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Chester Township Public Schools |
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Social Studies |
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Social Studies - Eighth Grade |
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Revolutionary War: Relations/Countries
The learner will be able to
comprehend how relationships with European countries, such as France and/or Spain, affected the outcome of the Revolution. (6.1, 6.2) Activities/Evaluation Discuss the factors that caused European nations to become involved with the American Revolution. List the European countries that were involved in the American Revolution and state the reason for their involvement.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Revolutionary War |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Revolutionary War: Affect/Other Nations
The learner will be able to
explain how the American Revolution affected other nations emphasizing the impact and influence of the American Revolution on the French Revolution. (6.2) Activities/Evaluation Discuss the effects of the American Revolution on other nations especially England and France.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Revolutionary War |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Revolutionary War: People/Impact
The learner will be able to
understand how the Revolution impacted people's lives in America from political, social and economic perspectives. ( 6.1, 6.2, 6.6) Activities/Evaluation List the social, political and economic changes that were the immediate result of American Revolution. Create a poster that depicts the changes brought about by the American Revolution.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Revolutionary War |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Revolutionary War: Articles/Arguments
The learner will be able to
analyze arguments for and against the Articles of Confederation. (6.1) Activities/Evaluation List the arguments for and against the Articles of Confederation. Debate the Articles of Confederation in terms of providing an efficient government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Revolutionary War |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Revolutionary War: Continental Congress
The learner will be able to
evaluate the accomplishments and failures of the Continental Congress. (6.1) Activities/Evaluation Debate the accomplishments of the Continental Congress as an expression of political freedom. List the accomplishments of the Continental Congress.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Revolutionary War |
Evaluation |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Figures: Compare
The learner will be able to
identify similarities between historical figures and identify them with political, social and economic themes of American History. (6.2) Activities/Evaluation Write a brief biographical sketch of a major figure that has made a contribution to America identifying how this person contributed to change over time. Create a poster that depicts various points of view on a given theme illustrating how people can reasonable differ on an issue.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Historical Figures |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Figures: Evaluate
The learner will be able to
evaluate the importance of historical figures and their activities emphasizing how individual personalities make a difference. (6.2) Activities/Evaluation List the accomplishments of major figures in American History and identify the significance of their accomplishments. Debate a given controversy in American History citing the position of key opponents in the controversy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Historical Figures |
Evaluation |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Documents: Emancipation Proclamation
The learner will be able to
analyze the importance of the Emancipation Proclamation and create a historical link to the 13th, 14th and 15th Amendments to the Constitution. (6.1, 6.2) Activities/Evaluation Discuss the importance of the Emancipation Proclamation for slave in the South. Debate why the Emancipation Proclamation did not include all slave living in the North. Discuss the historical link of the Emancipation Proclamation and the 13th, 14th and 15th Amendments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Historical Documents |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Documents: Effects
The learner will be able to
analyze the effects of US historical documents especially the Declaration of Independence and the Constitution of the United States. (6.1) Activities/Evaluation Discuss the impact of historical documents that have impact on the social, political and cultural and geographical development of the United States. Develop a poster that depicts the major changes that helped to form the United States connecting these changes with appropriate historical documents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Historical Documents |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Colonial America: Proclamation of 1763
The learner will be able to
analyze how the colonists responded to the Proclamation of 1763. (6.2) Activities/Evaluation Discuss the provisions of the Proclamation of 1763 and explain how these provisions impacted on the life of the colonists. Design a poster that depicts the provision and restrictions of the Proclamation of 1763.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Colonial America |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Colonial America: Stamp Act
The learner will be able to
analyze how the colonists responded to the Stamp Act. (6.2) Activities/Evaluation Discuss the provisions of the Stamp Act with particular emphasis on how the Stamp Act impacted on lawyers and businesses. Draft a protest letter focusing on the Stamp Act.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Colonial America |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Slavery: Cotton Gin
The learner will be able to
demonstrate an understanding of how the cotton gin affected slavery in the early 19th century. (6.2, 6.4) Activities/Evaluation Discuss the impact of the cotton gin on slavery. Discuss the irony that the cotton gin increased the need for slaves in America by reducing the labor intensive work of picking seeds out of cotton while increasing the demand.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slavery |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Slavery: Demand/Increased
The learner will be able to
describe how the cotton gin and new expansions in the South and West increased the demand for slaves. (6.2, 6.3, 6.6) Activities/Evaluation Write an essay that discusses the impact of the cotton gin on western expansion. Design an advertisement for western expansion featuring the availability of land and the potential for profit due to the cotton gin.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slavery |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Slavery: Escape
The learner will be able to
show an awareness of the experiences of escaped slaves. (6.2) Activities/Evaluation Write a page in the diary of an escaped slave feature one typical experience. Create a poster that depicts the difficulties associated with the experience of escaping from slavery.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slavery |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Slavery: Underground Railroad
The learner will be able to
understand the significance of the Underground Railroad. (6.2) Activities/Evaluation Develop a newspaper that discusses various issues associated with the Underground Railroad. List the problems associated with the Underground Railroad.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slavery |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Slavery: Nat Turner's Rebellion
The learner will be able to
understand the significance of Nat Turner's Rebellion. (6.2) Activities/Evaluation Discuss the change in attitude that was evident in Virginia as a result of Nat Turner's Rebellion. Discuss and describe Nat Turner's Rebellion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slavery |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Slavery: Abolitionists
The learner will be able to
recognize the goal of Abolitionists. (6.2) Activities/Evaluation Discuss and develop a "To Do" list for an abolitionist. Develop a strategic plan that would reflect the goals of the abolitionist.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slavery |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Slavery: Emancipation Proclamation
The learner will be able to
understand the significance of the Emancipation Proclamation of 1863 and discuss psychological effects upon slaves living in states not in rebellion with the United States. (6.1, 6.2, 6.3) Activities/Evaluation Design a poster that depicts the significance of the Emancipation Proclamation. Discuss the impact of the Emancipation Proclamation on the South and contrast this impact to the North.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Slavery |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Constitutional Convention: Causes
The learner will be able to
analyze the reasons for holding the Constitutional Convention. (6.1) Activities/Evaluation Discuss and list the reasons for a Constitutional Convention. Conduct a model Constitutional Convention that simulates the positions presented in the Constitutional Convention.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Constitutional Convention |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Constitutional Convention: Issues/Ideas
The learner will be able to
identify the issues and ideas discussed at the Constitutional Convention. (6.1) Activities/Evaluation List the issues and ideas that were discussed at the Constitutional Convention. Discuss of debate the merits of the issues associated with the Constitutional Convention. Write a position paper related to the Constitutional Convention.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Constitutional Convention |
Knowledge |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Territorial: Lewis/Clark
The learner will be able to
define the significance of the Lewis and Clark expedition. (6.2, 6.7) Activities/Evaluation Discuss the Lewis and Clark expedition as a prologue to western expansion. Write a brief biography of Lewis or Clark.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expansion: Territorial |
Knowledge |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Territorial: Cause/Effect
The learner will be able to
identify the cause and effect of territorial expansion in the United States. (6.4, 6.7) Activities/Evaluation List the causes and effects of territorial expansion in the United States. Discuss the problems and benefits of territorial expansion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expansion: Territorial |
Application |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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War of 1812: Understand
The learner will be able to
demonstrate an understanding of the War of 1812.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| War of 1812 |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Louisiana Purchase: Affect/Cultural
The learner will be able to
recognize the cultural effects of the Louisiana Purchase. (6.2) Activities/Evaluation Discuss the cultural impact of the Louisiana Purchase as new territory is added. Draw a map of the Louisiana Purchase indicating the French presence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Louisiana Purchase |
Knowledge |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Louisiana Purchase: Affect/Political
The learner will be able to
recognize the political effects of the Louisiana Purchase noting in particular our relationship with France and Spain. (6.2) Activities/Evaluation Discuss the Louisiana Purchase from a political point of view and list the political consequences of the Louisiana Purchase.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Louisiana Purchase |
Knowledge |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Relations: Strategies
The learner will be able to
evaluate the strategies of the Native Americans, including accommodation, revitalization, and resistance and place this in context with unfolding of American History. (6.2, 6.4) Activities/Evaluation Discuss the relationship of Native Americans with European settlers and the western expansion paying particular attention to the impact on Native Americans. Discuss problems of the Native Americans in terms of justice rendered.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Indigenous People: Relations |
Evaluation |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Industrial Revolution: Factory/Workers
The learner will be able to
analyze how factories altered the worker's environment and altered the environment. (6.2) Activities/Evaluation Discuss the social and environmental impact of factories. List the problems associated with the development of factories. Discuss the advantages of factories.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Industrial Revolution |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Industrial Revolution: Leaders
The learner will be able to
evaluate the careers of business leaders during the Industrial Revolution.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Industrial Revolution |
Evaluation |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Industrial Revolution: Analyze
The learner will be able to
analyze America's response to the Industrial Revolution and the impact on America. (6.2) Activities/Evaluation Create a timeline that depicts the impact of the Industrial Revolution on America. List the ways that America responded to the Industrial Revolution. Debate an environmental issue closely related to the Industrial Revolution.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Industrial Revolution |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Industrial Revolution: Factory
The learner will be able to
analyze how the factory system, established during the Industrial Revolution, affected gender roles and the family. (6.2) Activities/Evaluation Develop a poster that indicates the changes in gender roles and the family as a result of the Industrial Revolution. Discuss the impact of the Industrial Revolution on the family.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Industrial Revolution |
Analysis |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Antebellum Era: Women's Reform
The learner will be able to
understand the influence of women's roles in the reform movements during the antebellum era with a particular reference to voting rights. (6.2) Activities/Evaluation Identify and list the key figures who played a major role in the reform movements during the antebellum era. Discuss the reform movement and the drive towards voting rights.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Antebellum Era |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Antebellum Era: Abolitionist Movement
The learner will be able to
comprehend key elements of the abolitionist movement during the antebellum era. (6.2) Activities/Evaluation Discuss and list the key elements of the abolitionist movement prior to the Civil War. Design a poster that depicts the activities of the abolitionists in the antebellum era.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Antebellum Era |
Comprehension |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Civil War: Cause/Primary
The learner will be able to
identify slavery as the primary cause of the Civil War. (6.2) Activities/Evaluation List the causes of the Civil War. Present a list of grievances as articulated by the South. Discuss regional differences and how these differences were reflected in the causes of the Civil War.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Civil War |
Knowledge |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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Civil War: Women's Roles/Compare
The learner will be able to
compare and contrast the roles of women, both on the homefront and battlefront, in the Union and the Confederacy. (6.2) Activities/Evaluation List the roles that women played on the homefront and battlefront during the Civil War. Discuss the contributions of women to the war effort.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Civil War |
Application |
Master |
Tudor Foundation Core Curriculum, September 1998, Eighth Grade |
Classroom
Home
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