8th Grade

Unit 1 Geography II

Standards Addressed: SS:GE:1,2,5; SS:HI:5; CCLS

Intro Compelling Question: How are the five themes of geography demonstrated in various regions across the world?

Supporting Question 1: What are the seven geographic regions of the world?

Formative Tasks: Review the Five Themes Activity, Complete the 7 geographic regions map

Summative Task: Quiz

Supporting Question 2: How are the five themes demonstrated in Europe?

Formative Tasks: Complete a political map and a physical map of the region, review and analyze reading(s) regarding Human-Environment Interaction and Movement

Summative Tasks: Content Quiz, Prompt Response based on reviewed and analyzed readings

Supporting Question 3: How are the five themes demonstrated in SW and Central Asia?

Formative Tasks: Complete a political map and a physical map of the region, review and analyze reading(s) regarding Human-Environment Interaction and Movement

Summative Tasks: Content Quiz, Prompt Response based on reviewed and analyzed readings

Supporting Question 4: How are the five themes demonstrated in Monsoon Asia?

Formative Tasks: Complete a political map and a physical map of the region, review and analyze reading(s) regarding Human-Environment Interaction and Movement

Summative Tasks: Content Quiz, Prompt Response based on reviewed and analyzed readings

Compelling Question A: Does Religious Freedom Exist?

Supporting Question A1: What are the major religions of the world?

Formative Tasks: Compare and Contrast Chart of major world religions

Summative: None

Supporting Question A2: What is religious freedom?

Formative Tasks: Draft and then redraft a definition of religious freedom/tolerance based on provided resources

Summative: None

Supporting Question A3: How has religious freedom been presented over time?

Formative Tasks: Create a timeline of relevant events in the history of religious freedom

Summative: Summary of the history of religious freedom

Supporting Question A4: What is the current status of religious freedom around the world?

Formative Tasks: Develop a claim with supporting evidence about the current status of religious freedom around the world

Summative: None

Overall Summative Assignment for Compelling Question A: Construct an argument in the form of a proposal to address the Compelling Question using evidence from historical and current resources regarding Gilmanton.

Compelling Question B: Does Development Mean Progress?

Note: For this inquiry, students will be assigned to groups and then given one of the three countries as their topic. Then, after each group presents their answers to the supporting question, students will individually produce the summative assignment based on presentations and their own research.

Standards Addressed: SS:GE:1-5, CCLS

Supporting Question B1: What are the impacts of development in Kenya?

Formative Tasks: As a group, develop a one page research summary that includes discussion of HDI rank, life expectancy, years of schooling, gross national income, changes over time, and challenges to Kenya's development

Summative: Present research findings to the class

Supporting Question B2: What are the impacts of development in Botswana?

Summative: Present research findings to the class

Supporting Question B3: What are the impacts of development in Algeria?

Summative: Present research findings to the class

Supporting Question B4: Does development impact different countries in different ways?

Formative Task: Take notes on other presentations

Summative: Develop a claim and support it with evidence in a paragraph in response to Supporting Question B4.

Overall Summative Assignment: Using your assigned country or all three, construct an argument (essay, detailed poster, presentation) that addresses the compelling question using specific claims and relevant evidence from provided and additional sources.

Compelling Question C: What is the greatest cost of water?

Supporting Question 1C: Who has access to water in the Middle East?

Formative Tasks:

-Create a Middle East map that includes physical features, population density, and water sources

Supporting Question 2C: How do countries in the Middle East get water?

Formative Tasks:

-Create a chart that identifies and describes the effects of water collection methods used in the Middle East

Supporting Question 3C: How is being "water stressed" impacting populations?

Formative Tasks:

-Citing specific evidence, write one paragraph describing how being "water stressed" impacts populations in the region

Supporting Question 4C: Why are conflicts arising over water?

Formative Tasks:

-Make a claim, supported by evidence, as to why conflicts are arising over water in the Middle East

overall summative: Construct an argument that addresses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing viewpoints.

Unit 2 World War Two

Standards Addressed: SS:CV:3, SS:CV:4, SS:EC:5, SS:GE:1, SS:GE4, SS:HI:1-5

Compelling Question A: Can peace lead to war?

Supporting Question 1A: How did the rise of dictators in Europe and Asia contribute to the outbreak of WWII?

Formative Tasks:

-Outline chapter 12 section 1

-Create a graphic organizer about the dictators, their countries, and their political affiliations

Summative Task:

-Content Quiz

-Take-Home Component

Supporting Question 2A: What did President Woodrow Wilson mean by "Peace without victory"?

Formative Tasks:

-Develop a definition for "Peace without victory" and explain why President Wilson saw this as a necessary component of the Treaty of Versailles

Summative Task:

-Expository Paragraph response to Supporting Question 2A

Supporting Questions 3A: What did Germany lose by signing the Treaty of Versailles? And, why was Germany blamed for WWI?

Formative Tasks:

-List Germany's losses of territory and armed forces, and write one or two sentences explaining why these losses would have upset most Germans

Summative:

-Write an expository paragraph: Explain how the Treaty of Versailles blamed Germany for WWI and how most Germans reacted to this treaty

Supporting Question 4A: Did the German reparation payments stipulated in the Treaty of Versailles set the stage for WWII?

Formative Tasks:

-Develop a claim, supported by the evidence, that addresses Supporting Question 4A

Summative:

-Develop your Claim in response to the Compelling Question. And identify 4-5 major arguments that you will support with SpEx to prove the accuracy of the overall claim.

Overall Summative: Construct a detailed Outline that addresses the compelling question using specific claims and relevant evidence from primary and secondary sources.

Compelling Question B: Why was the UNITED sTATES ON THE WINNING SIDE OF wwii?

Supporting Question 1B: What did the United States contribute to the Allied victory in Europe?

Formative Tasks:

-Outline chapter 12 sections 2 and 4

-Read article "Why Hitler's Grand Plan Collapsed" and respond to questions

-Review sources related to US production and overall loss of life

Summative:

-Content Quiz

-Take Home Component: Create a "Found Poem" using words and phrases from provided resources

Supporting Question 2B: Why was the home front so important to the war effort?

Formative Tasks:

-Outline chapter 12 section 3

-Silent Conversation Activity

Summative:

-Content Quiz

-Take Home Component: Making Sacrifices Activity

Supporting Question 3B: How did the United States win the war in the Pacific against Japan?

Formative Tasks:

-Outline Chapter 12 Section 5

-Fishbowl Conversation on Supporting Question 3B

Summative:

-Content Quiz

-Take-Home Component: Claim based response to the question - Should the US have dropped the bombs on Japan?

Overall Summative: Construct a detailed outline that addresses the compelling question using specific claims and relevant evidence from historical and secondary sources.

Compelling Question C: SHould the government value security over freedom?

Supporting Question 1C: What happened to Japanese Americans in the Western United States beginning in 1942 and why?

Formative Tasks:

Complete introduction and Part One of Security versus Freedom Packet

Summative:

One paragraph response to Supporting Question 1C

Supporting Question 2C: How has President Trump's travel ban impacted Muslim Americans and others?

Formative Tasks:

Complete Part Two of Security versus Freedom Packet

Summative:

One paragraph response to Supporting Question 2C

Supporting Question 3C: How are the situations involving Japanese Internment and President Trump's recent proposed travel ban similar? Different?

Formative Tasks:

Create a chart or venn diagram that compares and contrasts these two topics

Summative:

Address questions 1 and 2 of Security versus Freedom Packet part three

OVerall Summative: Construct a slideshow, Poster, or detailed outline in response to the compelling question by making specific claim supported by evidence from provided sources.

Unit 3 Civics II Elections

Standards Addressed:

Compelling Question a: Am I going to Vote?

Supporting Question 1A- How has the youth voter changed over time?

Formative Tasks:

-Analyze Primary and secondary sources

-Create a list of short term and long term trends in youth voting

Summative Task: None

Supporting Question 2A- What are the reasons some youth choose to vote?

Formative Tasks:

-Analyze primary and secondary sources

-Develop and support a claim using the SpEx model

Summative Task: None

Supporting Question 3A- What are the reasons some youth choose not to vote?

Formative Tasks:

-Analyze primary and secondary sources

-Develop and support a claim using the SpEx model

Summative Task: None

overall Summative: Construct an argument in response to the compelling question by making specific claims based on relevant sources and acknowledging the opposing point of view

compelling question b: what drives you to the polls?

Supporting Question 1B: What are my political beliefs?

Formative Tasks:

-Analyze Primary Sources

-Take a quiz on political beliefs and fill out a chart "From Beliefs to Voting" that explains the personal importance of those issues

Summative Task: None

Supporting Question 2B: What are the major stances of the political parties?

Formative Tasks:

-Add selected issues to the stances of the major political parties' platforms on the "From Beliefs to Voting" chart and then develop a claim about which party best represents your views on two selected issues

Summative Tasks: None

Supporting Question 3B: What are the views of political candidates?

Formative Tasks:

-Add selected issues to the stances of the major political parties' platforms on the "From Beliefs to Voting" chart and then develop a claim about which candidate best represents your views on two selected issues

Summative Tasks: None

overall summative: Construct an argument in response to the compelling question by making specific claims based on relevant sources and acknowledging the opposing point of view

Compelling Question C: Can polls be trusted?

Supporting Question 1C: What types of polls exist?

Formative Tasks:

-Analyze Primary and Secondary Sources

-Create a T-Chart of different types of polls and example questions each might include

Summative Task: Quiz

Supporting Question 2C: Can wording, tone, or location of use of the question influence an answer?

Formative Tasks:

-Analyze Primary and Secondary Sources

-Conduct a series of polls, compile the data, and look for patterns and bias

Summative Task: None

Supporting Question 3C: Are polls valid?

Formative Tasks:

-Analyze primary and secondary sources

-Develop and support a claim utilizing the SpEx model

Summative Task: None

overall summative: Construct an argument in response to the compelling question by making specific claims based on relevant sources and acknowledging the opposing point of view

Unit 4 Civil Rights

Standards Addressed: SS:CV:2, SS:CV:4, SS:HI:1, SS:HI:2, SS:HI:3, SS:HI:4, SS:HI:5, SS:WH:2, SS:WH:3, SS:WH:5 CCLS

Compelling Question: Why is non-violent protest effective?

Supporting Question 1: How did legal and social challenges to racial segregation in the 1950's lead to important civil rights reforms in the 1960's?

Activities

-Formative Tasks: 14.1 Outline, 14.2 Outline, 14.3 Outline, CORE Article Outline, Analysis of Brown v. the Board Decision, Analysis of Reactions to Brown v. the Board Decision, Greensboro Sit-In Activity

-Summative: Civil Rights Part One Outline

Supporting Question 2: What made the Montgomery Bus Boycott, the Birmingham Campaign, and the Selma to Montgomery Marches effective?

Activities

Formative Task:

Create a Graphic Organizer, for each event, that looks at the role of various leaders in these events.

Summative:

Content Quiz on Civils Rights Parts 1 and 2

Take-Home Component:

Supporting Question 3: How have other groups used non-violence effectively?

Activities

-Formative Task: 14.4 Outline, Black Lives Matter Activity, Management v. Labor Activity, Women's Rights Activity, Gay Rights Activity

-Summative: Civil Rights Part 3 Outline

Overall Summative Assessment: Design a Civil Rights Monument Project

Unit 5 The Cold War Era

Standards Addressed:

Compelling Question A: Is protest patriotic?

Compelling question B: Can music cause cultural change?

Compelling Question C: Were the suburbs good for America?

Compelling Question D: How should the president foster economic opportunity? (Johnson and Reagan Inquiry)

Unit 6 Ongoing Current Events Unit

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