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Resource: LESSON
CREDITS: Kara Clark, Marion County Knight Academy, ASPIRE Teacher Leader
DBQ Lesson over the American Revolution
Applicable KAS FOR SS:
8.H.CO.1 Explain how colonial resistance to British control led to the Revolutionary War.
8.H.CE.1 Analyze how the political, geographic, social and economic choices of the Colonial Era impacted the Revolutionary Period and Early Republic Period.
8.H.CH.2 Analyze how social and ideological philosophies impacted various movements in the United States from the Colonial Era to Reconstruction from 1600-1877
© Jacob and Gwendolyn Lawrence Foundation, Seattle / ARS, NY / Museum of Modern Art / SCALA / Art Resource, NY
Resource: LESSON
CREDITS: Katelyn Kearns Schwartz, Morton Middle School, ASPIRE Teacher Leader
DBQ Lesson using the 6-stept to address this topic.
Applicable KAS FOR SS:
8.H.CH.1 Explain the role changing political, social, and economic perspectives had on the lives of diverse groups of people in the Colonial Era
8.I.UE.1 Use multiple sources to develop claims in response to compelling and supporting questions.
8.I.CC.1 Construct explanations, using reasoning, correct sequence, examples and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations related to the development of the United States.
Resource: STUDENT ENGAGEMENT PROJECT
Credits: Geri Lankford, Scott County MS, ASPIRE Teacher Leader
US History Project on Citizenship
Resource: CURRICULUM MAP
Credits: Nicole Maggard, Elliot County Schools, ASPIRE Teacher Leader
Curriculum Map Units for 5th Grade Social Studies
Resource: BULLETIN BOARD
Credits: Grace Hannon, Fayette County Schools, ASPIRE Teacher Leader
Interactive Bulletin Board for Women's History Month
Brief Description:
Print out and post the bulletin board. Students will read through the biographies to complete the associated worksheet. Note- not all biographies are mentioned on the worksheet
Applicable for KAS for SS:
HS.C.CV.2 Assess how the expansion of civic virtues, democratic
principles, constitutional rights and human rights influence
the thoughts and actions of individuals and groups.
HS.C.CV.3 Analyze the impact of the efforts of individuals and reform
movements on the expansion of civil rights and liberties
locally, nationally and internationally.
Resource: INQUIRY
Credits: Jami Horton, Rowan County Schools, ASPIRE Teacher Leader
Mini Inquiry for Columbus Day
Brief Description:
This mini inquiry can be used on Columbus Day as a stand-alone activity in World Civ. It could also be used as part of the Age of Exploration. Students (either individually or in groups) examine several sources about Columbus and Columbus Day to answer the compelling question "How should we remember Columbus?"
Applicable for KAS for SS:
HS.WH.I.UE.2 Gather information and evidence from credible sources representing a variety of perspectives relevant to compelling/supporting questions in world history.
HS.WH.CE.2 Analyze the political, economic, geographic and social causes and effects of exploration and colonization between 1450-1750.
Resource: LESSONCREDITS: James Botts, Janet Sivis-O'Connell, and Kathy Wooten West Jessamine, Jessamine County Schools
Resource: LESSONCREDITS: Virginia Grimes, Lincoln County Schools
Brief Description:
DBQ Lesson using six-step method for this topic.Applicable for KAS for SS:
Civic Standards C;
Roles and Responsibility of A Citizen
HS.C.RR.1 Evaluate the civic responsibilities of individuals within a society.
HS.C.RR.2 Explain how active citizens can affect the lawmaking process locally, nationally and internationally.
HS.C.KGO.3 Describe how active citizens can affect change in their communities and Kentucky.
Brief Description:
DBQ Lesson using six-step method for this topic.Applicable for KAS for SS:
6.H.CE.1 Analyze the causes and effects of the rise of the River Valley Civilizations.
Resource: Pacing GuideCredits: Melissa Renner, Rockcastle County Middle School
https://www.history.com/topics/world-war-iiResource: Project Based LearningCredits: Jill Armstrong, Greenup County High School
Brief Description:
Pacing Guide for 7th Grade Unit on Growth and Expansion - World History
Brief Description:
Project Based Learning-WW2
Applicable for KAS for SS:
HS.WH.CE.8 Determine the causes of the World Wars and their global effects between 1900- 1945.
HS.WH.CO.2 Analyze examples of conflict created by global expansionist policies and actions between 1750-1945 across global regions.
Resource: VideoCredits: Chad Wallace, Scott County Middle School, ASPIRE Teacher Leader
EXECUTIVE BRANCH
EXECUTIVE BRANCH
Resource: Curriculum MapCredits: Melissa Renner, Rockcastle Middle School, ASPIRE Teacher Leader
Resource Link
Brief Description:
Use of Brainpop video
Applicable for KAS for SS:
05-1.2.2
Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial).
Brief Description:
Curriculum Map and Resources for 6th, 7th, and 8th Grade Ancient Civilizations.
Applicable for KAS for SS:
All related standard codes are included in the Middle School Grades 6-8 Standards
DBQ LessonCredits: Victoria McNeil, West Jessamine MS, ASPIRE Teacher Leader
Brief Description:
DBQ lesson using six-step method with listed topic.
Applicable for KAS for SS:
6.C.RR.1 Evaluate the rights, roles, responsibilities and limitations of the concept of citizen in Classical Greece and Rome.
6.C.CV.1 Analyze how historical, economic, geographic and cultural characteristics influence social and government structures in River Valley Civilizations and Classical Empires between 3500 BCE-600 CE. C: Processes, Rules and Laws
6.C.PR.1 Analyze the purposes and effects of laws in River Valley Civilizations and Classical Empires between 3500 BCE-600 CE
6.I.UE.1 Develop claims, citing relevant evidence, in response to compelling and supporting questions.
6.I.UE.2 Compare evidence from primary and secondary sources to assist in answering compelling and supporting questions.
6.I.UE.3 Gather primary and secondary sources, and determine their relevance and intended use to answer compelling and supporting questions.
DBQ LessonCredits: Nichole Caskey, Harrison County High School, ASPIRE Teacher Leader
Brief Description:
This is a DBQ that can be used with the unit on the West after the Civil War.
Applicable for KAS for SS:
HS.UH.CO.1 Explain the impact of U.S. expansion at home and abroad between 1877-1929.
HS.UH.I.UE.1 Evaluate the credibility of multiple sources representing a variety of perspectives relevant to compelling and/or supporting questions in U.S. history.
HS.UH.I.UE.2 Gather information and evidence from credible sources representing a variety of perspectives relevant to compelling and/or supporting questions in U.S. history.
HS.UH.I.UE.3 Use appropriate evidence to construct and revise claims and counterclaims relevant to compelling and/or supporting questions in U.S. history.
DBQ LessonCredits: Brandi Smith, Estill County Middle School, ASPIRE Teacher Leader
Brief Description:
DBQ Lesson using six-step method of inquiry on the topic.
Applicable for KAS for Reading and Writing
WHST-6-8.1- Write arguments focused on discipline specific content.
WHST-6-8.4- Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
WHST-6-8.5- With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience has been addressed.
WHST-6-8.7- Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WHST-6-8.9- Draw evidence from informational texts to support analysis, reflection, and research.
WHST-6-8.8- Gather relevant information from multiple print and digital sources, using search terms effectively; asses, the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
RH.6-8.1- Cite specific textual evidence to support analysis of primary and secondary sources.
DBQ LessonCredits: Kathy Ferguson-Smith, Casey County Middle School, ASPIRE Teacher Leader
Brief Description:
DBQ Lesson using six-step method of inquiry on the topic.
Applicable for KAS for SS
7.H.CO.1 - Explain how religion influenced state-building, trade and cultural interactions between 600-1600.
7.C.CV.1 - Describe the methods used by non-democratic governments to create order, establish justice, and meet the needs of their subjects between 600-1600.
DBQ LessonCredits: Amy Gaines and Ashley Noe, South Laurel Middle School, ASPIRE Teacher Leader
Brief Description:
DBQ Lesson using six-step method of inquiry on the topic.
Applicable for KAS for SS
8.H.CH.1- Explain the role changing political, social and economic perspectives had on the lives of diverse groups of people in the Colonial Era.
8.H.CH.2 - Analyze how social and ideological philosophies impacted various movements in the United States from the Colonial Era to Reconstruction from 1600-1877.
8.I.UE.1 - Use multiple sources to develop claims in response to compelling and supporting questions.
8.I.UE.2 - Create claims and counterclaims, using appropriate evidence, to construct an argument to answer compelling and supporting questions.
8.I.UE.3 - Gather relevant information from multiple sources while using the origin, authority, structure, context and corroborative value of the sources to guide the selection to answer compelling and supporting questions.
Credits: Robert Ward, McKell Middle School, ASPIRE Teacher Leader
Brief Description:
Greenup County 7th Grade SS Curriculum Map
Applicable for KAS for SS:
KCSS SS 7TH GRADE
Brief Description:
Greenup County 6th Grade SS Curriculum Map
Applicable for KAS for SS:
KCSS SS 6TH GRADE
Brief Description:
Greenup County 8th Grade SS Curriculum Map
Applicable for KAS for SS:
KCSS SS 8TH GRADE
Credits: Karen Howard, Morgan County Middle School, ASPIRE Teacher Leader
Brief Description:
Morgan County 8th Grade SS Curriculum Map
Applicable for KAS for SS:
KCSS SS 8TH GRADE
Unit Plan
Credits: Amanda Carter, Rowan County Middle School, ASPIRE Teacher Leader
Slides to support Sketchnotes application based on Lawrence Mill Workers strike against wage cuts, 1919, based on the story of Camella Teoli.
Credits, Janet Sivis-O'Connell, West Jessamine County High School, ASPIRE Teacher Leader
Brief Description:
This is a 2 week unit for Ancient Africa: Kingdom of Kush and Aksum. A link to slide notes and additional activities is provided along with summative test.
Applicable for KAS for SS
6.I.Q.2 Generate supporting questions related to the development of civilizations between 3500 BCE-600 CE.
6.E.MA.1 Describe how civilizations used bartering to establish mediums of exchange to meet their wants.
6.E.ST.1 Compare specialization in two or more civilizations or empires.
6.E.ST.2 Examine how new knowledge, technology and specialization increase productivity.
6.G.MM.1 Compare how human and environmental characteristics of a region influenced the movement of people, goods and ideas during the rise of River Valley Civilizations and Classical Empires between 3500 BCE-600 CE.
6G.HI.1 Explain how population changes in River Valley Civilizations and Classical Empires affected land use between 3500 BCE-600 CE.
6.G.HI.2 Analyze the impact of interactions between various River Valley Civilizations and between various Classical Empires between 3500 BCE-600 CE.
6.G.HE.1 Analyze how physical environments shaped the development of River Valley Civilizations and Classical Empires between 3500 BCE-600 CE.
6.G.HE.2 Analyze how River Valley Civilizations and Classical Empires impacted the environment, both positively and negatively, between 3500 BCE-600 CE
6.H.CH.2 Compare the origins and development of early world religions from River Valley Civilizations to Classical Empires 3500 BCE-600 CE.
6.H.CO.2 Analyze the impact trade networks had on interactions among various human societies between 3500 BCE-600 CE.
6.I.UE.1 Develop claims, citing relevant evidence, in response to compelling and supporting questions.
6.I.CC.1 Construct explanations, using reasoning, correct sequence, examples and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations concerning the development of civilizations.
6.I.CC.3 Evaluate how individuals and groups addressed local, regional and global problems throughout the development of civilizations.
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