregionandtheidentity ofindividualsandcultureslivingthere.

CIV6-7.1

Explainspecificrolesplayedbycitizens(suchas voters,jurors,taxpayers,membersofthearmed forces,petitioners,protesters,andofficeholders).

CIV6-7.3

Comparehistoricalandcontemporarymeansof changingsocietiesandpromotingthecommon good.

HIST6-8.1

Usequestionsabouthistoricallysignificantpeople oreventstoexplaintheimpactonaregion.

Understandings

● Perspectiveinfluenceshowweperceive heroesandvillains.

● Peopleoftenlooktotheirnationalleaders forguidance,reassurance,andidentity.

● Governmentalapproaches/policiescan createalliancesandpotentialconflicts globally.

● Physicallocationimpactsthestability withinandbeyondanation'sborders.

Knowledge

● GeographicLiteracy(Africa)

● History-Colonialism

● SouthAfrica/Apartheid

● MANDELA

EssentialQuestions

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● UNIT: HowdoesMandelaseehimself?How dootherpeopleseehim?Howdoesthatshape perspectiveonclassifyingMandelaasa hero ora villain?

Skills(FramedasLearningTargets)

● Icanapplythetraitsfromheroesandvillains inUnits1,2,3,4,and5toSouthAfrican leadership,specificallyNelsonMandela.

● IcanidentifyAfricancountriesonamapthat wereimpactedbyEuropeancolonialrule.

● Icanidentifyfactorsleadingtoapartheidin SouthAfrica.

● Icangatheranddocumentresearchfroma particularperspective.

● Icanexaminemultipleresearchsourcesto drawaconclusionaboutNelsonMandela.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

● Mandela:heroorvillain?: Ratingscale(5 starrating)basedonaparticular perspective:WinnieMandela,current studentatUniversityofCapeTown, newspaperreporteratDailySunin Johannesburg,currentmemberofANC, formerprimeministerofIndiaManmohan Singh,impoverishedblackSouthAfrican, formerSouthAfricanpresidentJacob Zuhma,formerpresidentofZimbabwe RobertMugabe

● MapAssessment: Identifykeycountries neighboringSouthAfricaandexplain relationships

FirstTopic:IntroductiontoSouthAfricaand ColonialismontheContinent

LearningTargets:

● Icanidentifycountriesonamapthatwere impactedbyEuropeancolonialrule.

● Icanidentifyfactorsleadingtoapartheidin SouthAfrica.

LearningActivities:

● ChecksforUnderstanding: history, government,economy,religion

● “ThroughHisWords:” quoteanalysisand politicalcartoon

● ReflectionJournals: History,Mandela’sstyle ofleadership,challengesofunifyingSouth Africa.

Estimated#ofLessons:5-6

EssentialQuestions:

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● MapActivities:Seterra(Africa-PhysicalFeatures;NorthernAfrica,EasternAfrica,WesternAfrica, SouthernAfrica)

● PerceptionsofAfrica:“DangerofaSingleStory”

● CasestudyIandII-Europeancolonialism,apartheid

● Checkforunderstanding(Colonialism)

SecondTopic:ApartheidinSouthAfricaandNelson Mandela’sLongRoadtothePresidency

Estimated#ofLessons:10-11

STAGE3:LEARNINGPLAN

LearningTargets:

● Icanapplythetraitsfromheroesand villainsinUnits1,2,3,4,and5toSouth Africanleadership,specificallyNelson Mandela.

● Icangatheranddocumentresearchfroma particularperspective.

● Icanexaminemultipleresearchsourcesto drawaconclusionaboutNelsonMandela.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

LearningActivities:

● Politicalcartoons-Mandela

● Checkforunderstanding(Apartheid)

● Mandelaquotationswritingassignment

EssentialQuestions:

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● UNIT: HowdoesMandelaseehimself?How dootherpeopleseehim?Howdoesthatshape perspectiveonclassifyingMandelaasa hero ora villain?

● Performancetask-NelsonMandela,heroorvillain

● BornaCrime-discussionquestions

● Invictus

● Guestspeaker

UnitOverview:

Weendwithyourindependentinvestigationofacontemporaryworldleaderthathasaclearnationaland internationalimpactonpeople.Focusingonvariedperspectives,studentswillanalyzethewaysinwhich perspectiveimpactswhetherpeopleviewaleaderasheroorvillain.Wewilluseamodelexampleofa contemporaryleaderthatillustrateshero/villainqualitiesbothonanationalandaregional/globalstage.

NOTE:CurrentlywewillbeusingChina’sXiJinpingasourexample.Butthismaychangeduetoworld events.

STAGE1:DESIREDRESULTS

INQ6-8.6

Gatherrelevantinformationfrommultiplesources whileusingtheorigin,authority,structure,context, andcorroborativevalueofthesourcestoguidethe selection.

INQ6-8.7

Evaluatethecredibilityofasourcebydetermining itsrelevanceandintendeduse.

INQ6-8.8

RESEARCHANDUNDERSTAND:

● Createcompellingquestion(s)orstatement(s) todriveresearchandanalysis

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

CRITICALTHINKING:

Identifyevidencethatdrawsinformationfrom multiplesourcestosupportclaims,noting evidentiarylimitations.

INQ6-8.11

Constructexplanationsusingreasoning,correct sequences,examples,anddetailswithrelevant informationanddata,whileacknowledgingthe strengthsandweaknessesoftheexplanations.

GEO6-7.2

Usemaps,satelliteimages,photographs,andother representationstoexplainrelationshipsbetween thelocationsofplacesandregions,andchangesin theirenvironmentalcharacteristics.

GEO-6-7.3

Explainhowculturalpatternsandeconomic decisionsinfluenceenvironmentsandthedaily livesofpeople.

CIV6-7.3

Comparehistoricalandcontemporarymeansof changingsocietiesandpromotingthecommon good.

HIST6-8.1

Usequestionsabouthistoricallysignificantpeople oreventstoexplaintheimpactonaregion.

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

● Examinehowlocationinfluencesthepolitical, cultural,andeconomicbehaviorsofgroupsof peoplewithinagivenregion

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATION:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● Nationalheroic figures fillasociety’sneed forguidanceandreassuranceintimesof transition.

● Powerfulnationalleaderspromoteaworld viewthatsolidifiesconnectiontotheir peopleandjustifiesstrategicalliances.

● Perspectiveinfluenceshowweperceive heroesandvillains.

● Skilledresearchersworkto findquality informationthroughtheireffective search/inquirymethodsandevaluationof reliabilityandaccuracyofinformation.

● HowdoestheleaderIhavechosensee him/herself?Howdootherpeoplesee him/her?Howdoesthatshapeperspectiveon classifyingtheleaderasa hero ora villain?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● HowdoI findwhatI’mlookingfor?Whose storyamI finding?HowdoIlookforother perspectivesthatarealsovalid?

Knowledge Skills(FramedasLearningTargets)

● Geographicliteracy(Asiaasthemodelas wellasgeographicregionbasedonwhat countrystudentsselected)

● Government:typeofgovernment,historical

● IcanlocatewherethecountryIhavechosenis andidentifyitsneighboringcountries.

● Icanidentifycountriesonamapthatshow thecountry’sleadershipalliances.

patterns

● Economy:typeofeconomy,historical patterns

SummativeAssessment

● Part1:Shortmapassessmentoncountry's locationandneighboringcountries.Explain anykeyrelationshipswiththeirneighbors. Friendsandfoes?

● Part2:Identifykeydeedsandactionsfrom theleaderIchosebasedonmyresearch.

● Part3:Drawconclusionsandidentify qualitiesofheroism/villainyformyleader, throughavisualrepresentation,using images,symbols,andtext.

FirstTopic:GeographyandHistoryofYourCountry (Model:China)

LearningTargets:

● IcanlocatewherethecountryIhave chosenisandidentifyitsneighboring countries.

● Icanidentifycountriesonamapthatshow thecountry’sleadershipalliances.

LearningActivities:

● Icanexamineandidentifypatternswithina country’shistory,includingnotableleaders.

● Icanapplythetraitsfromheroesandvillains inUnits1-6tothecountry’sleadershipI selected,andspecificallytotheleaderIhave chosen.

● Icangatheranddocumentresearchfrom variousperspectives.

● Icanexaminemultipleresearchsourcesto drawaconclusionabouttheleader.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

● Icanvisuallycommunicatemyconclusions throughimages,symbols,andtext.

FormativeAssessment

● ShortmapassessmentonChinaand neighboringcountries.Explainanykey relationshipswithlocalandglobalneighbors.

● XiJinping:Aheroorvillain?Examiningalist ofdeedsandactionsfromvarious perspectivestodeterminehisstatusashero orvillain.

EssentialQuestions:

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● Leaderselection—useaninitialresourcetoexplorealistof30contemporaryworldleaders.Rank3 topchoices.Studentsalsocanproposetotheteacheranotherleadernotonthelist,butstillmeets thecriteria.

● Introducegeneralresearchresourcestousewhendoinginitialinformationongeographiclocation andrelationshipswithneighboringcountries.

● MapActivities(SeterraOnlineMaps):90LargestCountriesbyarea,90MostPopulatedCountries,

STAGE2:DETERMINEACCEPTABLEEVIDENCE

STAGE3:LEARNINGPLAN

193UnitedNationMembercountries,150LargestCountriesbyArea

● Shortmapassessment(FormativeAssessmentonChina;Part1:SummativeAssessment)

SecondTopic:ResearchonSelectedCountryand Leader

LearningTargets:

● Icanexamineandidentifypatternswithina country’shistory,includingnotableleaders.

● Icanapplythetraitsfromheroesand villainsinUnit1tothecountry’sleadership Iselected,andspecificallytotheleaderI havechosen

● Icangatheranddocumentresearchfrom variousperspectives.

● Icanexaminemultipleresearchsourcesto drawaconclusionabouttheleader.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

LearningActivities:

Estimated#ofLessons:8-10lessons

EssentialQuestions:

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?(focusingongovernment andeconomicstructures)

● HowdoI findwhatI’mlookingfor?Whose storyamI finding?HowdoIlookforother perspectivesthatarealsovalid?

● Modelhowtovetresourcesforreliableinformationandclarifyauthorshipofsource

● Explorationofcountry(politicalleaders,economy,history,governmentstructure)

● Explorationofleader(risetopower,characteristics,notableactions).

● Graphicorganizer(t-chartorcontinuum)toidentifyalistofdeedsandactionsfromvarious perspectivestodetermineXiJinPing’sstatusasheroorvillain.

● Analysisofmyselectedleadertoidentifykeydeedsandactions(Part2:SummativeAssessment)

ThirdTopic:VisualExplanationofHeroorVillain forCountry’sLeader

LearningTargets:

● Icanapplythetraitsfromheroesand villainsinUnit1tothecountry’sleadership Iselected,andspecificallytotheleaderI havechosen.

● Icanexplainmyconclusionsusingevidence fromresearchsources.

● Icanvisuallycommunicatemyconclusions throughimages,symbols,andtext.

LearningActivities:

Estimated#ofLessons:4-6lessons

EssentialQuestions:

● Towhatextentareleadersaproductoftheir country’shistory?Towhatextentarethey definedbythemomentsorchallengestheir countryisfacing?

● Whatpartofaleader’sbackstoryisrelevant tohis/herrise?

● HowdoestheleaderIhavechosensee him/herself?Howdootherpeoplesee him/her?Howdoesthatshapeperspectiveon classifyingtheleaderasa hero ora villain?

● CreationofposterusingGoogleSlidetemplatesofselectedworldleader

● Shareexplanation(Part3:SummativeAssessment)toanaudience

CourseName:U.S.HistoryUnit#1Title:FoundingofAmericaEst.#ofLessons:24-28

UnitOverview:

Westartourcoursebyexaminingfoundationalprinciples,rights,andfreedomsofimportantdocumentssuchasthe DeclarationofIndependence&theU.S.Constitution.Thiswillbethebasisofhowwestudypastandpresentissues throughthelensofgroupsofAmericansthroughouttheremainderofthecourse.

Inthisunit,studentswilldevelopanunderstandingoftheidealsofourAmericanDemocracythatwere establishedbythefoundingfathersduringtheColonialEra.Studentswillstarttheunitbystudyingtheconcept oftheAmericanDream.Studentswillexaminethe“AmericanDream”ofavarietyofdifferent figures.Theywill alsoreflectontheirownvisionofthe“idealAmerica.”Theremainderoftheunitwillbespentlearningaboutthe “original”AmericanDream,thenationthatthefounderssetouttocreateinthelate1700s.Studentswillstudy thehistoricaleventsthatinfluencedthefounders’thinkingandexaminetheprimarysourcedocumentsonwhich ournationwasbuilt.

Keyskillsthatstudentswillfocusonintheirlearningexperiencesandassessmentsinclude:paraphrasingprimary documentstobuildcomprehension,makinginferences/drawingconclusionsusingrelevantevidence.

STAGE1:DESIREDRESULTS

EstablishedGoals

HIST8.3 Analyzemultiplefactorsthatinfluencedthe perspectivesofpeopleduringdifferenthistoricaleras.

HIST8.5 Analyzehowpeople’sperspectives influencedwhatinformationisavailableinthe historicalsourcestheycreated.

HIST8.8 Evaluatetherelevanceandutilityofa historicalsourcebasedoninformationsuchasmaker, date,placeoforigin,intendedaudience,andpurpose.

CIV8.1 Explaintheorigins,functions,andstructureof governmentwithreferencetotheU.S.Constitution, stateconstitutions,andselectedothersystemsof government.

CIV8.2 Analyzeideasandprinciplescontainedinthe foundingdocumentsoftheUnitedStates,andexplain howtheyinfluencethesocialandpoliticalsystem.

CIV8.4 Comparehistoricalandcontemporarymeans ofchangingsocieties,andpromotingthecommon good.

Understandings

● Historiansinvestigateconnectionsbetween eventsofthepastandpresenttohelpbetter understandourworld.

TransferGoals

RESEARCHANDUNDERSTAND,CRITICAL THINKING:

- Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

-Analyzehowgovernmentrulesandlawsimpact thelivesofpeople

- Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATEEFFECTIVELY;RESPONSIBLE CITIZENSHIP:

-Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

EssentialQuestions

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● WhatwastheoriginalAmericanDream?

● TheAmericangovernmentwasdesignedto maintainorderandprotectthenationfrom potentialthreatswhilebalancingprotectionof rightsofcitizens.

● Americandemocracyisbasedontheprinciples ofequality,inalienablerightsandconsentof thegoverned.

● Whatsomeonebelievesisinformedby personalexperience,culturalframeof reference,knowledge,andwillingnesstostep backandconsiderotherperspectives.

Knowledge

● DefiningAmericanDream:One’svisionofthe idealAmerica

● Historyofthephrase(JohnTruslowAdams, EpicofAmerica,1931)

● DeclarationofIndependence

○ Preamble

○ DeclarationofNaturalRights

● PreambleoftheUSConstitution

● EmphasisonBillofRights(specifically…)

○ 1stAmendment(5rights)

○ 2ndAmendment

○ 4thAmendment

○ 6thAmendment

○ 8thAmendment

● UNIT: Howdoesidentityinfluenceperspective ontheAmericandream?

Skills(FramedasLearningTargets)

● Icanexplainhowvariousaspectsofaperson’s identitymightinfluencetheirperspectiveon importantissues

● Icandescribetheconceptofthe“American Dream”

● IcandescribemyownAmericanDreamand explainhowvariousaspectsofmyidentity influencedmyperspective

● Icanidentifysignificanthistoricaleventsthat occurredduringthelate1700sthatinfluenced thefoundingfathers’visionoftheidealAmerica

● IcandescribethemeaningoftheDeclarationof Independence(i.e.Icandefinetheterm “unalienablerights”andIcantellyouwhat“all menarecreatedequal”means)andexplainhow itreflectsthefounders’AmericanDream

● IcandescribethemeaningofthePreambleto theUSConstitution(i.e.Icantellyouwhat “promotethegeneralwelfareandsecurethe blessingsoflibertymeans)andexplainhowit reflectsthefounders’AmericanDream

● Icandescribethespecificrightsguaranteedto AmericansthroughtheBillofRIghtsand explainhowthedocumentreflectsthefounding fathers’AmericanDream.

● Idescribethefoundingfathers’original AmericanDreamusingrelevantevidencefrom historicaleventsandimportantprimary documents(DeclarationofIndependence, Preamble,BillofRights)

● Icanreadbothprimaryandsecondarysources tobuildmyknowledgeofthepast.

● Icanexamineasourceandidentifyrelevantkey details(evidence)tosupportaclaim.

● Icanexpressmyideasclearlyandthoroughly throughwriting.

● Icanlocaterelevantandreliablesourcesof informationontheInternet

● Icanidentifywhowastheauthorofasource andhowthatinfluenceswhattheysayandhow theysayit.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

ThisIBelieve:Developastatementofpersonalbelief thatsharesyourperspectiveonthecontemporary AmericanDream.(GuidelinesestablishedbyEdward R.Murrowin1950s)-thisstatementwillberevisited inUnit4.

TheOriginalAmericanDream. Writea multi-paragraphpiecedescribingthe“Original AmericanDream”basedontheDeclarationof Independence,thePreambleoftheU.S.Constitution& theBillofRights.

FormativeAssessment

CheckforUnderstanding: Identity&itsInfluenceon Perspective.

Closereadof HistoryoftheAmericanDream (excerpts fromtheauthorwhocoinedthephraseinthe1930s)

CheckforUnderstanding:DefiningtheAmerican Dream

FactCheck:RoadtotheRevolution(Parts1&2)

FactCheck:FromtheRevolutionaryWartothe ConstitutionalConvention

Closereadandparaphraseofsections1,2&3ofthe DeclarationofIndependence

CheckforUnderstanding:Declarationof Independence,History&FoundingPrinciples

FactCheck:HistoryoftheConstitutionalConvention

MapQuiz:GrowthoftheUnitedStates(1791)

Closereadandparaphraseof Preambletothe Constitution

WhatAreMyRights? DecodingtheBillofRights (ParaphrasingExercise)

CheckforUnderstanding:USGovernment101

WrittenResponse: USConstitution&accessibilityto theAmericanDream

STAGE3:LEARNINGPLAN

FirstTopic:Identity,Perspective,&theAmerican Dream

LearningTargets:

● Icanexplainhowvariousaspectsofaperson’s identitymightinfluencetheirperspectiveon importantissues.

● Icanexplaintheconceptofthe“American Dream.”

● Icanexamineasourceandidentifyrelevant keydetails(evidence)tosupportaclaim.

● Icanexpressmyideasclearlyandthoroughly throughwriting.

● Icanreadbothprimaryandsecondarysources tobuildmyknowledgeofthepast.

LearningActivities:

Estimated#ofLessons:4-6

EssentialQuestions:

● Howdoesidentityinfluenceperspectiveonthe Americandream?

● 45BuckinghamStreet.Anexerciseinwhichstudentsassumedifferentoccupationalidentities(i.e.real estateagent,policedetective)todeterminehowthatidentityinfluencestheirperspectivewhenreading thedescriptionofahome.

● CLMS:CreateaStudent.Anexerciseinwhichstudentscreatea fictionalCLMSstudent(theygetto selecttheidentitytraits-suchasgradelevel,gender,interests).Nexttheymustpredicthowthe perspective“fictionalstudent”mighttakeinregardsto(fictional)school-relatedissues(i.e.new homeworkpolicy,newdresscoderegulations,creationofnewsportsteams).

● UnpackingtheAmericanDream.Aseriesoflessonsdesignedtohelpstudentsdevelopan understandingoftheconceptoftheAmericanDreamincludingalookattheoriginofthephraseinthe 1930s.

SecondTopic:HistoricalViewofOriginalAmerican Dream

LearningTargets:

● Icanidentifysignificanthistoricaleventsthat occurredduringthelate1700sthatinfluenced thefoundingfathers’visionoftheideal America.

● IcandescribethemeaningoftheDeclaration ofIndependenceandexplainhowitreflects thefounders’AmericanDream.

● IcandescribethemeaningofthePreambleto theUSConstitutionandexplainhowitreflects

Estimated#ofLessons:20-22

EssentialQuestions:

● WhatwastheoriginalAmericanDream?

thefounders’AmericanDream.

● Icanidentifytheindividualrolesofthe DeclarationofIndependenceandthe Constitution.

● Icandescribethefoundingfathers’original AmericanDreamusingrelevantevidencefrom historicaleventsandimportantprimary documents(DeclarationofIndependence, Preamble,BillofRights)

● Icancomparemultiplesourcestopiece togetherwhatreallyhappened.

● Icanexamineasourceandidentifyrelevant keydetails(evidence)tosupportaclaim.

● Icanexpressmyideasclearlyandthoroughly throughwriting.

● Icanlocaterelevantandreliablesourcesof informationontheInternet.

● Icanreadbothprimaryandsecondarysources tobuildmyknowledgeofthepast.

● Icanidentifywhowastheauthorofasource andhowthatinfluenceswhattheysayand howtheysayit.

LearningActivities:

● RoadtotheRevolution.Aseriesoflessonsdesignedtohelpstudentsbuildtheirhistoriccontent knowledge.Usingvideos,secondary&primarysources,studentswillexaminethereasonsthatEuropean nationsbegancolonizingNorthAmerica,howtheFrench-IndianWarledtoashiftintherelationship betweentheAmericanColonistsandtheBritish,andtheexperiencesthatinfluencedthefounding fathers’thinkingwhentheywerecreatingournation.

● FoundingDocument#1:DeclarationofIndependence.Studentswillbeguidedthroughanexploration ofthisimportantfoundingdocumentsotheycan findevidenceofwhatthefoundingfathershoped Americawouldbeonceitachievedindependence.Thelessonsaredesignedtointroducestudentstothe skillsneededtounderstandprimarydocuments(i.e.paraphrasing,considerationofhistoricalcontext).

● PostRevolutionaryWarAmerica(1781-1787).Aseriesoflessonsdesignedtohelpbuildstudents' understandingofthiscriticaltimeperiodinAmericanhistoryduringwhichthefoundersattemptedto firstimplementtheAmericanDreamthroughtheArticlesofConfederation.Studentswillexaminethe strengthsandliabilitiesofthenation’soriginalgoverningdocumentandconsiderhowtheexperience influencedthefounders’originalAmericanDream.

● FoundingDocument#2:PreambletotheUSConstitution.Acoupleoflessonsinwhichstudentslearn abouttheConstitutionalConvention(andwhytheArticlesofConfederationneededtobeamended). Studentswillthenexaminetheconceptoffederalism.Finally,studentswillreadovertheoriginaltextof thePreambletocollectevidenceofthe“original”AmericanDream(theidealcountrythatthefounding fatherswantedtocreate).

● FoundingDocument#3:BillofRights.TheselessonsguidestudentsthroughanexaminationoftheBill ofRights.FirstStudentswilllearnaboutthehistoryofthedocumentandwhyanti-Federalistbelievedit tobeimportanttothehealthandlongevityofournation.Nextstudentsexaminetheoriginaldocument to findadditionalevidenceofthe“original''AmericanDream.Aftertheyarefamiliarwiththerights grantedtoUScitizens,studentswilllearnabouthowthegovernmentaimstobalanceindividualrights withthecommongoodthroughanexaminationofrelevantSupremeCourtcases(NewJerseyv.TLO, Tinkerv.DesMoines).

● ExaminingtheStructureoftheUSGovernment.Aseriesoflessonsinwhichstudentswillexamine variouspartsoftheUSConstitutionthatenabledcitizenstogaingreateraccesstotheAmericanDream overtime.Studentswillexamine ArticleVoftheUSConstitution tolearnabouttheprocessforamending theConstitutiondesignedbythefounders.Studentswillalsoexaminetheorganizationofour governmentintobranchesandtheprocessforcreatingnewlawsinourcountryasavehicleforchange. Studentswillstudyhowvariouspartsofthe FirstAmendment couldallowforsocialmovementstocreate changeinthiscountry.

● PreparingfortheOriginalAmericanDreamProject.Theunitperformancetaskrequiresstudentsto demonstratetheirunderstandingofthefoundingfather’soriginalvisionoftheidealAmerica(theoriginal AmericanDream).Studentswillbegiventheoptionofcommunicatingtheirunderstandingthrougha varietyoftasks(includingatraditionalessay,anoralreport,etc…).Beforestudentsbeginworking independentlyontheperformancetask,theywillbegivenanoverviewoftheassignmentandinstructed (throughaseriesoflessons)howtocommunicatetheirideasclearlyandtosupportthemwithrelevant evidencefromthefoundingdocumentswehaveexaminedinthisunit.

CourseName:U.S.HistoryUnit#2Title:ThePursuitoftheNorthStar:BlackAmericans Est.#ofLessons:53-60

UnitOverview:

Our firstmajorgroupthatwestudylooksatthehistoryofBlackAmericansandtheirjourneyfromAfricaasslavestotheir longstandingandongoingpursuitoftheirrightsandfreedomsascitizens.

Inthisunit,studentswill firstexaminepre-colonialAfricansocietiesfromwhichblackAmericansdescendfrom andtheir firstencounterswithEuropeanpowersthatledtotheslavetrade.StudentswillthenstudyAmerican slaverythroughtwocasestudiestoexaminetheevolutionofslaveryinAmericaovertime.Wenextexaminethe Reconstructionerawithmajorlegalvictories(13th,14th,and15thAmendments)andsetbacks.Weendwiththe civilrightsmovementthatspannedthe20thand21stcentury.

Keyskillsthatstudentswillfocusonintheirlearningexperiencesandassessmentsinclude: discerningbenefitsand limitationsofpersonalhistoricalnarratives;reviewingchronologicaleventstoidentifytrendsandtippingpoints; identifyingpatternsbasedondatacollections,drawingconclusionsusingvalidevidence.

STAGE1:DESIREDRESULTS

INQ6–8.6 Gatherrelevantinformationfrommultiple sourceswhileusingtheorigin,authority,structure, context,andcorroborativevalueofthesourcesto guidetheselection.

INQ6–8.7 Evaluatethecredibilityofasourceby determiningitsrelevanceandintendeduse.

INQ6–8.9 Developclaimsandcounterclaimswhile pointingoutthestrengthsandlimitationsofboth.

INQ6–8.10 Constructargumentsusingclaimsand evidencefrommultiplesources,whileacknowledging thestrengthsandlimitationsofthearguments.

INQ6.8.11 Constructexplanationsusingreasoning, correctsequences,examples,anddetailswithrelevant informationanddata,whileacknowledgingthe strengthsandweaknessesoftheexplanations.

INQ6–8.15 Drawonmultipledisciplinarylensesto analyzehowaspecificproblemcanmanifestitselfat local,regional,andgloballevelsovertime,identifying itscharacteristicsandcauses,andthechallengesand opportunitiesfacedbythosetryingtoaddressthe problem.

HIST8.1 Analyzeconnectionsamongeventsand developmentsinhistoricalcontexts.

HIST8.3 Analyzemultiplefactorsthatinfluencedthe perspectivesofpeopleduringdifferenthistoricaleras.

HIST8.4 Explainhowandwhyperspectivesofpeople havechangedovertime(e.g.,AmericanRevolution, slavery,labor,theroleofwomen).

HIST8.8 Evaluatetherelevanceandutilityofa historicalsourcebasedoninformationsuchasmaker, date,placeoforigin,intendedaudience,andpurpose.

HIST8.9 Explainmultiplecausesandeffectsofevents anddevelopmentsinthepast.

CIV8.2 Analyzeideasandprinciplescontainedinthe foundingdocumentsoftheUnitedStates,andexplain howtheyinfluencethesocialandpoliticalsystem.

RESEARCHANDUNDERSTANDING;CRITICAL THINKING:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Analyzehowgovernmentrulesandlawsimpact thelivesofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

● Examineevidencetobetterunderstandcomplex issues,identifypatterns,and/ordraw conclusions

COMMUNICATEEFFECTIVELY;RESPONSIBLE CITIZENSHIP:

● Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings

● Historiansinvestigateconnectionsbetween eventsofthepastandpresenttohelpbetter understandourworld.

● Therehasbeensignificantprogressincivil rightsfromtheearlycolonialerauntilnow,but therearestillkeyissuesthatneedtobe addressed.

● Knowledgeofpasteventsandpeople’s perceptionsofthoseeventshelpsustobetter understandracerelationsinmodernAmerica.

Knowledge

● Pre-ColonialWestAfrica-independentof Europe,Americas(thehallmarksoftheir societies-economicsystem,government, organizedreligion,technology,achievements)

● OverviewofTradeRelationsbetweenAfrican andEuropeansociety

● OverviewoftheTransatlanticSlaveTrade

● VentureSmithNarrativeandSlaveryinthe NorthernColonies

● FrederickDouglassNarrativeandSlaveryin theSouthernColonies

● OverviewofTheCivilWarandReconstruction

○ 13th,14th,and15thamendments

● Earlycivilrightsbarriersandbattles

○ Segregation:Plessyv.Ferguson(1896), JimCrow,Brownv.BoardofEd.(1955)

○ EconomicInjustice:TheTulsaRace Massacre(1921)

○ MajorMilestones:TheCivilRights MovementandActs1964/65

● Modern-daycivilrightsbarriers:educationand economics

EssentialQuestions

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● Howhasthepushforandenforcementofcivil rightsimpactedAmericansociety?

● Whatarehallmarks/signsofprogressin accessingthe“AmericanDream”forblack Americans?Whatarekeybarriersthatstill persist?

Skills(FramedasLearningTargets)

● IcanidentifyWestAfricansocietiesand empiresthatthrivedbeforethearrivalof Europeanpowers

● Icanexplainhoweconomicforcesandtrade facilitatedthedesireforslavelabor.

● Icanexplainhoweconomicforcesandtrade facilitatedthedesireforslavelabor.

● Icantracetheriseandfallofslaveryby examininglaws,societalnorms,andnarrative accounts.

● IcanidentifylawsandConstitutional Amendmentsthatweredesignedtogiveblack AmericansgreateraccesstotheAmerican Dream.

● Icanidentifypersistentbarriersthathave preventedandcontinuetopreventblack AmericansfromrealizingtheirConstitutional rights.

● Icanexamineaseriesofeventstoidentify trendsandtippingpoints.

● Icanexamineasourceandidentifyrelevantkey details(evidence)tosupportaclaim.

● Icanidentifywhowastheauthorofasource andhowthatinfluenceswhattheysayandhow theysayit.

● Icancomparemultiplesourcestopiece togetherwhatreallyhappened.

● Icandevelopaninformedargumentsupported bykeydetails.

DataAnalysis:Examiningdataandarticulatingtrends intables(basedonchronology)-educationand economics.Whatarethebarriersthatwereovercome -howhavewemadeprogress?Whatbarriersstillexist thatcontinuetodrivereform?

ChronologicalTasksforTopic1,2&3:Thisassignment willbegiventowardsthebeginningofeachtopic.The purposeistohelpstudentsdevelopanunderstandingof thehistoricalcontextofeachtopic.Additionally,it providesstudentswithanopportunitytosharpentheir researchandpresentationskills.

FactCheck:DesertEmpiresofWestAfrica

MapQuiz:GeographyofWestAfrica

Closereadingandannotation:

● ANarrativeoftheLife&AdventuresofVenture, ANativeAfrican(VentureSmith)

● SelectedexcerptsfromNarrativeoftheLifeof FrederickDouglass,AnAmericanSlave

MapQuiz:GeographyinNarrativeofVentureSmith

CheckforUnderstanding:AfricanParticipationin EuropeanSlaveTrade

CheckforUnderstanding:FreeBlackAmericans&the AmericanDreaminthelate1700s

CheckforUnderstanding:EvolutionofAmerican SlaveryattheTurnoftheCentury

CheckforUnderstanding:ActsofRebellion&the AmericanDream

MapQuiz:GrowthoftheUnitedStates(1845)

Closereadingandannotation:

● ConfiscationActof1862

● Lincoln’sEmancipationProclamation(1863)

● Lincoln’sSecondInauguralAddress(1865)

CheckforUnderstanding:OverviewoftheAmerican CivilWar

MapQuiz:PoliticalGeographyoftheUnitedStates duringtheCivilWar(1863)

Closereadingandannotation:

● 13th,14th,and15thAmendments

● SavannahColloquy(1865)

● SpecialFieldOrder#15

● Rep.HenryTurner’sSpeechtotheGeorgiaState Legislature(1868)

CheckforUnderstanding:EarlyReconstructionEra& theAmericanDream

CheckforUnderstanding:TheImpactPlessyV. Ferguson

MapQuiz:GrowthoftheUnitedStates(1896)

CloseReadofDr.King’s IHaveaDream speech(1963)

CheckforUnderstanding:CivilRightsLeaders’Speech Analysis

CheckforUnderstanding:RedliningPolicies Examination

MapQuiz:ImportantSitesoftheCIvilRIghts Movement(1950-1970)

STAGE3:LEARNINGPLAN

FirstTopic:Pre-ColonialAfricathroughtheAmerican CivilWar

LearningTargets:

● Icanexplainhoweconomicforcesandtrade facilitatedthedesireforslavelabor.

● Icantracetheriseandfallofslaveryby examininglaws,societalnorms,andnarrative accounts.

● Icanidentifypersistentbarriersthathave preventedandcontinuetopreventblack Americansfromaccessingtheoriginal AmericanDream

● Icanexamineaseriesofeventstoidentify trendsandtippingpoints.

● Icanexamineasourceandidentifyrelevant keydetailstosupportaclaim.

● Icanidentifywhowastheauthorofasource andhowthatinfluenceswhattheysayandhow theysayit.

● Icancomparemultiplesourcestopiece togetherwhatreallyhappened.

LearningActivities:

Estimated#ofLessons:21-25

EssentialQuestions:

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● WhatisRaceandHowDoYouTalkAbouttheSubject? Aseriesoflessonsinwhichthestudentswill learnabouttheconceptof“race.”Studentswilllearnaboutthehistoryoftheconcept(i.e.whenpeople firststartedusingraceasanidentitytrait),theywilllearnthesevencategoriesofraceestablishedbythe U.S.CensusBureauandtheywilllearnthedifferencebetween“race”and“ethnicity.”Nextstudentswill beledthroughdiscussionabout“howtotalkaboutrace”usingthe“CourageousConversations”protocol.

● BeforeSlavery:AnExaminationofPre-ColonialAfrica.Aseriesoflessonsinwhichstudentswillexplore variousempireslocatedinwesternAfricatoprovidestudentswithanimportantcontextnecessaryto understandtheoriginsandevolutionofslaveryintheColonialEra.Theselessonswillprovidestudents withimportantcontextnecessarywhentheylearnaboutslaveryinthecolonialera(i.e.howsome enslavedAfricansusedskillsacquiredinthepre-ColonialEratomovethemclosertotheAmerican Dream).

● CaseStudy:NarrativeoftheLifeofVentureSmith.Thiscasestudyisdesignedtohelpstudentsdevelop anunderstandingofwhatslaverywaslikeincolonial&earlyAmericanhistorywhilesimultaneously learningsomelocalhistory.StudentswillreadexcerptsfromthestoryofVentureSmith,amanwhowas enslavedandspentmuchofhislife(1735-1776)livinginNewLondonCounty(theNorth).Inadditionto Smith’sNarrative,studentswilluseotherprimarysourcedocumentstodeepentheirunderstandingof thetrans-AtlanticSlaveTradeIndustryandcoloniallawsregardingslaveryintheNorth.Attheendofthe study,studentswillexaminehowaccessibletheAmericanDreamwasforfreeblackmeninNewEngland (giventhatSmithpurchasedhisfreedomin1765).

● IndustrialRevolution&Warof1812-ImpactonSlavery.Aseriesoflessonsinwhichstudentswilllearn abouttheWarof1812&the firstIndustrialRevolution.Studentswillexaminehowthosetwohistoric eventsimpactedthetrajectoryofslaveryintheNorthandSouth.

● CaseStudy:NarrativeoftheLifeofFrederickDouglass.Ashortercasestudywhichprovidesstudents withtheopportunitytoexaminetheimpactthattimeandlocationhadontheinstitutionofslavery. StudentswillreadexcerptsfromtheNarrativeoftheLifeofFrederickDouglass,theautobiographyofa manenslavedinMaryland(theSouth)between1818through1838.

● ResistancetoSlavery.Aseriesoflessonsinwhichstudentswillexaminethevariouswaysthatenslaved peoplerebelledagainstslaveholdersfromlowlevelformsofresistance(i.e.addressingaslaveholderas “mister”)tomethodsofescape(i.e.UndergroundRailroad)tolarge-scaleinsurrections(i.e.mutinyaboard theAmistadandNatTurner’sRebellion).Afterwardsstudentswilldeterminewhethertheseactsof rebellionmadetheAmericanDreammoreorlessaccessibletoAfricanAmericans.

SecondTopic:ReconstructionandtheConstitutional Amendments(TheRiseofSeparatebutEqual)

LearningTargets:

● IcanidentifylawsandConstitutional Amendmentsthatweredesignedtogiveblack AmericansgreateraccesstotheAmerican Dream.

● Icanidentifypersistentbarriersthathave preventedandcontinuetopreventblack

Estimated#ofLessons:13-15

EssentialQuestions:

● Howdoesthepushforandenforcementofcivil rightslegislationimpactAmericansociety?

● Whatarehallmarks/signsofprogressin accessingthe“AmericanDream”forblack

AmericansfromrealizingtheirConstitutional rights.

● Icanexamineaseriesofeventstoidentify trendsandtippingpoints.

● Icanexamineasourceandidentifyrelevant keydetailstosupportaclaim.

● Icanidentifywhowastheauthorofasource andhowthatinfluenceswhattheysayandhow theysayit.

● Icancomparemultiplesourcestopiece togetherwhatreallyhappened.

LearningActivities:

Americans?Whatarekeybarriersthatstill persist?

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● TheCivilWar.DuringthispartoftheUnit,studentswilllearnabouttherolethatslaveryplayedin causingtheAmericanCivilWar.Studentswillalsoexplorethewaritselfwithafocusontheworkofblack regimentssuchastheMassachusetts54th.Studentswillreadimportantprimarydocumentsincluding theConfiscationActof1862,EmancipationProclamationandLincoln’sSecondInauguralAddressand analyzetheroletheseeventsplayedinhelpingAfricanAmericanstogaingreateraccesstotheoriginal AmericanDream.

● TheBeginningoftheReconstructionEra.Theselessonswillprovidestudentswithanopportunityto examinetheradicalchangesthattookplaceimmediatelyaftertheCivilWar.Studentswillexaminethe workoftheFreedmen'sBureau,SpecialFieldOrder#15,theelectionofHiramRevels&BlancheBruce, theCivilRIghtsActof1866andthe13th,14thand15thAmendmentstotheUnitedStatesConstitution andexplainhoweachofthesegaveblackAmericansgreateraccessibilitytotheoriginalAmericanDream.

● TheEndoftheReconstructionEra&theJimCrowSouth.StudentsstudytheCompromiseof1877and itsimpactonblackAmericanslivingintheSouth.Studentswillexaminetheobstacles/barrierscreated bytheriseofhategroupsliketheKKK,theemergenceofasegregatedlegalcodeintheformofJimCrow lawsandtheeconomicimpactofsharecropping.

● Plessyv.Ferguson.Studentswillendthisportionofunit2bystudyingtheU.S.SupremeCourtcaseof Plessyv.Fergusonandevaluatetherulinginthiscaseagainstthefoundingprinciplesofournation.

ThirdTopic:RaceRelationsin20thCenturyAmerica Estimated#ofLessons:19-20

LearningTargets:

● IcanidentifylawsandConstitutional Amendmentsthatweredesignedtogiveblack AmericansgreateraccesstotheAmerican Dream.

● Icanidentifypersistentbarriersthathave preventedandcontinuetopreventblack AmericansfromrealizingtheirConstitutional rights.

● Icanexamineaseriesofeventstoidentify trendsandtippingpoints.

EssentialQuestions:

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● Howhasthepushforandenforcementofcivil rightsimpactedAmericansociety?

● Whatarehallmarks/signsofprogressin accessingthe“AmericanDream”forblack Americans?Whatarekeybarriersthatstill persist?

● Icanexamineasourceandidentifyrelevant keydetailstosupportaclaim.

● Icanidentifywhowastheauthorofasource andhowthatinfluenceswhattheysayandhow theysayit.

● Icancomparemultiplesourcestopiece togetherwhatreallyhappened.

● Icandevelopaninformedargumentsupported bykeydetails.

LearningActivities:

● PostPlessyAmerica.Aseriesoflessonsinwhichstudentswillexaminetheimpactoftheverdictof Plessyv.FergusononAfricanAmericans’accesstotheAmericanDreamfrom1900tothelate1940s.. Studentswillexaminethenewbarriersthatwereformedasaresultoftheverdictandtheprogressthat AfricanAmericansmadeinresponsetothosenewbarriersthroughastudyofimportanthistoricevents suchas:theformationoftheNAACP(1909),thewrittenworksofBookerTWashington&W.E.B.Dubois, thereleaseofBirthofaNation(1915),thecareerofIdaB.Wells,TulsaMassacre(1921),theHarlem Renaissance(1920s),theTuskegeeAirmen(1943),thedesegregationofthearmedservices(1948)and JackieRobinson’sbreakingofthecolorlinesinmajorleaguebaseball(1947).

● TheCivilRightsMovement&theAmericanDream: Aseriesoflessonsinwhichstudentswilloutlineand explainthesignificanteventsthatshapedtheCivilRightsmovementfromthelate1950’sintotheearly ‘70’s.StudentswillanalyzeprimarysourcesfromthiserathatadvancedtheobjectivesoftheCivilRights movementinordertoassesstheirimpactonmakingtheAmericanDreammoreaccessibletoblack Americans.Studentswillexamineimportanthistoricaleventsincludingthefollowing:theUsSupreme Court’srulingin Brownv.BoardofEducation (1954),RosaParks&theAlabamaBusBoycott(1955),school desegregation&theexperienceofthe“LittleRockNine,”CORE&theFreedomrides(1961),Marchon Washington(1963),CivilRightsAct(1964),MarchtoSelma(1965)andtheSupremeCourt’sverdictin thecaseof Lovingv.Virginia (1967).

● IHaveaDreamSpeech-Dr.King/ByAnyMeansNecessary-MalcolmX: Aseriesoflessonsinwhich studentswillcompareandcontrastthedifferingperspectivesforcivilrightsinAmericaaspresentedby twoofitsleading figures:Dr.KingandMalcolmX.Studentswillanalyzetheirmostnotablespeechesand evaluatethedifferingpathstheypresentedblackAmericansforaccessingtheAmericanDream.

● DataAnalysisTask:

○ EvaluatethecurrentstateofaccessibilitytotheAmericanDreamforblackAmericans

■ AssessthepastachievementsforaccessingtheAmericanDreamtoobstaclesthat currentlyimpedeaccesstoit

● AnalyzeDept.oftheTreasuryRacialInequalityDataTables

● ReviewhistoricaleventscoveredinUnit2

■ EvaluatetheeffectivenessoftheUSgovernment’sdesigntoallowforprogressandchange

● ReviewstructureofgovernmentmaterialsfromUnit1

CourseName:U.S.HistoryUnit#3Title:ThePursuitofEqualRights:AmericanWomen Est.#ofLessons:55-60

Ournextgroupfocusesonthestatusofwomenfromtheearlycolonialdaystonowhighlightingthestruggletogetthe recognition,support,andfreedomswithinAmericansociety.

UnitOverview:

Inthisunit,studentswillbeginwithanexaminationoftheroleofwomeninearlyAmericaandhowsocialnorms andlegalrightsthatwereaffordedtothemdifferedfrommen.Studentswilltheninvestigatechangesinwomen’s roleinAmericansocietyduetomajornationalissuesandglobaleventsduringthe20thand21stcenturiesas women’srightsactivistsfoughtforgreaterequalityintheworkforce,reproductiverights,andequalpay.Finally, studentswillexaminethedebatesurroundingtheEqualRightsAmendmenttobetterunderstandthelegalbattle forequallegalrightsinAmericaregardlessofsexandwhethersuchanamendmentisstillnecessarytoday.

Keyskillsthatstudentswillfocusonintheirlearningexperiencesandassessmentsinclude: discerningbenefits andlimitationsofpersonalhistoricalnarratives;reviewingchronologicaleventstoidentifytrendsandtippingpoints; identifyingpatternsbasedondatacollections,drawingconclusionsusingvalidevidence.

STAGE1:DESIREDRESULTS

EstablishedGoals TransferGoals

HIST8.1 Analyzeconnectionsamongeventsand developmentsinhistoricalcontexts.

HIST8.2 Classifyseriesofhistoricaleventsand developmentsasexamplesofchangeand/or continuity.

HIST8.3 Analyzemultiplefactorsthatinfluencedthe perspectivesofpeopleduringdifferenthistoricaleras.

HIST8.4 Explainhowandwhyperspectivesofpeople havechangedovertime(e.g.,AmericanRevolution, slavery,labor,theroleofwomen).

HIST8.9 Explainmultiplecausesandeffectsofevents anddevelopmentsinthepast.

CIV8.2 Analyzeideasandprinciplescontainedinthe foundingdocumentsoftheUnitedStates,andexplain howtheyinfluencethesocialandpoliticalsystem.

CIV8.4 Comparehistoricalandcontemporarymeans ofchangingsocieties,andpromotingthecommon good.

INQ6–8.5 Determinethekindsofsourcesthatwillbe

RESEARCHANDUNDERSTAND;CRITICAL THINKING:

-Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

-Analyzehowgovernmentrulesandlawsimpact thelivesofpeople

-Examineaccesstoeconomic resources/opportunitiesanditsimpact individualsandgroupsofpeople

-Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

- Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATEEFFECTIVELY;RESPONSIBLE CITIZENSHIP

helpfulinansweringcompellingandsupporting questions,takingintoconsiderationmultiplepointsof viewsrepresentedinthesources.

INQ6–8.6 Gatherrelevantinformationfrommultiple sourceswhileusingtheorigin,authority,structure, context,andcorroborativevalueofthesourcesto guidetheselection.

INQ6–8.7 Evaluatethecredibilityofasourceby determiningitsrelevanceandintendeduse.

INQ6–8.9 Developclaimsandcounterclaimswhile pointingoutthestrengthsandlimitationsofboth.

INQ6–8.10 Constructargumentsusingclaimsand evidencefrommultiplesources,whileacknowledging thestrengthsandlimitationsofthearguments.

INQ6.8.11 Constructexplanationsusingreasoning, correctsequences,examples,anddetailswithrelevant informationanddata,whileacknowledgingthe strengthsandweaknessesoftheexplanations.

INQ6–8.15 Drawonmultipledisciplinarylensesto analyzehowaspecificproblemcanmanifestitselfat local,regional,andgloballevelsovertime,identifying itscharacteristicsandcauses,andthechallengesand opportunitiesfacedbythosetryingtoaddressthe problem.

Understandings

● Historiansinvestigateconnectionsbetween eventsofthepastandpresenttohelpbetter understandourworld.

● Therehasbeensignificantprogressinthe equalityforAmericanwomenbutthereare stillsocietalnormsandlegislationthatimpact theiropportunitiesandrights.

-Developandpresentanidea,argument,or solutionthroughexplanationofcompelling claimswithsupportingevidence

● ColonialAmerica:AbigailAdams

● SenecaFalls:ElizabethCadyStanton,Lucretia Mott

● AbolitionistMovement:SojournerTruth’s “Ain’tIaWoman?”

● Women’sMovementleadingupto19th

EssentialQuestions

● Whatarehallmarks/signsofprogressinrights andfreedoms?Whatarekeybarriersthatstill persist?

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● UNIT:Howhasthepushforandenforcementof women’srightsimpactedAmericansociety?

● Icantracethehistoricalmovementfor women’srightsbyexamininglaws,societal norms,andnarrativeaccounts.

● Icanexplainhowtheaspirationsand achievementsofthewomen’srightsmovement areaproductofthetimeperiod.

Amendment:SusanB.Anthony

● Breakingglassceilingachievementsin20th century:e.g.,AmeliaEarhart,JeanetteRankin

● RiseoffeminismandpushforERA:CivilRights, BirthControl,andEqualPay(1940stomodern era)

● EqualRightsAmendment

● Backgroundonmajorcontemporaryissues (e.g.,salarygap,representationinstateand federaloffices)

● Icanidentifysignificantlaws,SupremeCourt decisionsandtheConstitutionalAmendments thatweredesignedtogivewomengreater accesstotheAmericanDream.

● Icanidentifypersistentbarriersthathave preventedandcontinuetopreventwomen fromreceivingequaltreatment.

● Icanidentifysignificantlawsandlegalbarriers thatweredesignedtodenywomenaccessto theAmericanDream.

● Icanexplainhowglobaleventscreated opportunitiesforwomentobreaknewground inpredominantlymaleroleswithinsociety.

● Icanidentifypersistenteconomicandhealth barriersthatwereovercomebywomenand explainhowtheyareaproductofthetime period.

● Icanexamineaseriesofeventstoidentify causeandeffect.

● Icanexamineasourceandidentifyrelevantkey detailstosupportaclaim.

● Icanidentifywhowastheauthorofasource andhowthatinfluenceswhattheysayandhow theysayit.

● Icancomparemultiplesourcestopiece togetherwhatreallyhappened.

● Icandevelopaninformedargumentsupported bykeydetails.

Debate:ShouldtheERAberatified?Developawritten statementadvocatingFORorAGAINSTbasedona collectionofhistoricalandcontemporaryresources.

Mini-researchprojectonacontemporarywomen’s issue

Mini-researchassignment:Createaphotogallerywith captionstofeaturetheimpactofanAmericanwoman historical figure.

ReadhistoricalcasestudyonERA.Respondto prompts.

CheckforUnderstanding:EarlyFeminists Infographic:SalemWitchTrials

WrittenResponse: EnglishCommonLaw&ItsImpact onWomeninColonialAmerica

FactCheck:TheRoleofWomenintheRevolutionary War.

CheckforUnderstanding:SenecaFallsConvention

SlideShow:Women&SocialMovementsinAmerica

MapQuiz:TheGeographyofWomen’sSuffrage

FactCheck:ImpactoftheCivilWaronWomen’s SuffrageMovement

CloseReadofthefollowingspeeches:

● SusanB.Anthony’s IsItaCrimeforaCitizenof theUnitedStatestoVote? (1872)

● SojournerTruth’s TheOnlyColoredWoman… speech (1867)

● FrederickDouglass’speechbeforethe InternationalCouncilofWomen(1888)

CheckforUnderstanding:TheReconstruction Amendments&Women’sRights

Debate:PausingtheWomen’sSuffrageMovement duringWorldWarOne

CheckforUnderstanding:AlicePaul&theRatification ofthe19thAmendment

FactCheck:TheChangingRoleofAmericanWomen DuringWorldWarTwo

WrittenResponse:GenderConformityinAmerica& theRedScareinthe1950s

FactCheck:HistoryofTitleIXoftheCivilRIghtsAct (1964)

WrittenResponse:

● Option1:TheEconomicsofWomen’sRightsin the20thCentury

● Option2:WomeninGovernmentinthe20th Century

MapQuiz:TracingtheRatificationoftheERA

STAGE3:LEARNINGPLAN

FirstTopic:EarlyColonialAmericatoSenecaFalls (1600’s-1850’s)

LearningTargets:

● Icantracetheoriginsofthehistorical movementforwomen’srightsbyexamining laws,societalnorms,andnarrativeaccounts fromtheearlycolonialperiod

● Icanexplainhowtheaspirationsand

Estimated#ofLessons:17-18

EssentialQuestions:

● Whatarehallmarks/signsofprogressinrights andfreedoms?Whatarekeybarriersthatstill persist?

● Howcanthepresentbebetterunderstoodby lookingatthepast?

achievementsofthekeyindividualwomenare aproductofthetimeperiod.

● Icanidentifysignificantlawsandlegalbarriers thatweredesignedtodenywomenaccessto theAmericanDream.

● Icanidentifypersistentbarriersthat preventedandcontinuedtopreventwomen fromreceivingequaltreatment.

● Icanexamineaseriesofeventstoidentify causeandeffect.

● Icanexamineasourceandidentifyrelevant keydetailstosupportaclaim.

● Icanidentifywhowastheauthorofasource andhowthatinfluenceswhattheysayandhow theysayit.

● Icancomparemultiplesourcestopiece togetherwhatreallyhappened.

● Icandevelopaninformedargumentsupported bykeydetails.

LearningActivities:

● Howhasthepushforandenforcementof women’srightsimpactedAmericansociety?

● TheEarlyFeminists: Aseriesoflessonsinwhichstudentswilluseprimarysourcedocumentstostudy the firstwomentochallengecolonialsocialnorms,teachings,andlaws.Studentswillexaminetheactions takenbywomensuchasAnneHutchinson,MargaretBrent,andMaryRowlandsontochangetheroleof womeninearlycolonialAmericansociety.

● SalemWitchTrials: Aseriesoflessonsinwhichstudentswilluseprimarysourcedocumentstostudythe eventsoftheSalemWitchTrials.Studentswillexaminehowthetrialsrevealedsocialandlegal limitationsonwomenincolonialsociety.

● WomenintheWorkplace: Aseriesoflessonsinwhichstudentswilluseprimarysourcedocumentsto study firstwomentobreakgroundintheworkoutsideofthehome.Studentswillbeabletoidentify HentierrtaJohnston,MaryKatherineGoddardandAnnCatherineHoofGreene,andexplainhowtheir achievementsinartandpublishingcreatednewrolesandopportunitiesforwomeninearlycolonial America.

● LegalBarriers,VictoriesandSetbacks: Aseriesoflessonsinwhichstudentswilluseprimarysource documentstostudytheestablishedroleofwomenaccordingtoEnglishCommonLawintheAmerican Colonies.Studentswilllearnofthesignificancemarriageplayedintheexistenceofwomenincolonial societyandofeffortstodenywomensuffrage.

● RevolutionaryWomen: Aseriesoflessonsinwhichstudentswilluseprimarysourcedocumentsto studytheroleofwomenintheAmericanRevolutionaryWar.Studentswilllearnoftheimpactofleading Americanwomen,suchasAbigailAdams,DeborahSampsonandJudithSarrgentMurray,inchallenging societalnormsandpracticessurroundinggenderrolesinearlyAmericansociety.

● OriginsoftheWomens’RightsMovement: Aseriesoflessonsinwhichstudentswilluseprimarysource documentstostudythe firstconventionofwomenatSenecaFalls,NY.Studentswilllearnhowthe

conventiondiscussedandanalyzedsocial,civilandreligiousrightsissuesfacedbyAmericanwomen. Additionally,studentswillbeabletoevaluatethesignificanceoftheconventioninorganizingthe womens’suffragemovementin19thcenturyAmerica.

SecondTopic:SuffrageMovement&the19th amendment(1860’s-1920)

LearningTargets:

● Icantracethehistoricalmovementfor women’srightsbyexamininglaws,societal norms,andnarrativeaccounts.

● Icanexplainhowtheaspirationsand achievementsofthewomen’srightsmovement areaproductofthetimeperiod.

● Icanidentifysignificantlaws,SupremeCourt decisionsandtheConstitutionalAmendments thatweredesignedtogivewomengreater accesstotheAmericanDream.

● Icanidentifypersistentbarriersthathave preventedandcontinuetopreventwomen fromreceivingequaltreatment.

● Icanexamineaseriesofeventstoidentify causeandeffect.

● Icanexamineasourceandidentifyrelevant keydetailstosupportaclaim.

● Icanidentifywhowastheauthorofasource andhowthatinfluenceswhattheysayandhow theysayit.

● Icancomparemultiplesourcestopiece togetherwhatreallyhappened.

● Icandevelopaninformedargumentsupported bykeydetails.

LearningActivities:

Estimated#ofLessons:20-22

EssentialQuestions:

● Whatarehallmarks/signsofprogressinrights andfreedoms?Whatarekeybarriersthatstill persist?

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● Howhasthepushforandenforcementof women’srightsimpactedAmericansociety?

● TheImpactoftheCivilWarontheWomen’sSuffrageMovement.Aseriesoflessonsinwhichstudents willuseprimarysourcedocumentstostudytherolethatwomenplayedintheAmericanCivilWarand theimpactthattheconflicthadonthepursuitoftheAmericanDream.Additionally,studentswill examinethevariouscausesthatwomen’srightsactivistsshiftedtheirattentiontoduringthewar (includingtheabolitionistmovementthroughtheWomen’sLoyalNationalLeagueandprogramsto supportUnionsoldierssuchastheUnitedStatesSanitaryCommission)andanalyzehowtheyapplied theirworkforthosecausestotheir fightforsuffrageafterthewarended..

● Women&SocialReforminthe19thCentury&Early20thCenturies. Aseriesoflessonsinwhich studentswillexaminethecrucialrolethatAmericanwomenplayedinourvarioussocialreform movementsofthetimeperiod.Studentswilllearnabouthowwomenfromdiverseracial, socio-economic&geographicbackgroundscametogethertoshapethesocialfabricofthenationthrough theirworkinthetemperancemovement,immigrationreform,schoolimprovementplans,bringing

awarenesstoracialinequalityandthepushforbettermentalhealthcare.Thelessonswillfocuson importanthistorical figureslikeFrancesWillard(temperance),JaneAddams(immigrationreform), CharlotteHawkinsBrown(educationalreform),IdaB.Wells(racialinequality)andDoreathaDix(mental health).

● The14th&15thAmendments&Women’sSuffrage.Aseriesoflessonsinwhichstudentswillexamine the15thAmendmentthroughtheeyesofsuffragistsinthelate19th century.Studentswilllearnhowthe ratificationoftheseAmendmentscausedariftamongstAmericansuffragistsastheydoaclosereadof speechesbyElizabethCadyStanton(1868),SusanB.Anthony(1872),SojournerTruth(1867),Rep. GeorgeWashingtonJulian(1868)&FrederickDouglass(1888).

● TheGeographyofSuffrageintheLate19thCentury.Studentswillcompareandcontrasttheprogress madeinthelegalizationofwomen’svotingrightsinwesternstates(likeWyoming,Washington, California,ArizonaandKansas)withthatofeasternstates.Studentswillexaminethevariousfactors thatledtotheseregionaldifferencesinviewsregardingwomen’ssuffragethroughaclosereadof newspaperarticles&USCensusData.

● Ratificationofthe19thAmendment.Studentswillexaminetheeffortsofthewomen’ssuffrage movementintheearly20thcenturywithaspecificfocusontheleadershipofAlicePaul&LucyBurns. StudentswillexaminethestrategiesdevelopedbyPaultobringgreatermediaattentiontothesuffrage movement(i.e. firstproteststotakeplaceinfrontoftheWhiteHousein1917.Theywillconsiderhow America’sinvolvementinthe firstWorldWarimpactedthemomentumofthepoliticalmovementand compareitwiththeimpactcausedbytheCivilWar.Finally,studentswillexaminetheratificationprocess asitplayedoutinTennessee(thethirty-sixthstateneededtoratifythe19thAmendmentin1920).

ThirdTopic:CivilRights,Women’sHealthandEqual Pay(1950’s-modernera)

LearningTargets:

● Icantracethehistoricalmovementfor women’srightsbyexamininglaws,societal norms,andnarrativeaccounts.

● Icanexplainhowglobaleventscreated opportunitiesforwomentobreaknewground inpredominantlymaleroleswithinsociety.

● Icanidentifysignificantlaws,SupremeCourt decisionsandtheConstitutionalAmendments thatweredesignedtogivewomengreater accesstotheAmericanDream.

● Icanidentifypersistenteconomicandhealth barriersthatwereovercomebywomenand explainhowtheyareaproductofthetime period.

● Icanexamineaseriesofeventstoidentify causeandeffect.

● Icanexamineasourceandidentifyrelevant keydetailstosupportaclaim.

● Icanidentifywhowastheauthorofasource

Estimated#ofLessons:18-20

EssentialQuestions:

● Whatarehallmarks/signsofprogressinrights andfreedoms?Whatarekeybarriersthatstill persist?

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● Howhasthepushforandenforcementof women’srightsimpactedAmericansociety?

andhowthatinfluenceswhattheysayandhow theysayit.

● Icancomparemultiplesourcestopiece togetherwhatreallyhappened.

● Icandevelopaninformedargumentsupported bykeydetails.

LearningActivities:

● RosietheRiveter&WomeninWorldWar2.Duringthisportionofunit2,studentswillstudythe historyofthesecondWorldWarandtherolethatwomenplayedthroughtheirserviceintheUSArmy& NavyandthroughtheireffortsinAmericato filltherolesleftbymenservingincombat.Studentswill examinehowwomentookonmanynewrolesinAmericansocietyduringthewar(i.e.RosietheRiveter& femaleworkersinAmericanfactories,thefoundingoftheAll-AmericanGirlsProfessionalBaseball League)andhowtheyimpactedwomen’saccesstotheAmericanDream.

● GenderRoles&Conformityinthe1950s.Aseriesoflessonsinwhichstudentswillstudyhowtheroleof womeninAmericachangedwhenWorldWarTwoended.Studentswillexaminehowculturenorms encourageallpeopletoconformtotraditionalgenderrolesandtheconsequencesofnonconformity.As partofthisstudy,studentswilllearnabouttheRedScareandtheroleitplayedinreinforcingtraditional genderrolesforbothmenandwomen.

● EconomicOpportunitiesforWomeninthe20thCentury.StudentswillexamineavarietyofSupreme CourtcasesandlawswhichallowedwomenincreasedaccessibilitytotheoriginalAmericanDream. StudentswillstudythecasesofWeeksv.SouthernBell(1965),Bowev.Colgate-PalmoliveCompany (1969),Phillipsv.MartinMariettaCorporation(1971),ClevelandBoardofEducationv.LaFleur(1974), Kirchbergv.Feenstra(1981)analyzingtheimpacttheserulingshadonAmericansociety.Additionally, studentswillstudythepassageoftheEqualPayActof1963.

● TheHistoryofTitleIX.Studentswillbeginthisseriesoflessonsbyexaminingtheopportunitiesthat existedforfemaleathletesinschoolsbeforeTitleIXwaspassed.Studentswillconsidertherolethat athleticscholarshipsplayinshapingaperson’sacademic&economicfuture.Itwillbethroughthislens thatstudentswillanalyzetheintentionofthelawanditsimpactonAmericanwomen.

● WomeninGovernmentinthe20thCentury.Aseriesoflessonsinwhichstudentswillexaminetherole thatwomenhaveplayedintheadvancementofequalrightsinallthreebranchesofgovernment.They willlearnabouttheworkoffemaleU.S.Representatives&U.S.SenatorssuchRep.JeanetteRankin (1917)andSen.HattieCaraway(1932).Studentswillcompare&contrastthepresidentialcampaignsof Rep.MargretChaseSmith(1964)andRep.ShirleyChisholm(1972).Studentswillalsolearnaboutthe appointmentofSandraDayO’ConnortotheSupremeCourtin1981andherroleontheCourt.

● Debate: StudentswilldevelopawrittenstatementadvocatingFORorAGAINSTpassageoftheEqual RightsAmendmentbasedonacollectionofhistoricalandcontemporaryresources.Additionally, studentswillthenprepareforandconductadebateonthepassageoftheERAbetweenthetwo8th gradehistoryclasses.

CourseName:U.S.HistoryUnitTitle:IndependentResearchUnitEst.#ofLessons:22-28

Weendwithanindependentresearchprojectthatmatterstoyou.YouexplorethepursuitoftheAmericandream througharesearchinquiryofachosengroupindividual,oralongstandingissue.

UnitOverview:

The finalunitprovidesstudentswithanopportunitytochooseathirdgroupofAmericansandexploretheir pursuitoftheAmericanDream.Studentswillconductindependentresearchthatwillhelpthemtoidentify barriersthathavepreventedthegroupfromaccessingvariousaspectsoftheAmericanDreamandthen advocateforawayinwhichthegroupcantranscendthosebarriers.Attheendoftheunit,studentswill revisittheirownvisionoftheidealAmericafromunit1andreflectonhowthatvisionwasinfluencedbythe course.

Keyskillsthatstudentswillfocusonintheirlearningexperiencesandassessmentsinclude: discerning benefitsandlimitationsofpersonalhistoricalnarratives;reviewingchronologicaleventstoidentifytrendsand tippingpoints;identifyingpatternsbasedondatacollections,drawingconclusionsusingvalidevidence.

STAGE1:DESIREDRESULTS

EstablishedGoals

HIST8.6 Detectpossiblelimitationsinthe historicalrecordbasedonevidencecollectedfrom differentkindsofhistoricalsources

HIST8.7 Usequestionsgeneratedaboutmultiple historicalsourcestoidentifyfurtherareasof inquiryandadditionalsources

HIST8.8 Evaluatetherelevanceandutilityofa historicalsourcebasedoninformationsuchas maker,date,placeoforigin,intendedaudienceand purpose.

INQ6–8.5 Determinethekindsofsourcesthatwill behelpfulinansweringcompellingandsupporting questions,takingintoconsiderationmultiplepoints ofviewsrepresentedinthesources.

INQ6–8.6 Gatherrelevantinformationfrom multiplesourceswhileusingtheorigin,authority, structure,context,andcorroborativevalueofthe sourcestoguidetheselection.

INQ6–8.7 Evaluatethecredibilityofasourceby determiningitsrelevanceandintendeduse.

TransferGoals

RESEARCHANDUNDERSTAND,CRITICAL THINKING:

● Evaluatesourcesforcontent,reliability, accuracy,andbiastoensurethatthe informationisvalidandrepresentsarangeof viewpoints/perspectives

● Analyzehowgovernmentrulesandlaws impactthelivesofpeople

● Examineaccesstoeconomic resources/opportunitiesanditsimpact individualsandgroupsofpeople

● Evaluatehowhistoricaleventsand developmentswereshapedbyunique circumstancesoftimeandplaceaswellas universalpatterns(e.g.,conflict,change, innovation,freedom).

● Examineevidencetobetterunderstand complexissues,identifypatterns,and/ordraw conclusions

COMMUNICATEEFFECTIVELY;RESPONSIBLE

CITIZENSHIP:

● Developandpresentanidea,argument,or

INQ6–8.9 Developclaimsandcounterclaimswhile pointingoutthestrengthsandlimitationsofboth.

INQ6.8.11 Constructexplanationsusing reasoning,correctsequences,examples,and detailswithrelevantinformationanddata,while acknowledgingthestrengthsandweaknessesof theexplanations.

INQ6–8.15 Drawonmultipledisciplinarylensesto analyzehowaspecificproblemcanmanifestitself atlocal,regional,andgloballevelsovertime, identifyingitscharacteristicsandcauses,andthe challengesandopportunitiesfacedbythosetrying toaddresstheproblem.

solutionthroughexplanationofcompelling claimswithsupportingevidence

Understandings EssentialQuestions

● Historiansinvestigateconnections betweeneventsofthepastandpresentto helpbetterunderstandourworld.

● Historicalsourcesvaryinthelevelofdetail, amountofbias,andscopeofperspective theypossessonahistoricalevent.

● Whatsomeonebelievesisinformedby personalexperience,culturalframeof reference,knowledge,andwillingnessto stepbackandconsiderotherperspectives.

Knowledge

● Topicswillbedependentonwhatindividual studentschoosetoresearch

● Teacherwillmodelanexampletoguide research:focusonNativeAmericanissue

● WhatwastheoriginalAmericanDream?

● Whatarehallmarks/signsofprogressinrights andfreedoms?Whatarekeybarriersthatstill persist?

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● UNIT:Howdoesidentityinfluence perspectiveontheAmericandream?

Skills(FramedasLearningTargets)

● Icanselectatopicofinterestanddevelop questionstodrivemyresearch.

● Icanevaluatethecredibilityofvarious sourcesofinformation.

● Icancollectrelevantevidencefromavariety ofprimaryandsecondarysourcestocreatean informativeproductaboutatopic.

● Icanevaluateaparticularsourceto determinethebiasoftheauthor.

● Icananalyzeahistoricaleventusingmultiple perspectives.

● Icanadvocatefortheperspectiveofanother groupofpeoplethroughwriting.

● Icanidentifyspecificeventsfromthepast thatcanhelppeoplebetterunderstandissues

facingAmericanstoday.

● Icanusevisualaidstodeepenanaudiences’ understandingofmyposition.

● Icanidentifyvaluesandpersonallife experiencesandexplainhowtheyhave shapedmyperspectiveontheAmerican Dream.

● Icanreflectonandreviseapersonalnarrative ontheAmericanDream.

STAGE2:DETERMINEACCEPTABLEEVIDENCE

SummativeAssessment

WhitePaper: Basedonyourresearch,advocatefor acertainpositiononanissuetoanaudienceusing reliableevidence.

ThisIBelieve: Reflectandrevisestatementof personalbeliefinUnit1thatsharesyour perspectiveonthecontemporaryAmerican Dream.

FormativeAssessment

CheckforUnderstanding:RatingSourceReliability

Researchcheckpoints: -ProblemIdentification -HistoricalTimelineandDetails -VisualAids -RoughDraft

Sharingwhitepapers:breakoutintoDream CommitteestosharebarrierstotheAmericanDream witheachother.

STAGE3:LEARNINGPLAN

FirstTopic:IndependentResearch

LearningTargets:

● Icanselectatopicofinterestanddevelop questionstodrivemyresearch.

● Icanevaluatethecredibilityofvarious sourcesofinformation.

● Icancollectrelevantevidencefroma varietyofprimaryandsecondarysources tocreateaninformativeproductabouta topic.

● Icanevaluateaparticularsourceto determinethebiasoftheauthor.

● Icananalyzeahistoricaleventusing multipleperspectives.

● Icanadvocatefortheperspectiveof anothergroupofpeoplethroughwriting.

● Icanidentifyspecificeventsfromthepast thatcanhelppeoplebetterunderstand issuesfacingAmericanstoday.

Estimated#ofLessons:16-20

EssentialQuestions:

● WhatwastheoriginalAmericanDream?

● Whatarehallmarks/signsofprogressinrights andfreedoms?Whatarekeybarriersthatstill persist?

● Howcanthepresentbebetterunderstoodby lookingatthepast?

● Icanusevisualaidstodeepenan audiences’understandingofmyposition.

LearningActivities:

● ExaminingtheConceptofaWhitePaper,ChoosingaTopic&EstablishingaPosition(Step1) .This seriesoflessonsisdesignedtohelpstudentsgetstartedontheindependentresearchproject.After reviewingtheassignmentdocandthestepsrequiredtocompletetheassignment,studentswillbe givenguidanceonhowtoidentifyaproblemrelatedtoaspecificgroupofAmericans’abilityto accesstheAmericanDream.Theywillbeguidedthroughtheinquiryprocesstohelpthemidentify aproblemandestablishapositionfortheirpaper.Tohelpstudentsvisualizetheprocess,a teacher-created“worksample”focusedontheconstructionoftheDakotaAccessPipelineandits impactontheGreatSiouxnation’saccesstotheAmericanDreamwillbesharedwiththestudents througheachstepoftheproject.Studentswillthenbeprovidedwithtimetoidentifyatopicand developaposition..

● ConductingEffectiveResearch(Step2).Thisseriesoflessonsisintendedtohelpstudentsdevelop theessentialskillsnecessaryforconductingresearchabouttheirchosentopic.Studentswillbe providedwithdirectinstructiontohelpthemdevelop& finetunesearchqueriestheywilluseto conductresearchontheinternet.Beforetheybeginconductingindependentresearch,studentswill betaughtdifferentstrategiestohelpthemratethereliabilityofeachsourcethey find.Studentswill begiventheopportunitytopracticetheseskillsinacontrolledenvironmentandwillbeassessedon theirabilitypriortoconductingresearchindependently.Tohelpstudentsvisualizethisstepofthe process,studentswillonceagainlookattheteacher-createdworksample;thistimetheywill predicttheeffectivenessofsearchqueriesandevaluatethereliabilityofsourcesrelatedtothe constructionoftheDakotaPipelineanditsimpactontheGreatSiouxNation’sAccesstothe AmericanDream.Studentswillthenbeprovidedwithtimetoconductresearchrelatedtothe problemandpositionrelatedtotheirchosentopic.

● ProvidingHistoricalContext(Step3).DuringthispartofUnit4,studentswilllearnhowtoprovide thehistoricalcontextnecessaryfortheaudiencetodevelopadeepunderstandingofthetopicthey haveselected.Studentswillresearchanddevelopatimelineofimportanteventsrelatedtotheir chosentopic.Tohelpstudentsbetterunderstandthisstepintheprocess,theywillreviewawork samplehighlightingthehistoricalcontextnecessaryforfullyunderstandinghowtheconstructionof theDakotaPipelineimpactstheGreatSiouxNations’senseofprotectionprovidedbytheUS Government(i.e.FortLaramieTreaty-1868,GreatSiouxWar-1876,BattleofWoundedKnee1890,UnitedStatesv.SiouxNationofIndians-1980).Studentswillthenbeprovidedwithtimeto conductresearchrelatedtothehistoricalcontextoftheirchosentopic.

● UsingVisualAidstoEnhanceYourPosition(Step4).Intheselessonsstudentswilllearnhowvisual aidscanbeusedtocommunicateinformation.Studentswilllookoversomeexamplesofvisualaids relatedtotheSiouxNation&theDakotaAccessPipeline(photographs,maps,charts,graphs, paintings)andreflectonthedegreetowhicheachenhancestheposition.Studentswillthenbe providedwithtimetosearchforvisualaids.

● TheWritingProcess(Step5).Beforestudentsbeginwritingaroughdraftoftheirwhitepaper,they willbeprovidedwithsomedirectinstructiononthewritingprocess.Studentswillbetaughthowto

writeahookfortheirintroduction,howtopolishtheirpositionstatement,howtousetheevidence collectedthroughtheirresearchtosupporttheirposition,howtocitethesourcesoftheevidence theyincluded,howtodescribethehistoricalcontextneededtofullyunderstandtheissueandhow towriteaconclusionsummarizingtheirposition.Studentswillrevieweachaspectofthe“work sample”ontheGreatSiouxNation&theDakotaAccessPipelinetohelpguidetheirthinkingand writing.Studentswillthenbeprovidedwithtimetowritedraftsoftheirwhitepapers.

SecondTopic:ThisIBelieve

LearningTargets:

● Icanidentifyvaluesandpersonallife experiencesandexplainhowtheyhave shapedmyperspectiveontheAmerican Dream.

● Icanreflectonandreviseapersonal narrativeontheAmericanDream.

LearningActivities:

Estimated#ofLessons:6-8

EssentialQuestions:

● Howdoesidentityinfluenceperspectiveon theAmericandream?

● ExaminingPersonalHistoryandValues. Thisseriesoflessonswillhavestudentsreflectandanalyze significantmomentsintheirpastthatwereformativeinthedevelopmentofthevaluestheyhold, andconstructapersonaltimelinetoillustratetheirgrowth.Additionally,studentswillcompareand contrastthedevelopmentoftheirvaluesthroughlifeexperienceswiththoseofthepeoplesthey learnedaboutinthepreviousUSHistoryunits.

● TellingMyStory. Thislessonwillcallonstudentstousetheirtimelinetoselectakeymoment(s) fromtheirlifethattheyarecomfortablesharingwithpeers.Studentswilloutlinehowthekey momentformedthevaluetheynowhaveanddrawanyconnectionstohistoricalevents/figures fromtheirstudiesthataresimilar/differentfromtheirown.Studentswillthensharehowtheysee theirvalue(s)representedinAmericansocietytoday.

● ‘ThisIBelieve’Statement. Studentswillrevisitandrevisetheirstatementofpersonalbeliefontheir perspectiveonthecontemporaryAmericanDream,originallywrittenbackinunit1.Studentswill recallknowledgetheylearnedfromthepreviousunitstoguidetherevisionoftheirpersonal statementontheirAmericanDream.

Educator’s Guide for Evaluating Source Validity and Bias Before Using in the Classroom

Name of Source:

Link:

Purpose of this piece — WHY?

Explanation Prompting Questions

Engaging students and supporting curriculum goals by clarifying information, offering alternate perspectives, breaking down something complex, and showing connections.

Explanation

Vetting the creator, author, publisher, source, and/or sponsor of the text.

NOTE: We use text in the broadest sense to capture video, audio, images, and written documents.

• What is my intended purpose of using this source?

• To what extent is it developmentally appropriate for my students?

Source Background WHO?

Explanation

Reviewing to see if from a reputable and vetted site.

• Who is the source of the material?

• What are their credentials?

• Is it designed to promote a call to action? To inform?

Type of Source WHAT?

• What kind (genre) of information is it? (ex. interview, video clip, first person account)

• Where is it published? Reputable organization? Self-published? Public or gate-keeper?

Techniques Used in the Source HOW?

Examining author’s intended effect on the audience through the use of rhetorical language, selection of music, illustrations, and/or key evidence to support ideas.

• Is the source promoting information and ideas that could be inflammatory or polarizing?

• Is there value to having students examine this anyway to evaluate impact on audiences?

Explanation

Reflecting on information and values presented while also considering what is missing (key information, alternate perspectives).

Perspective IMPACT

Prompting Questions

• How might different people interpret this message?

• Which values and points of view are represented or missing? Are there additional sources to broaden perspectives?

Educator Notes