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Course Description
Course Description
In Grades 7 and 8, students will examine the United States and New York State through a historical lens. The two-year sequence is arranged chronologically, beginning in 7th grade with the settlement of North America by Native Americans through the Civil War.
Although the courses emphasize chronological reasoning and causation, the courses also integrate the skills and content from geography, politics, economy, and culture into the study of history. Students will also explore local history and their community.
Sep-Oct
NATIVE AMERICANS
I can analyze how the physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans.
I can describe how the environment of NYS impacts the culture of the Iroquois nation.
I can cite specific evidence to support analysis of primary and secondary sources and write arguments focused on Native Americans.
I can draw evidence from informational texts to support analysis, reflection and research.
COLONIAL DEVELOPMENTS
I can explain reasons why European Countries created colonies in North America.
I can describe how the Middle Passage led to the growth of slavery in the colonies.
I can cite specific evidence to support analysis of primary and secondary sources and write arguments focused on colonial development.
I can research specific evidence to support analysis of primary and secondary sources and create an advertisement for one of the colonies.
I can initiate and participate effectively in a range of collaborative, student-led discussions.
Nov-Jan
AMERICAN INDEPENDENCE
I can explain how conflicts between France & Great Britain altered the relationship between the colonies and Great Britain.
I can describe various British laws and explain the reaction American colonists had to those laws.
I can identify the complaints listed in the Declaration of Independence.
I can cite specific evidence to support analysis of primary and secondary sources and write arguments focused on American independence.
I can draw evidence from informational texts to support analysis, reflection and research.
I can initiate and participate effectively in a range of collaborative, student-led discussions.
Jan-March
HISTORICAL DEVELOPMENT OF THE CONSTITUTION
I can explain how the newly independent states faced political and economic struggles under the Articles of Confederation.
I can explain why the Constitutional Convention took place and how compromises led to the development of the US Constitution.
I can draw evidence from informational texts to support analysis, reflection and research.
I can cite specific evidence to support analysis of primary and secondary sources and write arguments focused on the development of the Constitution.
THE CONSTITUTION IN PRACTICE
I can explain the shared powers between federal, state and local governments.
I can compare and contrast the three branches of government.
I can describe the individual rights protected by the Bill of Rights.
I can analyze situations that test the strength of the Constitution and interpret decisions made by US leaders.
I can initiate and participate effectively in a range of collaborative, student-led discussions.
I can research and cite specific evidence to support analysis of primary and secondary sources and create a society based on the elements of the Constitution.
WESTWARD EXPANSION
I can explain the values, beliefs and the need for resources increased westward expansion and settlement.
I can cite specific evidence to support analysis of primary and secondary sources and write arguments focused on westward expansion.
April - June
REFORM MOVEMENTS
I can describe the various social reform movements and explain why the reforms took place.
I can describe how various abolitionists raised awareness and assisted in the fight against slavery.
I can describe how various women’s reformers raised awareness and assisted in fight for women’s rights.
I can draw evidence from informational texts to support analysis, reflection and research.
I can research and cite specific evidence to support analysis of primary and secondary sources and create a social media profile focused on reform movements and early reformers.
A NATION DIVIDED
I can compare and contrast how the industrialization of the North, and the increase of slavery in the South contributed to the growth of sectionalism.
I can explain the attempts at resolving conflicts over slavery in the Western Territories.
I can describe how sectionalism led to the secession of Southern States.
I can cite specific evidence to support analysis of primary and secondary sources and write arguments focused on Civil War.
I can initiate and participate effectively in a range of collaborative, student-led discussions.
RECONSTRUCTION
I can compare and contrast the different policies for Reconstruction.
I can explain how regional tensions following the Civil War complicated efforts to heal the nation and to redefine the status of African Americans.
I can cite specific evidence to support analysis of primary and secondary sources and write arguments focused on Reconstruction.
READING, WRITING, SPEAKING & LISTENING STANDARDS (Integrated Throughout)
I can cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
I can determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
I can compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
I can integrate quantitative or technical analysis (e.g., charts research data) with qualitative analysis in print or digital text.
I can write arguments focused on discipline-specific content.
I can write informative/explanatory texts, including the narration of historical events or technical processes.
I can conduct short as well as more sustained research projects to answer a question or solve a problem.
I can gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
I can initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on historical topics, texts, and issues building on others' ideas and expressing their own clearly and persuasively.
I can present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Social Studies Civic Seal of Readiness
Social Studies Civic Seal of Readiness
An opportunity to leave FJHS with 1 point!
The Junior High Capstone Project gives you an opportunity to increase your civic knowledge by researching an important topic related to participation in government. Your research will enable you to demonstrate a fundamental and functional knowledge of government, law, history, geography, culture, economics, and current events. You will learn how to apply this knowledge to different circumstances and settings.
Step 1: Complete the inquiry project, “How Could Fulton, NY Survive an Economic Crisis?” through research and data collection.
Step 2: Create a final product to present your information. Presentations could look like a pamphlet, infographic, web page, advertisement, video, newspaper, speech, poster, podcast, or presentation on Google Slides.
Step 3: Reflect on what our students have learned about their role in civic life and the community.
Seal of Civic Readiness Brochure (5).pdfPage updated
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