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Course Description
Course Description
In Grade 8, students will examine the United States and New York State through a historical lens. This is the second year of a two year sequence between grades 7 and 8. Students will examine the United States in the late 20th through the 21st Century.
Although the courses emphasize the skill of 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 explore their local history and their community.
Sept-Dec
Geography
I can identify all 7 continents, 5 oceans and at least 5 physical features when given a world, political, and physical map.
Westward Expansion
I can explain how Westward Expansion negatively impacted Native American lives.
Industrialization
I can analyze how Industrialization and immigration impacted the growth of cities in America.
I can explain how technology changed the modes of production.
I can identify how access to natural resources affected industrialization.
I can draw evidence from informational texts to support analysis, reflection and research.
Immigration
I can identify reasons for immigration to the United States and its effect on urbanization
I can examine the living conditions in the urban areas and determine the effect it had on the lives of people
I can analyze how industrialization contributed to the conflicts over immigration
I can research and cite specific evidence to support analysis of primary and secondary sources and write an informative essay about immigration.
I can initiate and participate effectively in a range of collaborative, student-led discussions.
Progressive Era
I can explain how industrialization contributed to changes in labor conditions and political corruption.
I can analyze how working conditions resulted in organized labor movements
I can identify and explain progressive reforms and the impact they had on the United States.
Dec-March
Overseas Expansion
I can analyze how social, economic, political, and cultural factors contributed to a push for more territory and resources.
I can explain how the Spanish-American War contributed to the United States Imperialism.
I can identify how pacific trade contributed to increased U.S. foreign interactions
I can explain how U.S. actions influenced our relationships with Latin America.
I can cite specific evidence to support analysis of primary and secondary sources and write arguments for expansion.
World War I
I can determine the four M.A.I.N. causes of World War I.
I can evaluate the impact WWI had on people in the United States.
I can examine the influence of new technology on the number of casualties during WWI.
I can explain why the U.S. returns to a policy of isolation following WWI.
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 a document-based essay on World War I.
I can initiate and participate effectively in a range of collaborative, student-led discussions.
U.S. Between Wars
I can examine the period of economic prosperity and cultural change in the U.S. during the "Roaring Twenties"
I can explain the causes of the Great Depression
I can evaluate the impact the Great Depression and Dust Bowl had on American businesses and families.
I can describe how President Roosevelt provided Relief, Recovery, and Reform to help Americans during the Great Depression.
I can research and cite specific evidence to support analysis of primary and secondary sources and write an informative report on the Great Depression.
March- May
World War II
I can trace the causes of World War II in Europe.
I can describe the reasons why the United States joined WWII.
I can describe American Strategy during WWII and the impact the war had on American economy and life.
I can analyze the nature and consequences of warfare during WWII on the United States and global community.
I can determine reasons for developing the United Nations.
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 or publish a product that reflects how war impacts people's lives.
I can initiate and participate effectively in a range of collaborative, student-led discussions.
May-June
Cold War
I can identify the cause of the Cold War and the nations involved.
I can explain the policy of containment and its effect on the U.S. strategy during the Cold War.
I can investigate how the legacies of the Cold War continue to affect the U.S. foreign policy today.
I can explain the impact World War II had on post-war politics
I can cite specific evidence to support analysis of primary and secondary sources
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.
Civil Rights Movement
I can determine the effects of the Civil Rights Movement on America.
I can examine the efforts for equality by African Americans, women and other groups.
I can analyze how after World War II, the population of the United States rose sharply as a result of both natural increases and immigration.
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.
I can initiate and participate effectively in a range of collaborative, student-led discussions.
Post War Era
I can determine how terrorist groups influence American foreign and domestic policies.
I can explain how increased globalization led to increased economic interdependence and competition.
I can examine the effects WWII had on population, demographics, social, political and economic consequences.
I can examine the effects of increasing immigration, immigration policy, and increased cultural diversity in the U.S.
I can determine how population and consumption of natural resources affect our natural environment.
can cite specific evidence to support analysis of primary and secondary sources
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.
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 purose, 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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