Middle
School Curriculum
SOCIAL
STUDIES
19307 E Cataldo
(509) 228-5420
Table of Contents
SOCIAL STUDIES
Curriculum
Considerations
..
.A
Social Studies
Frameworks
..B-C
Middle School
Curriculum
..D
FRAMEWORKS
Grade 6
SOCIAL STUDIES
.. 1-8
Grade 7
UNITED STATES HISTORY
. 9-16
Grade 8
GOVERNMENT
17-22
CURRICULUM
CONSIDERATIONS
A
The teaching and learning of social studies is best served by being purposeful and deliberative. Social studies is the exploration of how people interact with their social, cultural, and physical worlds. It enables students to evaluate historical and contemporary issues, understand global relationships, and make connections between past, present, and future. Through the perspectives of history, the interactions of people and places in geography, the lessons of rule of law in civics, and the economies of society, social studies gives students the knowledge and skills they need to participate as responsible and effective citizens in an increasingly complex world.
Assumptions of the
Middle School Framework:
·
Civic
efficacy: The fundamental purpose of
social studies is to develop civic efficacy for a democratic society.
·
Integrative
learning: The study of the social
studies is an integrative process, bringing together the disciplines of
history, geography, civics and economics, as appropriate, to inform a topic of
study. Using reading, writing, listening, and speaking processes to create
meaning and shared understandings of the social studies is essential for
authentic learning. Through the social
studies, students develop meaning and shared understandings
of the social studies is essential for authentic learning. Through the social studies, students develop
the ability to think analytically, logically, and creatively. Students also learn to integrate experience
and knowledge to form reasoned judgments and solve problems in an increasingly
complex world.
·
Construct
knowledge: Students should construct
deep understanding of the social world rather than simply reproducing
information. Social studies learning
must be authentic to the students life experiences and have application to the
world in which they live.
·
Meeting
the needs of all learners: Active learning is essential for
culturally diverse classrooms and students with varying academic skills. Moreover, building meaningful social
relationships and skills for civic discourse and cooperative learning enable
students from diverse backgrounds to work together in meaningful
relationships. The social studies should
enable students to view concepts, issues, events, and themes from the
perspectives of diverse ethnic and cultural groups.
B
· Guiding questions: Guiding questions in the framework provide a focus of study to develop conceptual understandings from the Essential Academic Learning Requirements. Students then express their understanding through writing, speaking, the arts, integrative projects, and other forms appropriate to the top of study.
· Depth of study: A focus on a few topics of study at each grade level allows for in-depth development of a topic and allows for teachers to introduce other topics of study to address specific needs and interests of the particular classroom and local district.
· Interactive: The purpose of the framework is to encourage substantive development of conceptual understandings revisited from one grade level to another from varying perspectives. For example, understanding rights and responsibilities as a citizen in a democratic society is presented from the perspective of respect for others within the topic of family to how citizens can make a difference as members of a community. Understanding of these concepts is revisited at fifth grade as students relate theses concepts to the founding of our nation.
C
Middle School Curriculum
Grade 6 WORLD STUDIES
Pre-History to 600
River Civilizations
Ancient
Ancient Greece/Rome
Islamic Civilization
Grade 7 UNITED STATES HISTORY 1400-1800
Meso
Exploration
Revolution
Constitution
New Nation
Expansion/Reform
Grade 8
Civil War
Industrialization
All courses will address the Washington State EALRs.
(Geography, History, Civics, and Economics)
D
|
Sixth Grade World
History (Pre-History to 600) |
|
|
How did the physical
geography contribute to the political, economic, and cultural development of
a particular civilization? What stimulated the
movement of goods, people, and ideas? How did religion and
government exercise authority over the people? How and why did the
rule of law develop in ancient civilizations? What contributions did ancient civilizations make, past and present? |
|
|
River Civilizations: Mesopotamia, Egypt, Kush
|
EALRs |
|
Geography G3.2.2a
Explain how the physical environment impacts how and where people live and
work (Human/Environment Interaction, Region, Place, Movement) G3.1.2a
Analyze the different ways people use the environment, identify the
consequences of use, and consider possible alternatives Economics E3.2.2b Understand that money as a medium of exchange serves as a temporary store of value E3.2.2c
Describe how money facilitates transactions by decreasing costs E2.1.2a
Understand that when trade occurs, people benefit and have a broader range of
choices Civics and History C2.3.2a
Explain how various forms of government have different effects on the lives
of people H2.2.2
Interpret how changing technologies have shaped ideas and attitudes and
analyze the impact of ideas and technological development on society and
culture WH
1.2.2 Compare and contrast elements of culture (e.g., society and government,
economy, technology, arts, ideas and beliefs, in the following contexts: River Civilizations) |
-4-
|
Sixth Grade World
History (Pre-History to 600) |
|
|
How did the physical
geography contribute to the political, economic, and cultural development of
a particular civilization? What stimulated the
movement of goods, people, and ideas? What type of
government developed and what authority did it exercise over the daily lives
of the people? What contributions did this civilization make, past and present? |
|
|
Ancient China |
EALRs |
|
·
Describe the
impact of physical geography on the development of China and its culture ·
Explain the
economic and cultural effects of silk road trade ·
Describe the
government and bureaucracy that developed in China and its impact on the
lives of the people ·
Summarize
Chinas contributions in the arts, literature, and science · Describe how Chinese philosophy reflected its culture |
Geography G3.2.2a Explain how the
physical environment impacts how and where people live and work Economics E2.1.2c Understand that
when trade occurs internationally, many people in each country benefit and
have a broader range of choices Civics C2.3.2b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people History H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes; analyze the impact of
ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture (e.g., society and government, economy,
technology, arts, ideas and beliefs, in the following context: Ancient China |
-5-
|
Sixth Grade World History (Pre-History to 600) |
|
|
How did the physical geography contribute to the political, economic, and cultural development of each of these civilizations? What contributions
were made by the Greek and Roman civilizations? What stimulated the
movement of goods, people, and ideas? How were the
governments structured and how did they exercise authority? |
|
|
Greece and Rome |
EALRs |
|
·
Examine the
role of physical geography in the growth and development of Greece ·
Analyze the
expansion of Greek language and culture and their impact on neighboring
peoples ·
Explain how
physical geography affected the growth and development of Roman civilization ·
Describe the
experiences of different groups in Roman society during the Roman Empire ·
Create a
timeline to illustrate major events in the history of the Greek civilization ·
Illustrate the
contributions of Greek civilization in the arts, literature, government,
science, and philosophy ·
Describe the
factors that enabled Rome to expand and dominate and what ultimately led to
its demise ·
Identify the
ideas and other aspects of culture the Romans borrowed from the Greeks ·
Analyze the
importance of trade in the Greek Empire ·
Describe how
the elaborate system of Roman roads influenced trade and culture ·
Examine the
important aspects of Greek democracy and their influence then and now ·
Analyze the
structure and principles of the Roman Republic and why it did not last |
Geography G3.2.2a Explain how the
physical environment impacts how and where people live and work G3.3.2a Identify the main
groups and subcultures that exist within large societies and the ways they
interact G3.3.2c Identify how people
develop their understanding of culture through the exchange of ideas, art,
music, natural resources, and goods and services Civics and
Economics C2.3.2b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people E2.1.2c Understand that
when trade occurs internationally, many people in each country benefit and
have a broader range of choices History H1.1.2a Group events and
individuals by broadly defined historical eras and develop related timelines H1.3.2 Examine the
development of different cultures in world history H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes; analyze the impact of
ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture (e.g., society and government, economy,
technology, arts, ideas and beliefs) in the following contexts: Greece and Rome
|
- 6 -
Grade 6
|
Sixth Grade -
Geography |
|
|
What do maps,
globes, and charts teach us about the world? What are the five
themes of geography? |
|
|
Cartography Maps,
charts, & geographic tools |
EALRs |
|
·
Identify the
purposes of using different map and globe projections ·
Compare and
contrast images from a variety of map and globe projections to determine the
most accurate image ·
Using the seven
elements of a map, create a thematic map using data and symbols that
illustrate patterns of rainfall or vegetation ·
Given specific
data, create a graph depicting agricultural and industrial production of a
region · Use mental maps of nations and regions of the world to describe the relative location of a place or region |
Geography G1.1.2a Use globes, a
variety of map projections, satellite imagery, and Geographic Information
System (GIS) data to interpret information from a spatial perspective.
(Location, Place) G1.1.2b Use data and a
variety of symbols and colors to create thematic maps, mental maps, and
graphs depicting geographic information.
e.g. patterns of population, economic features, rainfall, and
vegetation. (Location, Place, Region) |
- 1 -
|
Sixth Grade -
Geography |
|
|
What are spatial
patterns and how are they created? What is a region? |
|
|
Spacial Patterns and Regions |
EALRs |
|
·
Identify on a
map or globe the specific location of places or events using the geographic
grid of latitude and longitude ·
Identify on a
map or globe specific types of regions including physical, cultural, and
economic ·
Create a map
that locates physical and political features of a major cultural or political
region. Include the 7 elements of a
map ·
Create a map
that demonstrates the growth of a city over time and its spatial organization ·
Analyze how
agriculture impacts the human and physical environment ·
Explain the
impact of transportation corridors such as rivers, roads, railroads, etc., on
the development of cities ·
Compare and
contrast the physical characteristics of two regions · Analyze and explain patterns of land use in urban, suburban, and rural areas and describe the effects of these uses |
Geography G1.2.2a Locate physical and
human features and events on maps and globes. (e.g., location of cultural
regions, large urban areas, now and in the past, and major land forms and
climate regions. (Location, Place, Region) G1.2.2b Analyze how human
spatial patterns emerge from natural processes and human activities. (e.g.
tectonic forces, climate, fires, farming, air pollution, transportation,
population and urban development.
(Place, Human/Environment Interaction, Movement) G2.1.2 Use observation,
maps, and globes to identify, compare and contrast the physical
characteristics of places and regions.
(e.g. wildlife, vegetation, climate, natural hazards and waterways) (Location, Region) G2.2.2 Use observation,
maps and other tools to identify and to compare and contrast the patterns humans
make on places and regions. (e.g.
cultural characteristics, population characteristics) |
- 2 -
|
Sixth Grade -
Geography |
|
|
What is culture? What are the
elements of culture? |
|
|
Interaction: People, the Environment, and Culture |
EALRs |
|
·
Examine how the
increase in human population has lead to dwindling supplies of fresh water,
and what problems this may create in the future ·
Illustrate on a
map the deforestation that has taken place in a region over a period of time
and describe its resulting effects on the environment ·
Compare and
contrast the culture that developed in a desert area with one that developed
in a wet area ·
Analyze how the
construction of public works projects can bring about both positive and
negative impacts · Describe the pros and cons of energy production |
Geography G3.1.2a Analyze the
different ways people use the environment, identify the consequences of use
and consider possible alternatives (Human/Environment Interaction, Region) G3.1.2b Explain how the
actions and interactions of human societies affect and are affected by the
environment with regard to air, water, and land issues (Human/Environment
Interaction, Region) G3.2.2a Explain how the
physical environment impacts how and where people live and work G3.2.2b Examine how technology can affect peoples interaction with the environment (Human/Environment Interaction, Region, Movement) |
|
What is meant by
cultural transmission and diffusion? How do they impact
society? |
|
|
Interaction: People, the Environment, and Culture |
EALRs |
|
·
Using the most
recent census data available, list the different ethnic groups within a state
or region and describe the opportunities and difficulties they may encounter ·
Compare and
contrast popular culture between generations, i.e., music, television,
movies, dress, etc., and discuss whether these aspects unify or divide ·
Chart the
cultural elements of a country or region (i.e., society, government, economy,
technology, art, ideas and beliefs, and trade) and analyze the factors that
provide a sense of common identity · Analyze how cultural diffusion and transmission create patterns on the landscape |
Geography G3.3.2a Identify the many
groups and subcultures that exist within large societies and the ways they
interact (Location, Place) G3.3.2b Explain how some
forms of cultural communication contribute to societal cohesion and/or
division (Five Themes) G3.3.2c Identify how people
develop their understandings of culture through the exchange of ideas, art,
music, natural resources, and goods and services G3.3 Examine cultural characteristics, transmission, diffusion, and interaction |
-3-
|
Sixth Grade World
History (600-1600) |
|
|
How did physical geography shape lives and cultures during the time period of 600-1600? How did the movement
of ideas, goods, and people affect cultures? What were the
religious and social systems of this time period and how did they influence
peoples daily lives? What significant
contributions were made that advanced science, technology, and the arts? Who had power and
how was it used? How did the struggle
for power create and resolve conflicts? |
|
|
Islamic
Civilization (600-1600) |
EALRs |
|
·
Explain why
both nomadic and stationary lifestyles developed within Islamic civilization
and describe examples of each ·
Explain the
impact of trade both economically and culturally on the Islamic Empire ·
Examine the
relationship between Islamic religious beliefs and Islamic society ·
Trace the
expansion of the Islamic Empire and the reasons for its expansion ·
Describe the
contributions of the Islamic Empire to science, mathematics, medicine, arts,
literature, trade, and banking ·
Describe the
system of government within the Islamic Empire and the effect of its power in
the lives of its citizens · Describe the treatment of other peoples and beliefs within the Islamic empire |
Geography G3.2.2a Explain how the
physical environment impacts how and where people live and work
(Human/Environment Interaction, Region, Place, Movement) G3.3.2c Identify how people develop their understanding of culture through the exchange of ideas, art, music, natural resources, and good and services Civics and Economics C2.3.1b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people E2.1.2c Understand that
when trade occurs, many people benefit and have a broader range of choices History H2.1.2 Explain the origin
and historical context of major ideas and their impact on societies H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes, and analyze the impact
of ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture in the following context: Islamic Civilization |
- 7 -
|
Sixth Grade World
History (Pre-History to 600) |
|
|
How did physical
geography shape lives and cultures during the time period of 600-1600? What were the
political, religious, and social systems in each civilization and how did
they influence peoples daily lives? What significant
contributions were made in each civilization that advanced science,
technology, and the arts? How did the movement
of ideas, goods, and people affect cultures? |
|
|
African Kingdoms |
EALRs |
|
·
Explain how
physical geography affected the development of each civilization ·
Create a
physical and political map of each civilization using the seven elements of a
map ·
Analyze the
interaction between culture and beliefs found in this civilization ·
Describe the
type of government that developed in this civilization and its effect on the
lives of its citizens ·
Examine the
social systems of each civilization ·
Identify and
describe the achievements of this civilization in science, arts, and
technology ·
Describe the
types of trade that developed in each civilization and explain the effects of
trade on each culture · Describe the ways in which people made a living in this civilization |
Geography G1.2.2a Locate physical and
human features on maps G1.2.2b Analyze how human
spatial patterns emerge from natural processes and human activities G2.1.2 Use observation,
maps, and other tools to identify, compare and contrast the physical
characteristics of places and regions G3.2.2a Explain how the
physical environment impacts how and where people live and work (Place,
Region, Human/Environment Interaction, Movement) G3.3.2c Identify how people
develop their understandings of culture through the exchange of ideas and
goods and services Civics and
Economics C2.3.2b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people E2.1.2c Understand that
when trade occurs internationally, many people in each country benefit and
have a broader range of choices History H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes, and analyze the impact
of ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture in the following contexts: African Kingdoms, Meso-America,
Japan |
-8-
Grade
7
|
Seventh Grade
U.S. History (Exploration) |
|
|
How did physical geography shape lives and cultures during the time period of 600-1600? What was the major
economic system of this time period? What political
system developed and how did it affect daily lives of the people? What were the
religious and social systems of this time period and how did they influence
peoples lives? |
|
|
Europe 600-1600 |
EALRs |
|
·
Explain the
role of physical geography in the eventual development of different nations
within Europe ·
Describe the
impact of the plague and the development of towns and cities ·
Analyze the
development of maps and other navigational aids and their impact, both
positive and negative, on exploration, trade, and cultural diffusion ·
Identify the
components of the feudal system and describe how it affected the lives of
each group within it ·
Compare and contrast
the monarchies that developed in Europe during this time, and their impact in
the lives of their citizens ·
Describe the
political, economic, social, and educational power of the Catholic church
during the Medieval Period ·
Explain the
causes and consequences of the Crusades ·
Identify what
is meant by Humanism and explain how this philosophy affected society during
the Renaissance ·
Compare and
contrast the art of the Medieval Period with that of the Renaissance · Describe the impact of the printing press on learning and the spread of ideas |
Geography G1.2.2b Analyze how human
spatial patterns emerge from natural processes and human development (Place,
Human/Environment Interaction, Movement) G3.2.2a Explain how the
physical environment impacts how and where people live and work G3.2.2b Examine how technology can affect peoples interaction with the environment Civics and
Economics C2.3.1b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people E2.2.2a Explain how
different economies use different methods to produce, distribute, and
exchange goods and services History H2.1.2 Explain the origin
and historical context of major ideas and their impact on societies H2.2.2 Interpret how changing
technologies have shaped ideas and attitudes and analyze the impact of ideas
and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture in the following context: Medieval Europe/Renaissance 600-1600 |
-9-
|
Seventh Grade
U.S. History (Exploration) |
|
|
How did physical
geography shape lives and cultures during the time period of 600-1600? What were the
political, religious, and social systems in each civilization and how did
they influence peoples daily lives? What significant
contributions were made in each civilization that advanced science,
technology, and the arts? How did the movement of ideas, goods, and people affect cultures? |
|
|
Meso-America |
EALRs |
|
·
Explain how
physical geography affected the development of each civilization ·
Create a
physical and political map of each civilization using the seven elements of a
map ·
Analyze the
interaction between culture and beliefs found in this civilization ·
Describe the
type of government that developed in this civilization and its effect on the
lives of its citizens ·
Examine the
social systems of each civilization ·
Identify and
describe the achievements of this civilization in science, arts, and
technology ·
Describe the
types of trade that developed in each civilization and explain the effects of
trade on each culture · Describe the ways in which people made a living in this civilization |
Geography G1.2.2a Locate physical and
human features on maps G1.2.2b Analyze how human
spatial patterns emerge from natural processes and human activities G2.1.2 Use observation,
maps, and other tools to identify, compare and contrast the physical
characteristics of places and regions G3.2.2a Explain how the
physical environment impacts how and where people live and work (Place,
Region, Human/Environment Interaction, Movement) G3.3.2c Identify how people
develop their understandings of culture through the exchange of ideas and
goods and services Civics and
Economics C2.3.2b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people E2.1.2c Understand that
when trade occurs internationally, many people in each country benefit and
have a broader range of choices History H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes, and analyze the impact
of ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture in the following context: Meso-America |
-10-
|
Seventh Grade -
Civics |
|
|
What led to the founding of the United States as a democratic republic? What are the
principles of the Declaration of Independence and the Constitution? What do the
Declaration of Independence and the Constitution reveal about Americans in
the past and present? |
|
|
Founding a
Government |
EALRs |
|
·
Identify the
factors that led to the creation of the Declaration of Independence and its
guiding principles ·
Discuss the
purpose of government and the sources of governmental power according to the
Declaration of Independence and the Constitution ·
Describe the
major issues at the Constitutional Convention and the resulting compromises ·
Compare and
contrast the differing viewpoints of the Federalists and Anti-Federalists and
the resulting compromises · Trace the ideas, principles, and government structures the U.S. Democracy borrowed from other times and cultures |
Geography G3.3.2c Identify how people
develop their understandings of culture through the exchange of ideas (Five
Themes) Civics C1.1.2a Describe the
origins and creation of foundational documents such as the Declaration of
Independence C1.2.2a Explain key
democratic ideals of the U.S. government and discuss their application in
specific situations C2.1.2b Describe how the
state and federal government derives its power from the consent of the
governed through voting, constituent meetings C2.3.2a Describe the purposes of government and how its powers are acquired, used, and justified History H2.1.2 Explain the origin
and historical context of major ideas and their impact on societies |
- 12
|
Seventh Grade -
Civics |
|
|
How is the United
States government structured? How is government
financed? |
|
|
Structure of
Government |
EALRs |
|
·
Describe the
organization, leadership, and powers of the legislative, executive, and
judicial branches of government on the national, state, and local levels ·
Explain how the
U.S. government is organized on a federalist model that includes sharing and
separation of power, and checks and balances on power ·
Describe how
government is financed at the national, state, and local levels · Explain the ways in which government may protect and encourage trade |
Civics C1.3.2a Explain how U.S.
citizens govern through representative government and empower representatives
to make, interpret, and enforce laws to carry out public policy C1.3.2b Explain how the
U.S. government includes concepts of both a democracy and a republic C2.1.2b Describe the
structure of state and federal government, including the legislative,
executive, and judicial branches; federal, state, and local levels, and
political parties C2.2.2 Distinguish among
making, enforcing, and interpreting laws Economics E3.1.2b Explain how
federal, state, and local governments are financed through different types of
taxes and fees E3.1.2c Explain the need to
establish a legal framework to protect and foster voluntary trade |
- 13 -
|
Seventh Grade -
Civics |
|
|
What are the rights
and responsibilities of U.S. citizens? |
|
|
Rights and
Responsibilities |
EALRs |
|
·
Using examples
identify and explain rights guaranteed by the Constitution and its amendments
and their impact on the individual ·
Describe the
relationship between the citizen and elected representatives and how informed
citizens can influence politics ·
Using examples
of different groups of people in American society, identify instances in
which rights were denied and the struggles that ensued to gain their rights ·
Analyze the
tensions that arise between individual liberties and the common good ·
Using examples
of different groups who fought for the right to vote, explain why voting is
both a privilege and a responsibility ·
Critically
analyze a controversial public issue or problem and offer a potential
solution ·
Identify and
describe individuals who have exemplified a commitment to public service |
Civics C1.1.2b Explain specific
rights guaranteed by the Constitution and how these rights are related to
responsibilities C1.2.2b Describe efforts to
reduce differences between democratic ideals and realities C4.1.2a Explain how
responsibility to the common good might conflict with the exercise of
individual rights C4.1.2b Examine why
democracy requires government to protect the rights of citizens and to
promote the common good C4.2.2a Participate in
civic discussions with the aim of solving current problems C4.2.2b Discuss how voting
in a representative democracy is a privilege and a responsibility C4.3.2a Analyze the
influence of a diversity of public opinion on the development of public
policy and decision-making C4.3.2b Describe the relationship between civic responsibility and public service |
- 14
|
Seventh Grade -
Civics |
|
|
What different types of governments have existed and what has been their impact on the lives of people? How does the U.S.
government conduct relations with other nations and international
organizations? |
|
|
Differing Political
Systems and Foreign Policy |
EALRs |
|
·
Using examples,
past and present, compare and contrast differing forms of democratic and
autocratic governments and the impact of these governments on the lives of
their citizens ·
Explain why the
Monroe Doctrine was adopted and how it reflected American foreign policy at
that time ·
Explain why
contemporary foreign policy between the United States and other countries is
so complex due to competing interests, such as trade, human rights, and
environmental policies · Describe the purposes of the United Nations, the WTO, and the NATO Alliance; trace the U.S. relationship and role with each of these organizations |
Civics C2.3.2b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have differing effects on the lives of people C3.1.2a Describe and
explain how national interests affect international relations C3.1.2b Describe U.S. roles
and interests in major international organizations and international political alliances C3.2.2a Define and identify
foreign policy and the factors that influence it C3.2.2b Describe and
explain historical and contemporary examples of U.S. foreign policy C3.2.2c Identify and
describe the roles of international and multinational organizations in
foreign policy |
-15-
|
Seventh Grade
United States History |
|
|
How did the Untied
States become a nation? What problems did
the young nation face? |
|
|
Revolution,
Constitution, and New Nation |
EALRs |
|
·
Identify and
analyze the major issues and experiences that led to the American Revolution ·
Group events
and individuals related to the Revolutionary Era on a timeline ·
Examine cause
and effect to understand the impact of the American Revolution ·
Identify and
analyze the strengths and weaknesses of the Articles of Confederation ·
Analyze the
importance of the War of 1812 as the first test of new nations ability to
survive ·
Describe the
origin of the political parties and their differing viewpoints (Jeffersonian vs Hamiltonian) ·
Graphically
represent the triangle trade and explain the social and economic impacts |
Civics and Economics C2.1.2b
development of
political parties E2.2.2c Identify laws and
values that limit or change what is produced History H1.1.2a Group events and
individuals by broadly defined historical eras and develop related timelines;
compare and contrast different cultural measures of time H1.1.2b Using evidence for
support, identify, analyze, and explain possible causal factors contributing
to given historical events U.S. 1.2.2 Identify and
analyze major issues, people, and events in U.S. history from the Revolution
to 1900 including Revolution, Constitution, and New Nation (1763-1820) H2.1.2 Explain the origin
and historical context of major ideas and their impact on societies |
- 11
|
Seventh Grade
United States History |
|
|
How did the United
States expand and what was the impact of this expansion? What progress was
made toward reforms? |
|
|
Expansion and
Reform |
EALRs |
|
·
Identify and
analyze major issues, people, and events related to American expansion: Louisiana Purchase, Lewis and
Clark Expedition Rails and trails west U.S. treatment of Native Americans Mexican/American Wars-causes and effects ·
Explain the
idea of Manifest Destiny and describe its impact on different groups in
American history ·
Describe the
growing influence of common man under Jacksonian
democracy ·
Examine the
reform movements that develop in the United States, the reasons they developed,
and their results |
Civics C2.1.2b
development of
political parties History H1.1.2b Using evidence for
support, identify, analyze, and explain possible causal factors contributing
to given historical events H2.1.2 Explain the origin
and historical context of major ideas and their impact on societies H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes, and analyze the impact
of ideas and technological developments on society and culture U.S. 1.2.2 Identify and
analyze major issues, people, and events in U.S. history from the Revolution
to 1900 including Expansion and Reform (1801 1861) |
-16-
|
Eighth Grade
Japan & The Pacific Rim |
|
|
How did physical
geography shape lives and cultures during the time period of 600-1600? What were the
political, religious, and social systems in each civilization and how they
influence peoples daily lives? What significant
contributions were made in each civilization that advanced science,
technology, and the arts? How did the movement
of ideas, goods, and people affect cultures? |
|
|
Japan |
EALRs |
|
·
Explain how
physical geography affected the development of each civilization ·
Create a
physical and political map of each civilization using the seven elements of a
map ·
Analyze the
interaction between culture and beliefs found in this civilization ·
Describe the
type of government that developed in this civilization and its effect on the
lives of its citizens ·
Examine the
social systems of each civilization ·
Identify and
describe the achievements of this civilization in science, arts, and
technology ·
Describe the
types of trade that developed in each civilization and explain the effects of
trade on each culture · Describe the ways in which people made a living in this civilization |
Geography G1.2.2a Locate physical and
human features on maps G1.2.2b Analyze how human
spatial patters emerge from natural processes and human activities G2.1.2 Use observation,
maps, and other tools to identify, compare and contrast the physical
characteristics of places and regions G3.2.2a Explain how the
physical environment impacts how and where people live and work (Place,
Region, Human/Environment Interaction, Movement) G3.3.2c Identify how people
develop their understandings of culture through the exchange of ideas and goods
and services Civics and
Economics C2.3.2b Describe a variety
of forms of government C2.3.2c Explain how various
forms of government have different effects on the lives of people E2.1.2c Understand that
when trade occurs internationally, many people in each country benefit and
have a broader range of choices History H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes, and analyze the impact
of ideas and technological developments on society and culture WH1.2.2 Compare and
contrast elements of culture in the following context: Japan |
-20-
|
Eighth Grade
Washington State History & Government |
|
|
How has physical
geography affected the growth and development of the state? How and why did
Washington become a state: What is unique about
the government of Washington State and what priorities does it reflect? What are the key
industries of Washington State, past and present? |
|
|
Emergence of
Washington State (1889-1930) |
EALRs |
|
·
Describe the
relative location and important characteristics of the five regions of
Washington State ·
Identify
different cultural groups in Washington State: why they came, problems they
encountered, and their contributions to our state ·
Compare the
development of Seattle with another major city in Washington; analyze the
factors that encouraged or hindered their growth ·
Debate the pros
and cons of Washington statehood and describe the unique features of the
state constitution (populist influence) ·
Analyze why the
state constitution places such emphasis on education ·
Trace the
development of major industries in Washington State and the factors that
encouraged or discouraged their development ·
Describe the
causes that led various labor organizations to take action and the results of
these actions in the early 20th century |
Geography G2.1.2 Use observation,
maps, and other tools to identify, compare, and contrast the physical
characteristics of places and regions (e.g., wildlife, vegetation, climate,
natural hazards, and waterways) (Location, Region, Place) G3.2.2a Explain how the
physical environment impacts how and where people live and work G3.3.2a Identify the many
groups and subcultures that exist within large societies and the ways they
interact Civics and Economics C2.1.2b Describe the
structure of state government: the legislative, executive, and judicial
branches, local government and political parties C2.2.2a Describe how the
state
.derives its power from the consent of the governed through voting,
constituent meetings E1.2.2a Give examples of
natural resources, (labor, tools, and machines) and entrepreneurship E1.2.2c Give an example of
specialization in the production process E2.4.2b Describe ways that
labor organizations negotiate with employers E2.4.2c Analyze how an
investment in education will result in increased productivity History H1.3.2 Examine the
development of different cultures in Washington State |
-21-
Grade 8
|
Eighth Grade
Washington State History |
|
|
How have the people
of Washington State responded to adversity? |
|
|
The Great
Depression and World War II |
EALRs |
|
·
Using the most
recent census data available, list the different ethnic groups within a state
or region and describe the opportunities and difficulties they may encounter ·
Compare and
contrast popular culture between generations, i.e., music, television,
movies, dress, etc., and discuss whether these aspects unify or divide · Chart the cultural elements of a country or region (i.e., society, government, economy, technology, art, ideas and beliefs, and trade) and analyze the factors that provide a sense of common identity · Analyze how cultural diffusion and transmission create patterns on the landscape |
Geography G3.3.2a Identify the many
groups and subcultures that exist within large societies and the ways they
interact (Location, Place) G3.3.2b Explain how some
forms of cultural communication contribute to societal cohesion and/or
division (Five Themes) G3.3.2c Identify how people
develop their understandings of culture through the exchange of ideas, art,
music, natural resources, and goods and services G3.3 Examine cultural characteristics, transmission, diffusion, and interaction |
-17-
|
Eighth Grade
Washington State History |
|
|
What significant
changes occurred in Washington State in the post-World War II era? |
|
|
Post-World War II: Domestic,
Political, Social and Economic Issues |
EALRs |
|
·
Describe the
growth of suburbs in Washington State and their impact on peoples lives and
the environment ·
Analyze the
effects of the Cold War, the Korean conflict, and the Vietnam conflict on
Washington State ·
Describe the
causes and effects of the Boldt Decision and how it
has served as a precedent for other legal/environmental dilemmas ·
Examine the
struggle for civil rights during the post-war period, especially gender and
racial equality ·
Analyze why the
economy of Washington State has gone through several cycles of boom and bust |
Geography G3.1.2a Analyze the
different ways that people use the environment, identify the consequences of
use, and consider possible alternatives Civics and Economics C1.2.2b Describe efforts to
reduce differences between democratic ideals and realities E1.1.2a Provide examples of
how groups and individuals faced scarcity and made choices E2.2.2c Identify laws and
values that limit or change what is produced History H1.1.2b Using evidence for
support, identify, analyze, and explain possible causal factors contributing
to given historical events H1.3.2 Examine the
development of different cultures in Washington State WH1.2.2 Identify and
analyze past and present interaction: post-World War II domestic, political,
social, and economic issues (1945-1980) |
-18-
|
Eighth Grade
Washington State History |
|
|
How has physical
geography affected the growth and development of the state? What problem does
our state face today? |
|
|
Contemporary
Washington State (1980-Present) |
EALRs |
|
·
Compare and
contrast the eastern and western parts of Washington State as to economic,
political, and cultural factors in the present ·
Chart and
analyze the demographic changes of Washington State from 1889 to the present ·
Describe the
effects of increasing population and urbanization in contemporary Washington
State ·
Discuss energy
needs versus environmental needs in contemporary Washington State ·
Debate the
state land management act; private land ownership versus land conservation ·
Compare and
contrast Washington State with other Pacific Rim countries with regard to
location, trade, and culture ·
|
Geography G1.2.2b Analyze how human
spatial patterns emerge from natural processes and human activities G2.3.2 Examine the Pacific
Northwest as part of the Pacific Rim region and describe similarities and
differences among Pacific Rim countries with regard to oceans, landforms,
trade, and culture (Five themes) G3.1.2a Analyze the
different ways people use the environment, identify the consequences of use,
and consider possible alternatives (Human/Environment Interaction, Region) G3.1.2b Explain how the
actions and interactions of human societies affect and are affected by the
environment with regard to air, water, and land issues G3.3.2a Identify the many groups and subcultures that exist within large societies and the ways they interact Civics and Economics C4.1.2a Explain how
responsibility to the common good might conflict with the exercise of
individual rights E2.1.2c Understand how
private ownership and property rights vary in different economies E2.2.2b Understand how
private ownership and property rights vary in different economies E2.2.2c Identify laws and
values that limit or change what is produced History WA1.2.2 Identify and
analyze past and present interactions in Contemporary Washington
(1980-Present) |
-19-
|
Eighth Grade
United States History |
|
|
What caused the U.S.
to split apart and what were the results of this conflict? |
|
|
Civil War and
Reconstruction |
EALRs |
|
·
Analyze the
origins of slavery in the Americas and its impact on the first 100 years of
the American nation ·
Explain the
origins and impacts of the abolitionist and suffragist movements in America ·
Trace the
impact of the cotton gin, describing the ways it influenced society and
economy ·
Analyze the
social, political, and economic causes and effects of the Civil War ·
Provide
examples of ways citizens and governments dealt with scarcity during the
Civil War ·
Compare and
contrast competing plans for Reconstruction and the resulting impact on black
Americans and the south |
Economics E1.1.2a Provide examples of
how groups and individuals face scarcity and make choices History H1.1.2b Using evidence for
support, identify, analyze, and explain possible causal factors contributing
to given historical events H2.1.2 Explain the origin
and historical context of major ideas and their impact on societies H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes and analyze the impact
on society and culture U.S. 1.2.2 Identify and analyze major issues, people, and events in U.S. history |
-22-
|
Eighth Grade
United States History |
|
|
How did
industrialization, immigration, and urbanization affect the United States to
1900? |
|
|
Industrialization,
Immigration, and the urbanization |
EALRs |
|
·
Trace the
development of the Industrial Revolution in manufacturing, communication, and
transportation; explain the effects of these changes on the U.S. economy and
society ·
Identify the
factors that led so many immigrants to the U.S.; describe the opportunities
and problems they faced ·
Explain what is
meant by capitalism, including its essential components ·
Diagram the
circular flow of labor, goods, and services between households and businesses ·
Give examples
of how the combination of natural resources, labor, capital, and
entrepreneurship created huge industrial empires in the late 1800s ·
Analyze the
impact of the assembly line on American industry and society ·
Identify
products and inventions that illustrate the concept of supply and demand in
the latter part of the 19th century ·
Explain how
large monopolies formed and their impact on competition and the consumer ·
Examine the
relationship between immigration, industrialization, and the tremendous
growth of cities in the United States ·
Analyze the gap
between the rich and the poor under laissez-faire capitalism in the late
1800s ·
Compare and
contrast two major cities of that time period and the impacts of
urbanization, both positive and negative |
Geography G3.1.2b Explain how the
actions and interactions of human societies affect and are affected by the
environment with regard to air, water, and land issues G3.2.2b Examine how
technology can affect peoples interaction with the environment Economics E1.1.2b Analyze how
resources are utilized and distributed under different economic systems E1.2.2a Give examples of
natural resources, labor, capital, and entrepreneurship E1.2.2c Give an example of
specialization in the production process E2.1.2b Describe circular
flow where households sell labor and buy goods and businesses sell goods and
services and buy laborE2.2.2b Understand why private ownership and property
rights are important to market economies E2.3.2a Explain how prices,
costs, substitutes, advertising, tastes, and values interact with supply and
demand E2.3.2b Understand that
markets are inter-related; changes in the price of one good or service can
lead to changes in prices of many other goods and services E2.3.2c Demonstrate how the
number of buyers and sellers in a market influence competition History H1.1.2b Using evidence for
support, identify, analyze, and explain possible causal factors contributing
to given historical events H2.2.2 Interpret how
changing technologies have shaped ideas and attitudes, and analyze the impact
of ideas and technological developments on society and culture US1.2.2 Identify and analyze major issues, people, and events in U.S. History from the Revolution to 1900 |
-23-