Poyen School
Poyen School Curriculum K - 12 2007-2008

Social Studies - 8th Grade American History


Strand 1: Time Continuity and Change

    Content Standard 1
The learner will be able to students will demonstrate an understanding of the chronology and concepts of history and explain historical relationships.
Strand Bloom's Scope Hours Source
Time Continuity and Change Master 1.0 AR SS Curriculum Framework
  
    Analyze Cause/Effect of Historical Event
The learner will be able to use chronological order to explain the cause and effect of events throughout history. Students will summarize a sequence or imiportant historical events.
Strand Bloom's Scope Hours Source
Time Continuity and Change Comprehension, Application, Analysis Master 1.0 AR SS Curriculum Framework TCC.1.1
Instructional Resources
- The American Republic to 1877, Section 1.1, pages 16 - 19 [Textbook].  Organize class into groups. Create a wall mural illustrating the scientific theory of migration of the early people of America.
- The American Republic to 1877, Section 1.2; pages 22 - 26 [Textbook].  Students choose one of the early civilizations of America. Write a short description of what life would be like if that civilization thrived today.
- The American Republic to 1877, Section 2.1, pages 38 - 42 [Textbook].  Students write a TV script for a show about European exploration.
- The American Republic to 1877, Section 2.4; pages 58 - 62 [Textbook].  Discuss trade and barter. Students brainstorm items in demand today that could easily be traded. Decide if these items could have been traded in the past.
- The American Republic to 1877, Section 3.2; pages 76-80 [Textbook].  Students briefly describe the Mayflower Compact, the colonial legislature, and the Fundamental Orders of Connecticut. How are these three important steps to democracy.
- The American Republic to 1877, Section 5.4, pages 147 - 151 [Textbook].  View the musical 1776. After viewing, students explain in short essay how hearing the story of the Declaration of Independence affected their understanding of revolutionary events.
  
    Analyze Events in History
The learner will be able to analyze how past decisions and events affect subsequent decisions or events throughout the world. Students will formulate and determine the cause and effect relationship among historical events, themes, and concepts in US and Arkansas history.
Strand Bloom's Scope Hours Source
Time Continuity and Change Analysis Master 1.0 AR SS Curriculum Framework TCC.1.2
Instructional Resources
- The American Republic to 1877, section 2.3, pages 51 - 55 [Textbook].  Students work in pairs to create a graphic organizer with the following information: conquistador's name, areas explored, motivation for exploration, and treatement of Native American groups. Students categorize the motives as Gold, Glory or God. Draw a conclusion about the primary motivation for exploration.
- The American Republic to 1877, Section 3.1, pages 70-73 [Textbook].  Students name ways in which Jamestown left its mark on American society.
- The American Republic to 1877, Section 8.2, pages 263-266 [Textbook].  Create a diagram
- The American Republic to 1877, Section 9.1, pages 278-281 [Textbook].  Create an illustrated booklet
- The American Republic to 1877, Section 9.3, pages 288-294 [Textbook].  Organize a campaign
- The American Republic to 1877, Section 9.4, pages 296-300 [Textbook].  Create a mural showing the events of the War of 1812
- The American Republic to 1877, Section 10.2, pages 314-319 [Textbook].  Students do library research
  
    Mental Mapping
The learner will be able to use the process of mental mapping to understand spatial relationships and to locate places on maps. Students will draw or create a map of a geographic region using only their memory as a resource.
Strand Bloom's Scope Hours Source
Time Continuity and Change Application Master 1.0 AR SS Curriculum Framework TCC 1.3
Instructional Resources
- The American Republic to 1877, section 18.3, pages 540- 545 [Textbook].  Students write letters; students present a lesson based on teh game of monopoly
  
    Compare/Contrast Conflicts
The learner will be able to compare and contrast the causes and consequences of conflict within the state, the nation, and the world. Students will analyze the causes and results of conflicts.
Strand Bloom's Scope Hours Source
Time Continuity and Change Application, Analysis Master 1.0 AR SS Curriculum Framework TCC.1.4
Instructional Resources
- The American Republic to 1877, Section 6.2; pages 172-176 [Textbook].  Create a problem/solution chart on the American Revolution
- The American Republic to 1877, Section 6.3, pages 177 - 182 [Textbook].  Create a battle chart
- The American Republic to 1877, Section 8.2, pages 263 - 266 [Textbook].  Invent a matching game
- The American Republic to 1877, section 9.3; pages 288 - 294 [Textbook].  Interpret information from physical maps
  
    Content Standard 2
The learner will be able to demonstrate an understanding of how ideas, events, and conditions bring about change.
Strand Bloom's Scope Hours Source
Time Continuity and Change Comprehension, Application Master 1.0 AR SS Curriculum Framework
  
    Understand Continuity and Change
The learner will be able to demonstrate an undersanding of continuity and change in the state, nation, and world. Students will demonstrate through writing their understanding of continuity and change in the state, nation, and world.
Strand Bloom's Scope Hours Source
Time Continuity and Change Comprehension, Application Master 1.0 AR SS Curriculum Framework TCC.2.1
Instructional Resources
- The American Republic to 1877, section 1.3; pages 28 - 33 [Textbook].  Create a chart of all Native North American groups
- The American Republic to 1877, section 2.1; pages 38 - 42 [Textbook].  Design a book jacket for Marco Polo's book Travels
- The American Republic to 1877, Section 2.4; pages 58 - 62 [Textbook].  Create a Push and Pull Factors chart
- The American Republic to 1877, Section 3.2; pages 76 - 80 [Textbook].  Draw a map
- The American Republic to 1877, Section 4.1; pages 100 - 106 [Textbook].  Create displays of villages
- The American Republic to 1877, Section 4.3; pages 116 - 119 [Textbook].  Prepare group reports
- The American Republic to 1877, Section 4.4; pages 121 - 125 [Textbook].  Design a commemorative plaque
  
    Investigate Cultural Effects on Society
The learner will be able to investigate how political events, technological changes, and cultural diffusion have affected and been affected by literature, language, and the arts. Students will demonstrate how the arts and communication changes have affected and been affected by social and political changes.
Strand Bloom's Scope Hours Source
Time Continuity and Change Application, Analysis Master 1.0 AR SS Curriculum Frameworks TCC.2.2
Instructional Resources
- Activity, Political campaigns [Teaching Strategies].  Follow the political campaigns of the current year through multimedia. After the election, assess the media's effect on the outcome of the election.
  
    Understand Political Ideas
The learner will be able to understand how the foundations of government and United States political ideals as set forth in documents such as the Declaration of Independence, the Constitution, the Bill of Rights, and others have brought about change throughout the world. Students will outline the major provisions of the US Constitution e.g. separation of powers, systems of checks and balances, Bill of Rights and other important documents.
Strand Bloom's Scope Hours Source
Time Continuity and Change Comprehension, Analysis, Evaluation Master 1.0 AR SS Curriculum Frameworks TCC.2.3
Instructional Resources
- The American Republic to 1877, Section 3.1; pages 70 - 73 [Textbook].  Create posters
- The American Republic to 1877, Section 4.2; pages 108 - 113 [Textbook].  Role play
- The American Republic to 1877, Section 5.4; pages 147 - 151 [Textbook].  Debate over wisdom of declaring independence
- The American Republic to 1877, Section 7.1; pages 192 - 198 [Textbook].  Brainstorm words and images
  
    Research/Present Oral Presentation
The learner will be able to use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. Students will use technology to present an original work e.g. skit, documentary, poem, debate, etc. exhibiting an understanding of continuity and change.
Strand Bloom's Scope Hours Source
Time Continuity and Change Application Master 1.0 AR SS Curriculum Frameworks TCC.2.4
Instructional Resources
- The American Republic to 1877, Section 3.1; pages 70 - 73 [Textbook].  Create a radio program
- The American Republic to 1877, section 4.1; pages 100 - 106 [Textbook].  Listen to spirituals
- The American Republic to 1877, Section 4.2; pages 108 - 113 [Textbook].  Produce plays
- The American Republic to 1877, Section 7.2; pages 199 - 205 [Textbook].  Create editorials
- The American Republic to 1877, Section 8.2; pages 263 - 266 [Textbook].  Cite examples
- The American Republic to 1877, Section 9.1; pages 278 - 281 [Textbook].  Create a list of ranking events
  

Strand 2: People, Places, Environments

    Content Standard 1
The learner will be able to students will demonstrate an understanding that people,cultures, and systems are connected and that commonalities and diversities exist among them.
Strand Bloom's Scope Hours Source
People,Places, Environments Master 1.0 AR SS Curriculum Framework
  

People, Places, Environments

    Explore/Predict Human Interactions
The learner will be able to explore and predict the effects of human interactions with their environments and with technology. Students will identify historical examples of human environmental interaction.
Strand Bloom's Scope Hours Source
People,Places, Environments Application Master 1.0 AR SS Curriculum Framework PPE.1.1
Instructional Resources
- The American Republic to 1877, Section 1.3; pages 28 - 33 [Textbook].  Create a diorama
- The American Republic to 1877, Section 6.1; pages 162 - 168 [Textbook].  Draw representations
  
    Examine Influences of Ancient Cultures
The learner will be able to demonstrate an understanding that one's identity is connected to ideas and traditions from the past and from other cultures. Students will research their own family's or an assigned person's genealogy for at least two generations.
Strand Bloom's Scope Hours Source
People,Places, Environments Master 1.0 AR SS Curriculum Framework PPE.1.2
Instructional Resources
- The American Republic to 1877, Section 1.1; pages 16 - 19 [Textbook].  Write a newspaper article
- The American Republic to 1877, section 2.3; pages 51 - 55 [Textbook].  Create a chart
- The American Republic to 1877, Section 9.3; pages 288 - 294 [Textbook].  Write diary entries
- The American Republic to 1877, Section 11.2; pages 341 - 345 [Textbook].  Write a first person narrative
  
    Compare/Contrast Cultures
The learner will be able to compare commonalities and differences in the ways groups, societies, and cultures meet human needs and concerns. Students will explain how diverse cultures became one nation.
Strand Bloom's Scope Hours Source
People,Places, Environments Application, Analysis Master 1.0 AR SS Curriculum Framework PPE.1.3
Instructional Resources
- The American Republic to 1877, Section 6.2; pages 172 - 176 [Textbook].  Describe the living conditions at Valley Forge
- The American Republic to 1877, Section 19.4; pages 579 - 585 [Textbook].  Write an essay
  
    Examine Primary/Secondary Sources
The learner will be able to examine primary and secondary sources and experiences to understand historical and cultural perspectives. 1. Students will explain the purpose, nature, and significance of a primary and/or secondary source. 2. Students will be able to identify ethnic and cultural perspectives missing in an historical account.
Strand Bloom's Scope Hours Source
People,Places, Environments Analysis, Synthesis Master 1.0 AR SS Curriculum Framework PPE.1.4
Instructional Resources
- The American Republic to 1877, Pages 611 - 623 [Textbook].  Read one of the documents and write a summary of its importance in history.
  
    Examine Cultural Interactions/Influences
The learner will be able to explore how language, literature, the arts, architecture, traditions, history, beliefs, values, and behavior contribute to the development, transmission, and diffusion of cultures and ideas. Students will recognize and discuss how tradition, beliefs, values, language, literature, and the arts have contributed to the image of Arkansas and the United States.
Strand Bloom's Scope Hours Source
People,Places, Environments Synthesis, Evaluation Master 1.0 AR SS Curriculum Framework PPE.1.5
Instructional Resources
- The American Republic to 1877, Section 1.3; pages 28 - 33 [Textbook].  Analyze the Columbian Exchange
- The American Republic to 1877, Section 18.3; pages 534 - 539 [Textbook].  Research electrical inventions of our lifetime.
  
    Analyze Historical Data
The learner will be able to use appropriate methods and tools, such as field studies, simulations, interactive technologies, maps, globes, literature and primary sources, to compare cultural perspectives. Students will use the appropriate methods and tools to assess the roles and contributions of ethnic and racial groups.
Strand Bloom's Scope Hours Source
People,Places, Environments Application, Analysis Master 1.0 AR SS Curriculum Framework PPE. 1.6
Instructional Resources
- Activity, compare views [Teaching Strategies].  Read selections from The Red Badge of Courage and Killer Angels and compare the views.
  
    Explain Conflict/Cooperation of Society
The learner will be able to illustrate the relationship between tolerance and cooperation. Students will identify examples of cooperation and conflict and explain ways societies interact to meet their needs e.g. trade/political treaties, revolutions, Cold War.
Strand Bloom's Scope Hours Source
People,Places, Environments Application Master 1.0 AR SS Curriculum Framework PPE.1.7
Instructional Resources
- The American Republic to 1877, Section 4.1; pages 100 - 106 [Textbook].  Draw a diagram of a plantation
- The American Republic to 1877, section 18.1; pages 528 - 533 [Textbook].  Analyze: Were Native Americans granted their rights?
  
    Analyze Cultural Perspectives
The learner will be able to demonstrate an awareness of cultural perspectives. Students will examine and analyze various points of view relating to historical and current events.
Strand Bloom's Scope Hours Source
People,Places, Environments Analysis Master 1.0 AR SS Curriculum Framework PPE. 1.8
Instructional Resources
- The American Republic to 1877, Section 1.3; pages 28 - 33 [Textbook].  Play the Moccasin Game
  
    Content Standard 2
The learner will be able to students will demonstrate an understanding of the significance of physical and cultural characteristics of places and world regions.
Strand Bloom's Scope Hours Source
People,Places, Environments Master 1.0 AR SS Curriculum Framework
  
    Interpret Information/Describe Landforms
The learner will be able to locate and describe varying landforms and geographic features, such as mountains, plateaus, islands, rain forests, deserts, and oceans and explain their relationships within the ecosystems. Students will interpret information and describe landforms by looking at photos, Internet resources, and US historical maps and globes.
Strand Bloom's Scope Hours Source
People,Places, Environments Knowledge, Application Master 1.0 AR SS Curriculum Framework PPE. 2.1
Instructional Resources
- Activity, Outline map [Teaching Strategies].  Using an outline map of Arkansas students will draw all six regions and will identify some of the geographic features in each region.
  
    Identify Processes of Environments
The learner will be able to apply a knowledge of the major processes (e.g, weathering, vulcanism, etc.) shaping natural environments. Students will explain the effects of a physical process or natural disaster e.g. migration of the Sahara, erosion of riverbanks, reshaping of shorelines, Pompeii.
Strand Bloom's Scope Hours Source
People,Places, Environments Application Master 1.0 AR SS Curriculum Framework PPE.2.2
Instructional Resources
- Activity, Geographic features of Arkansas [Teaching Strategies].  Locate and describe the geographic features of Arkansas and examine the impact of those features on people past and present.
  
    Evaluate Modifications of Environment
The learner will be able to analyze how humans have altered and been affected by physical environments in the world's sub-regions. Students will analyze or compare and contrast the consequences of human/environment interaction.
Strand Bloom's Scope Hours Source
People,Places, Environments Analysis, Evaluation Master 1.0 AR SS Curriculum Framework PPE.2.3
Instructional Resources
- The American Republic to 1877, Section 3.2; pages 76 - 80 [Textbook].  Compare and contrast life in the Colonies; New England
- The American Republic to 1877, Section 3.3; pages 82 - 85 [Textbook].  Middle Colonies
- The American Republic to 1877, Section 3.4; pages 86 - 93 [Textbook].  Southern colonies
- The American Republic to 1877, Section 6.4; pages 183 - 187 [Textbook].  Role play a press conference at the end of the Revolutionary War.
- The American Republic to 1877, Section 8.1; pages 258 - 262 [Textbook].  Write a paragraph on a building or monument in Washington DC
  
    Analyze Cultural Patterns/Interactions
The learner will be able to identify and interpret physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural diffusion, values, ideas, and ecosystem changes. 1. Students will compare and contrast human characteristics associated with specific places in the United States e.g. migration, settlement patterns, population density, land use. 2. Students will identify physical features that influenced historical events and describe their effects e. g. Mississippi River and Vicksburg in the Civil War, geography related to Little Big Horn.
Strand Bloom's Scope Hours Source
People,Places, Environments Master 1.0 AR SS Curriculum Framework PPE.2.4
Instructional Resources
- The American Republic to 1877, section 8.3; pages 267 - 272 [Textbook].  create a bulletin board display
- The American Republic to 1877, section 12.1; pages 356 - 360 [Textbook].  Make posters encouraging people to move to Oregon territory.
- The American Republic to 1877, Section 12.4; pages 375 - 378 [Textbook].  Make a bar graph showing California's population in 1848 and 1852
  
    Analyze Cultural/Physical Patterns
The learner will be able to analyze cultural and physical patterns through the five themes of geography: location, place, human-environment interaction, movement, and region. Students will identify ways in which location and physical features generally influence the development of life in a region e.g. bodies of water and mountains from natural barriers.
Strand Bloom's Scope Hours Source
People,Places, Environments Analysis Master 1.0 AR SS Curriculum Framework PPE.2.5
Instructional Resources
- The American Republic to 1877, Section 6.1; pages 169 [Textbook].  Read and interpret a military map
  
    Utilize Mental Mapping
The learner will be able to develop and use a mental map (personal geographic reference). Students will develop a thematic mental map of regions of North America e.g. Colonial Louisiana and Gadsen Purchases, Mexican annexation, etc.
Strand Bloom's Scope Hours Source
People,Places, Environments Application Master 1.0 AR SS Curriculum Framework PPE.2.6
Instructional Resources
- The American Republic to 1877, section 2.2; pages 43 - 49 [Textbook].  Write diary entries
  
    Construct/Interpret Graphs, Charts, Maps
The learner will be able to demonstrate an understanding of the uses of maps and geographic information systems(GIS). Students will use information from maps and other geographic representations, tools, and technologies.
Strand Bloom's Scope Hours Source
People,Places, Environments Comprehension, Application Master 1.0 AR SS Curriculum Framework PPE. 2.7
Instructional Resources
- The American Republic to 1877, section 2.1; pages 38 - 42 [Textbook].  Create a diagram
- The American Republic to 1877, section 2.2; pages 43 - 99 [Textbook].  Create a map of an explorers voyage
- The American Republic to 1877, section 2.4; pages 58 - 62 [Textbook].  Create a diagram
  
    Evaluate Effects of Science/Technology
The learner will be able to evaluate how science and technology change places, regions, movement patterns, and human-environment interaction. Students will discuss and give examples of technological and cultural innovation and change as they relate to human environment interactions.
Strand Bloom's Scope Hours Source
People,Places, Environments Evaluation Master 1.0 AR SS Curriculum Framework PPE.2.8
Instructional Resources
- Activity, Design a poster [Teaching Strategies].  Poster will glorify all of the ways that new technologies of the time, such as the steamship or railroad, can transport emigrants.
  

Strand 3:Production,Distrib.,Consumption

    Content Stardard 1
The learner will be able to students will demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making.
Strand Bloom's Scope Hours Source
Strand 3:Production,Distrib.,Consumption Comprehension Master 1.0 AR SS Curriculum Framework
  

Production,Distribution,and Consumption

    Describe Economic Systems
The learner will be able to describe the various institutions at local, state, and national levels that constitute economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations. 1. Students will explore the historic development of economic systems in the United States. 2. Studens will provide examples of how governmental systems and economic systems are interdependent and interact with each other.
Strand Bloom's Scope Hours Source
Production, Distribution,and Consumption Comprehension Master 1.0 AR SS Curriculum Framework PDC. 1.1
Instructional Resources
- The American Republic to 1877, section 4.3; pages 116 - 119 [Textbook].  Create a diagram and explain the powers the legislature would have under the Albany Plan.
- The American Republic to 1877, Section 4.4; pages 121 - 125 [Textbook].  Prepare a TV news show with live coverage of the Battle of Quebec
- The American Republic to 1877, Section 5.1; pages 132 - 135 [Textbook].  Write a protest against British taxes. Be specific.
  
    Explore/Explain Economic Activity
The learner will be able to explore and explain how changes in areas such as technology, transportation, and communication affect economic activity. 1. Students will explain how new inventions changed productivity levels. 2. Students will explain how technological change is an advance in knowledge leading to new and improved goods and services and better ways of producing them. 3. Students will identify major inventors of hte Industrial Revolution and their impact on the industrial age of the United States.
Strand Bloom's Scope Hours Source
Production, Distribution,and Consumption Comprehension Master 1.0 AR SS Curriculum Framework PDC.1.2
Instructional Resources
- The American Republic to 1877, Section 5.1; pages 132 - 135 [Textbook].  Describe the effects of each of the British Acts
  
    Analyze Scarcity in Societies
The learner will be able to analyze how individuals, governments, and socieites deal with scarcity. Students will identify and analyze critical relationships that exist between and among individuals, social groups and other key societal institutions as they approach the problem of economic scarcity.
Strand Bloom's Scope Hours Source
Production, Distribution,and Consumption Analysis Master 1.0 AR SS Curriculum Framework PDC.1.3
Instructional Resources
- The American Republic to 1877, Section 5.1; pages 132 - 135 [Textbook].  Write a letter to the editor of a colonial newspaper in which you attempt to persuade fellow colonists to boycott British goods.
- The American Republic to 1877, Section 10.1; pages 306 - 311 [Textbook].  Describe the characteristics and benefits of the free enterprise system.
  
    Analyze Choice/Opportunity Cost
The learner will be able to anaylze the roles of choice and opportunity cost in decision making. 1. Students will demonstrate an understanding of the concept of benefit/cost analysis 2. Students will explain how the choices individuals, groups, and governments make have both present and future consequences.
Strand Bloom's Scope Hours Source
Production, Distribution,and Consumption Analysis Master 1.0 AR SS Curriculum Framework PDC. 1.4
  
    Use Tools/Methods/Research Techniques
The learner will be able to demonstrate understanding of scarcity and choice by using appropriate methods, research techniques, and tools, such as field studies,simulations, interactive technologies, charts, maps, graphs, statistics, and primary sources. Students will use appropriate tools to analyze situations involving scarcity to determine the need for choices or what is gained/lost by a decision e.g. tax on tea in Colonial America.
Strand Bloom's Scope Hours Source
Production, Distribution,and Consumption Application Master 1.0 AR SS Curriculum Framework PDC 1.5
Instructional Resources
- The American Republic to 1877, Section 2.1; pages 38 - 42 [Textbook].  Make a chart listing the reasons for exploration
- The American Republic to 1877, section 2.2; pages 43 - 49 [Textbook].  Create a map of an explorers voyage
- The American Republic to 1877, section 4.2; pages 58 - 62 [Textbook].  develop a marketing campaign to promote and exploration journey
- The American Republic to 1877, section 6.1; pages 162 - 168 [Textbook].  Read a military map
  
    Analyze Effects of Resources on Trade
The learner will be able to demonstrate how limited resources necessitate decision-making. 1. Students will compare and contrast prewar economies in the United States in the 18th century. 2. Students will compare the economies of two different time periods.
Strand Bloom's Scope Hours Source
Production, Distribution,and Consumption Master 1.0 AR SS Curriculum Framework PDC. 1.6
Instructional Resources
- The American Republic to 1877, Section 5.1; pages 132 - 135 [Textbook].  Display items that would have been taxed under British law. Pick an item and explain its importance and why the tax on that item is unfair.
  
    Analyze Economic Disparity
The learner will be able to analyze how disparities in power and economic status lead to conflict. Students will create simulations showing how economy and power are interrelated and interdependent.
Strand Bloom's Scope Hours Source
Production, Distribution,and Consumption Analysis Master 1.0 AR SS Currirulum Framework PDC. 1.7
Instructional Resources
- The American Republic to 1877, Section 2.3; pages 51 - 55 [Textbook].  Create a graphic organizer showing the classes in Spain's empire in the America's
- The American Republic to 1877, Section 4.3; pages 116 - 119 [Textbook].  Summarize the rivalry between the British and the French
- The American Republic to 1877, Section 4.4; pages 121- 125 [Textbook].  Guided reading 4.4
- The American Republic to 1877, Section 13.3; apges 397 - 400 [Textbook].  Write a poem pretending you are a slave who has been separated from your family.
  
    Identify/Evaluate Current Events
The learner will be able to identify and evaluate critical current issues related to the use of resources. 1. Students will draw inferences from a map showing national or regional distribution of natural resources. 2. Students will compare and contrast in writing multiple perspectives of current events regarding resourcs.
Strand Bloom's Scope Hours Source
Production, Distribution,and Consumption Evaluation Master 1.0 AR SS Curriculum Framework PDC. 1.8
Instructional Resources
- The American Republic to 1877, Section 10.2; pages 314 - 319 [Textbook].  Page 319: # 5 Critical thinking: Compare transportation in early 1800's. What links exist today?
- The American Republic to 1877, section 19.3; pages 572 - 578 [Textbook].  Hold a round table discussion on an issue selected by the class.
  

Strand 4:Power,Authority,and Governance

    Content Standard 1
The learner will be able to students will demonstrate an understanding of the ideals, rights, and responsibilites of participating in a democratic society.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Master 1.0 AR SS Curriculum Framework PAG
  
    Identify Characteristics of Citizens
The learner will be able to recognize and develop a concept of one's role as a particpant in a larger community. Students will compare the role of citizens of the early colonial period with the role of citizens of modern America.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Comprehension Master 1.0 AR SS Curriculum Framework PAG 1.1
Instructional Resources
- The American Republic to 1877, section 14.3; pages 425 - 428 [Textbook].  Write an essay on: In what ways were women like enslaved people?
  
    Create Citizenship Dramatization
The learner will be able to demonstrate responsible citizenship and function as a productive member of the local, state, and national communities. Students will demonstrate and understanding of the voting/election process.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Application Master 1.0 AR SS Curriculum Framework PAG 1.2
Instructional Resources
- The American Republic to 1877, Section 5.4; pages 147 - 151 [Textbook].  Section 4 Assessment: # 4,5; Analyze a primary source and create a diagram
- The American Republic to 1877, section 6.3; pages 177 - 182 [Textbook].  Draw a soldier (patriot)
- The American Republic to 1877, section 7.2; pages 199 - 205 [Textbook].  Summarize the difference between the Virginia Plan and the New Jersey Plan.
  
    Create Statistical Graphs
The learner will be able to use statistics and other sources to understand equity issues based on race, gender, age, physical condition, religion, or socio-economic status. Students will use multiple print and nonprint resources to research and explain equity issues.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Application Master 1.0 AR SS Curriculum Framework PAG 1.3
Instructional Resources
- Activity, Create a poster [Teaching Strategies].  Protests intolerance
  
    Identify Conflict/Cooperation Contrib.
The learner will be able to examine the contribution of the arts, literature media, technology and languages in fostering cooperation and in perpetuating conflict. 1. Students will critically analyze political cartoons, propaganda posters, videos, literature, art, and other primary and secondary sources. 2. Students will evalute the role of the media and public opinion in United States politics, including ways the government and media influence public opinion.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Analysis Master 1.0 AR SS Curriculum Framework PAG 1.4
Instructional Resources
- Activity, Read exerpts from Uncle Tom's Cabin [Teaching Strategies].  
  
    Explain Impact of Public Policy
The learner will be able to explain the historical and current impact of United States public policy on the racial, religious, geographic, ethnic, economic and linguistic diversity of the United States. Students will demonstrate an understanding of the interpretation of early American policy as stated in the Declaration of Independence, the Articles of Confederation, the Constitution, etc.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Analysis Master 1.0 AR SS Curriculum Framework PAG 1.5
Instructional Resources
- The American Republic to 1877, section 4.1; pages 100 - 106 [Textbook].  Create a diagram of a southern plantation
- The American Republic to 1877, section 14.2; pages 418 - 424 [Textbook].  Write a short play about a slave's escape episode.
  
    Simulate Citizenship Roles
The learner will be able to practice roles, rights, and responsibilities as a participating citizen of a deomcracy through simulations, such as voter registration, elections, jury duty, and congresses. Students will identify civic ideals and practices and how they can be applied by citizens in a participatory democracy.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Application Master 1.0 AR SS Curriculum Framework PAG 1.6
  
    Develop Community Project
The learner will be able to develop a project to serve the school, community, state, or nation. Students will participate in a community service learning project.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Application Master 1.0 AR SS Curriculum Framework PAG 1.7
Instructional Resources
- The American Republic to 1877, section 3.1; pages 70 - 73 [Textbook].  Create your own colonies
- The American Republic to 1877, section 4.1; pages 100 - 106 [Textbook].  Create a diagram of a town square.
- The American Republic to 1877, Section 5.4; pages 147 - 151 [Textbook].  Guided reading 5.4
- The American Republic to 1877, Section 6.2; pages 172 - 176 [Textbook].  Create a bill to help your community or state
  
    Evaluate Individual/Group Rights
The learner will be able to distinguish between the rights and responsibilities of the individual and the rights and responsibilities of the group. Students will analyze a landmark US decision involving basic rights.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Evaluation Master 1.0 AR SS Curriculum Framework PAG 1.8
Instructional Resources
- The American Republic to 1877, Section 1.3; pages 28 - 33 [Textbook].  Choose a native American tribe and describe how the members of the tribe contribute to the running of the tribe.
- The American Republic to 1877, Section 6.1; pages 162 - 168 [Textbook].  Recreate a Revolutionary War battle.
  
    Analyze Ancient Democratic Life
The learner will be able to explore how language, media, literature, and the arts reflect life in a democratic society. Students will analyze and evaluzte artistic depictions of democratic life throughout the US history.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Analysis Master 1.0 AR SS Curriculum Framework PAG 1.9
Instructional Resources
- The American Republic to 1877, section 17.3; 509 - 512 [Textbook].  Create your own family record
  
    Content Standard 2
The learner will be able to students will deomonstrate an understanding of the commonalities and differences of various systems of government.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Master 1.0 AR SS Curriculum Framework PAG
  
    Analyze Continuity/Change
The learner will be able to analyze continuity and change in the concepts of individual rights and responsibilities. Students will trace the evolution of laws and describe the continuity and change that occur in subsequent documents.
Strand Bloom's Scope Hours Source
Power, Authority, and Governance Analysis Master 1.0 AR SS Curriculum Framework PAG 2.1
Instructional Resources
- The American Republic to 1877, section 5.3; pagte 141 - 145 [Textbook].  
  
    Analyze Conflicts Through Simulations
The learner will be able to analyze conflict and methods of conflict resolution by using such activities as simulations and role play. Students will analyze processes used to institute change e.g. rallies, marches, strikes, sitins, boycotts, elections, impeachment, amendments, Supreme Court cases, recalls, petitions.