For the last week of the 2016 - 2017 school year, social studies lessons will give a brief overview of the Vietnam War and the Middle East conflicts.
For the last two weeks of school our lessons will provide a brief overview of modern wars:
Week of May 15 - 19
WWII (September 1939 - September 1945)
Korean War (June 1950 - July 1953)*
The Cold War (March 1946 - December 1991)**
Week of May 22 - 25
Vietnam War (February 1962 - April 1975)
The First Gulf War (August 1990 - 1991)
Iraq War (March 2003 - September 2010)
*A short summary of the Korean War including a map and photos of Kim II-Sung, General Douglas MacArthur, and Dwight D. Eisenhower will help students to create a timeline. This background is essential to understanding the current conflict between the US and North Korea.
**For our study of The Cold War, students will complete a Cuban Missile Crisis Webquest and Video Analysis this Friday, May19th. The eighth graders will need to bring their earbuds for audio on Friday. In addition, they will read the letters written between Castro and Khrushchev from the Cuban Missile Crisis October 28th, 1962, as primary material.
There will be short quizzes to assess student learning on the modern wars.
Students will label and color code a map of the Central, Allied, and neutral nations in World War I. They will also complete a country chart to answer questions such as identifying whether the country belonged to the Allies, Central, or Neutral alliance. In addition on the chart contains the following questions:
At the end of the week we will turn our attention to the Great Depression.
At the beginning of the week students will have a quiz over the U.S. Imperialism Unit. We will then begin lessons on World War I.
Students will continue to present U.S. Imperialism slide shows and guide their classmates through worksheets this week. We will also be reviewing the Age of Imperialism.
Please note that the schedule for the next three weeks has been modified to accommodate Smarter Balanced testing.
Students will continue to present Imperialism slide shows and guide their classmates through worksheets this week.
Please note that the schedule for the next three weeks has been modified to accommodate Smarter Balanced testing.
All sections will be presenting their Imperialism projects this week. Students will be graded on completion of all requirements of the assignment, such as timelines, questions and answer slides, and visuals. The project rubric expects the student to include specific, relevant, and accurate details. An excellent presentation would include content knowledge and explanations to develop key ideas. All group members should show an understanding of the significant impacts, both positive and negative, of imperialism. The text on the slides should be clear, accurate, free from spelling and mechanics errors, and organized. The organization and design of the slides should be an attractive, engaging combination of text and visuals, as well as neat.
In addition, the oral presentation has the following expectations:
Delivery: Holds the attention of the entire class with the use of direct eye contact while speaking with fluctuations in volume and inflection to emphasize key points.
Enthusiasm: Demonstrates strong enthusiasm about the topic during the entire presentation.
Engagement of the Class with the Subject: Increases student understanding and knowledge of the topic; convinces an audience to recognize the validity and importance of the subject.
US RISE TO GLOBAL POWER/BUILDING AN OVERSEAS EMPIRE/US IMPERIALISM 1870 TO 1920
The goal of this project is to allow eighth graders the opportunity to learn about the significant history and impacts of U.S. Imperialism and to show their understanding of the time frame, history, and basics of imperialism in four areas of the world. Students research basic events during U.S. overseas expansion and show their understanding of the positive and negative impacts that occurred. The class is divided into groups responsible for researching and completing the project together, although individual students will be given specific tasks. I will provide basic resources, but they are encouraged to search from a variety of sources.
Robber Barons/Trusts/Industrialization/ U.S. Interests & Foreign Policy
Use a slide show to show how a few individuals came to dominate key industries and used their power to dominate U.S. policy in the USA. The goal of your presentation is to guide your classmates through Taking the White House and The Rise of Big Business: Robber Barons or Captains of Industry. Include political cartoons and biographies of the important capitalists.
Driving questions include: Why are monopolies and trusts harmful? What was the Sherman Antitrust Act? How did the titans of industry influence American foreign policy? What problem developed between the Titans of Industry and the workers? How much did the average worker earn during the expansion overseas or the Gilded Age?
The Rise of Theodore Roosevelt
Your first step is to read the handouts, including the Rise of Theodore Roosevelt and answer the questions. Use the political cartoon in which TR is depicted as a “lion tamer” and the trusts are lions coming out of Wall Street to explain TR’s intention to control trusts through his power as President. Explain TR’s views concerning the role of government and his views on Social Darwinism.
Use the political cartoons on the Handout of The Roosevelt Corollary and Big Stick Diplomacy and guide the class through the four questions.
Guiding Questions: Why did Teddy Roosevelt issue his Corollary to the Monroe Doctrine? Why was TR a war hawk? What are current examples of US Big Stick Diplomacy?
Your first step is to read the handouts and notes on immigration and answer the questions. The goal of your presentation is to guide your classmates through the worksheet using visuals, documents (A - F) and statistics. You are encouraged to use a variety of resources to create your slide show.
Spanish-American War in Cuba
Your first step is to read and complete the questions (1 - 25) for the Spanish American War Webquest. The goal of your presentation is to guide your classmates through the Panama Canal Webquest and mapwork with a slide show. On each slide include a date and a caption describing what is happening. Include definitions and explanations of vocabulary and terms, such as Yellow Journalism. Visuals, such as political cartoons from the time should be part of the slide show. Include one or two slides from Cuba today with most current U.S. policy, especially as regards Guantanamo Bay. Your group will be responsible for scoring all the completed Webquests and worksheets.
Driving questions include: Why did Cuba seek independence from Spanish rule? What was the role of war propaganda as a cause of the Spanish-American War? What role did wealthy Americans and volunteers play during the war? What did the United States intend to gain from the Spanish-American War? What did the US gain?
Spanish-American War in the Philippines and then war with the Filipinos
Your first step is to read and complete the questions for the Spanish American War Webquest. The goal of your presentation is to guide your classmates through the questions (26 - 40) DEFEATING SPAIN IN THE PHILIPPINES Webquest and mapwork with a slide show. On each slide include a date and a caption describing what is happening. Include definitions and explanations of vocabulary and terms, such as Yellow Journalism. Visuals, such as political cartoons from the time should be part of the slide show. Include one or two slides from Cuba today with most current U.S. policy, especially as regards Guantanamo Bay. Your group will be responsible for scoring all the completed Webquests and worksheets.
Driving questions: What events took place in the Philippines after the departure of the Spanish? How did President McKinley justify keeping the Philippines after the Spanish American War?
Your first step is to read and complete the questions for the Panama Canal Webquest. The goal of your presentation is to guide your classmates through the Panama Canal Webquest and mapwork with a slide show. On each slide include a date and a caption describing what is happening. Your slides should cover the timeline of the building of the canal and major events, but also background history leading up to the building of the canal. Address causes and effects, or consequences, of American actions. Include one or two slides from the Panama Canal today with most current U.S. interference and policy. Your group will be responsible for scoring all the completed Webquests and worksheets.
Panama Canal Map work requirements:
Mark the locations of New York, San Francisco, Panama, and Cape Horn
Chart and measure the quickest route between New York and San Francisco before the canal.
Chart and measure the quickest route between New York and San Francisco after the canal.
Driving questions include: What was the role of the U.S. in the Panama Revolution and the building of the Panama Canal? Why build it? What exactly did Panama Give the USA? How Was the Canal Built? How does the Canal work?
Imperialism in Hawaii
Your first step is to read and complete the questions for Acquiring Hawaii: American Imperialism and Hawaii Annexation Joint Resolution: A Document Analysis Activity. Your will be responsible to guiding your classmates through the Questions for Analysis and reading the original Joint Resolution for the Annexation of Hawaii.
Guiding questions include: How did Sanford B. Dole and American businessmen gain influence in Hawaii before they deposed the queen? What was the Bayonet Constitution? How did it give power to American businessmen in Hawaii? Why did Dole depose the queen? What role did the U.S. military play in the coup?
Imperialism in Japan: Admiral Perry & The Open Door Policy in China
Your first step is to read and complete the questions for the China and Japan websites. The goal of your presentation is to guide your classmates through the questions and map work. Include political cartoons and explain the meaning behind the cartoons.
Driving questions include: Why did Secretary of State John Hay call for an “Open Door” in China? Who was for or against the open door policy? Reading the backstory on European Imperialism in China do you think the open door policy was good or fair to the Chinese people?
Our first lesson of the week will review aspects of the American Civil War, beginning by looking at some statistics regarding the North and South at the start of the Civil War. Eighth graders will use a map to label the states and territories. Then students will color the states to show free states, secession states, border states not seceding, and territories that supported the union and territories that supported the Confederacy. Our map work continues with a 1860 map showing the percent of Slave Population and a table of States With the Largest African-American Populations in 1980. We will conclude the first lesson with a reading on Lincoln’s Assassination and Reconstruction, and the three amendments that followed the Civil War.
The second lesson is a short introduction to the Industrial Revolution in the late 18th and mid 19th Centuries. A handout includes an invention chart, key vocabulary and passages as a resource for the answers.
Students are required to submit a Third Quarter sample of their Social Studies work with a complete reflection in their digital portfolio for their SLC. They have been given class time in the computer labs to work on this assignment. There were three units covered in this quarter from which to choose a sample of work.
Lessons included reading primary and secondary sources in our first unit on the U.S. Government. We began with the Declaration of Independence and a Webquest on the Founding Fathers. Specific attention was focused on the three branches of government, especially judicial review that was established in the case of Marbury vs. Madison. We spent time connecting this with the current ban on immigrants that has been contested in the courts. Eighth graders completed a U.S. Constitution Webquest. We further connected our study of the U.S. Constitution and the Bill of Rights with current events, for example, how domestic and international NSA mass surveillance programs conflict with the protection of the Fourth Amendment of the right to our privacy.
The next unit on Expansionism in the United States required the creation of an Interactive Notebook. This project included such topics as The Louisiana Purchase, The Lewis and Clark Expedition, the War of 1812, Indian Removal and Indian Wars, Annexation of Texas, the Mexican War and lands ceded to the United States after the defeat of Mexico.
Our last two projects introduced the eighth graders to the American Civil War. First, students presented in pairs on events leading to the American Civil War with a visual. Secondly, students created five postcards from the American Civil War from the perspective of people who participated in the event.
Next week we will view Glory, a 1989 drama war film, based on the 54th Massachusetts Volunteer Infantry, as told from the point of view of its commanding officer, Robert Gould Shaw, during the American Civil War. The 54th was one of the first formal units of the U.S. Army to be made up of African-American men.