8th Grade Social Studies

Bring to Class EVERYDAY: Chromebook & Headphones, Good Attitude, and Ability to Listen

Official Grade is in Powerschool

Bell Schedule

My Journey

Jump Start

Grit

What Makes High-Achievers DIFFERENT? | Malcolm Gladwell

7 Psychological Tricks To Make a Good First Impr ession

Pacing Guide

C#1 Foundation

B#1 Amer. Rev.

C#1 American Revolution

B#2 European Colonies

B#1 Geography

C#1 American Goods

B#2 Governmen t

A#1 3 Branches

A#2 Rights

B#3 One Nation

B#4 Jackso n

B#5 Westward

B#1 Symbols

B#6 Civil War

B#7 Civil War

B#8 Reconstruction

D#1 Research

Movie - David.Attenborough.A.Life.on.Our.Planet.[2020] - One man has seen more of the natural world than any other. This unique feature documentary is his witness statement

Movie - 2040 - Practical solutions to environmental concerns are addressed with the hope that the filmmaker's daughter, 21 years old in the year 2040, will face a hopeful future.

STRAND: History Content Standard I:

Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

Benchmark 1-B United States:

Analyze and interpret major eras, events, and individuals from the periods of exploration and colonization through the Civil War and Reconstruction in United States history.

#1 Standard with Test Specifications:

Describe, evaluate, and interpret the economic and political reasons for the American Revolution, to include:

a. attempts to regulate colonial trade through passage of the Tea Act, Stamp Act, and Intolerable Acts; colonists’ reaction to British policy (e.g., boycotts, the Sons of Liberty, petitions, appeals to parliament);

b. the ideas expressed in the Declaration of Independence, including the preamble.

Specifications:

● Political reasons can include Boston Massacre

● Understand the use of propaganda

● Political cartoons may be used as stimulus

#2 Standard with Test Specifications:

Compare and contrast the influence of European countries (e.g., England, France, Holland) on the development of colonies in the new world.

Specifications:

● Compare and contrast between England, France, Holland, and Spain

G8.2-B.1 STRAND: Geography Content Standard II:

Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments

Benchmark 2-B:

Explain the physical and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and their patterns of change.

#1 Standard with Test Specifications:

Describe how individual and cultural characteristics affect perceptions of locales and regions.

Specifications:

● Limit to New England, Middle, and Southern Colonies

Benchmark 3-C

Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government.

#1 Standard with Test Specifications:

Describe political philosophies and concepts of government that became the foundation for the American revolution and the United States government, to include:

c. the social covenant established in the Mayflower Compact.

Specifications:

● Questions are limited to include documents that influenced the Declaration of Independence (i.e., Mayflower Compact, English Bill of Rights, Magna Carta)

Benchmark 4-C

Describe the patterns of trade and exchange in early societies and civilizations and explore the extent of their continuation in today’s world.

#1 Standard with Test Specifications:

Explain how specialization leads to interdependence and describe ways most Americans depend on people in other households, communities, and nations for some of the goods they consume.

Benchmark 1-B United States:

Analyze and interpret major eras, events, and individuals from the periods of exploration and colonization through the Civil War and Reconstruction in United States history.

#2 Standard with Test Specifications:

Describe the aspirations, ideals, and events that served as the foundation for the creation of a new national government, to include:

b. major debates of the constitutional convention and their resolution (e.g., the Federalist Papers), contributions, and roles of major individuals in the writing and ratification of the constitution (e.g., George Washington, James Madison, Alexander Hamilton, Thomas Jefferson, James Monroe, John Jay).

c. struggles over ratification of the constitution and the creation of the Bill of Rights;

Benchmark 3-A

Demonstrate understanding of the structure, functions, and powers of government (local, state, tribal, and national).

#1 Standard with Test Specifications

Explain the structure and functions of the national government as expressed in the United States Constitution, and explain the powers granted to the three branches of government and those reserved to the people, states, and tribes, to include:

f. separation of powers through the development of differing branches.

#2 Standard with Test Specifications:

Identify and describe a citizen's fundamental constitutional rights, to include:

a. freedom of religion, expression, assembly and press.

Benchmark 3-C

Compare political philosophies and concepts of government that became the foundation for the American Revolution and the United States government.

#1 Standard with Test Specifications:

Describe political philosophies and concepts of government that became the foundation for the American revolution and the United States government, to include:

a. ideas of the nature of government and rights of the individuals expressed in the Declaration of Independence with its roots in English philosophers (e.g., John Locke).

Benchmark 1-B United States:

Analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the Civil War and Reconstruction in United States history.

#3 Standard with Test Specifications:

Describe and explain the actions taken to build one nation from thirteen states, to include:

a. precedents established by George Washington (e.g., cabinet, two-term presidency); Alexander Hamilton’s financial plan (e.g., the national bank, payment of debts).

Benchmark 1-B United States:

Analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the Civil War and Reconstruction in United States history.

# 4 Standard with Test Specifications:

Describe the successes and failures of the reforms during the age of Jackson, to include:

b. Indian removal, the Trail of Tears, the Long Walk.

Specifications:

● Analyze the causes leading to the Indian Removal Act

#5 Standard with Test Specifications:

Describe, explain, and analyze the aims and impact of western expansion and the settlement of the United States, to include:

b. comparison of African American and Native American slavery; westward migration of peoples (e.g., Oregon, California, Mormons and the southwest);

c. origins and early history of the women’s movement.

Specifications:

● Identify the significance of the Seneca Falls Conference

● Understand the concept of Manifest Destiny

Benchmark 3-B

Explain the significance of symbols, icons, songs, traditions, and leaders of New Mexico and the United States that exemplify ideals and provide continuity and a sense of unity.

#1 Standard with Test Specifications:

Explain how the development of symbols, songs, traditions, and concepts of leadership reflect American beliefs and principles.

Benchmark 1-B

United States: Analyze and interpret major eras, events and individuals from the periods of exploration and colonization through the Civil War and Reconstruction in United States history.

#6 Standard with Test Specifications:

Explain how sectionalism led to the Civil War, to include:

a. different economies that developed in the north, south, and west; addition of new states to the union and the balance of power in the United States senate (Missouri and 1850 compromises);

b. extension of slavery into the territories (e.g., Dred Scott decision, Kansas-Nebraska Act, Frederick Douglass, John Brown);

c. the presidential election of 1860, Lincoln’s victory, and the South’s secession;

#7 Standard with Test Specifications:

Explain the course and consequences of the Civil War and how it divided people in the United States, to include:

a. contributions and significance of key figures (e.g., Abraham Lincoln, Jefferson Davis, Robert E. Lee, William Tecumseh Sherman, Ulysses S. Grant);

b. major turning points in the Civil War, including Gettysburg; the unique nature of the Civil War (e.g., impact of Americans fighting Americans, high casualties caused by disease and type of warfare, widespread destruction of American property);

c. role of African Americans; purpose and effect of the Emancipation Proclamation

#8 Standard with Test Specifications:

Analyze the character and lasting consequences of Reconstruction, to include:

b. attempts to protect the rights and enhance the opportunities for freedmen by the 13th, 14th, and 15th Amendments to the United States Constitution.

5-8 Benchmark 1-D. Skills:

research historical events and people from a variety of perspectives:

#1 Standard with Test Specifications:

demonstrate understanding and apply problem-solving skills for historical research, to include: use of primary and secondary sources; sequencing, posing questions to be answered by historical inquiry; collecting, interpreting and applying information; gathering and validating materials that present a variety of perspectives.