Social Studies Pacing Guides · intervention? Create a timeline that indicates periods of United States isolationism and foreign involvement from 1900 to the present. Show areas of

Social Studies Pacing Guides

Grade 8

United States History

Grade 8 U.S. History Pacing Guide

Unit VI

Division and

Reunion (start

in week 2 of the

school year_) Time Content Bands

& Student Expectations

Performance Indicators (Content Strand)

Preparation, Assessment, Practice and

Review

Vocabulary

2 weeks

Briefly Review

Civil War

Section III:

Results of the

Civil War

· Preservation

of Union

· Abolition

of slavery

·

Reconstru

ction: Lincoln,

Johnson, and

Congressional

plans

·

Amendm

ents 13th

, 14th

,

15th

· Problems

of

Reconstructio

n

· Share

cropping

· End of

Reconstructio

n 1877

· Plessy vs.

Ferguson

Standards: 1 &

5 PI#: 68, 69,

76, 91, 114, 115,

117, 118, 125

Essential Questions

What happened to

the South after the

Civil War?

Analyze primary

source documents

such as the

Emancipation

Proclamation and the

Civil War

Amendments.

Debate the 3 plans

for Reconstruction.

Compare the

impeachment of

Andrew Johnson

with that of William

Jefferson Clinton.

American Nation text Connections Ch. 17

Ch. 18

· Change ·

Nationalis

m ·

Human

rights ·

Power ·

Citizenshi

p ·

Governm

ent ·

Empathy

Unit VII,

Section I: The

Maturing of an

Industrial

Society (Start in

week 4 of the

school year) Time Content Bands




Review

Vocabulary

2 weeks

Section ( (B-D) –

Second Half of

the 19th

Century

– Industry

·

Transport

ation,

Communicatio

n, &

Technological

Developments

· Financial

Developments

(banking,

corporations,

markets)

· Labor

Availability

· Mass

Production

Methods

· Case

Studies on

Oil, Railroads,

and Steel

Industries

· Free

enterprise/Lais

sez Faire

Sherman

Antitrust Act

Standards: 1, 3, 4 Essential Questions

How did the United

States respond to the

three basic economic

questions in the late

1800s?

What goods and

services shall be

produced and in

what quantities?

How shall goods and

services be

produced?

For whom shall

goods and services

be produced?

American Nation text Connection Ch. 20

· Change ·

Science

and

Technolog

y ·

Factors of

production

s ·

Interdepe

ndence

Time Content Bands




Review

Vocabulary

1.5 weeks Section I (E-G)

p Second Half of

the 19th

Century

p Society

· Harshness of

Work

Conditions ·

Knights

of Labor,

Haymarket

Riot,

American

Railway

Union, IWW ·

American

Federation of

Labor ·

The

Response of

Farmers to

Industrializati

on (Cheap

Money,

Grange,

Populist

Movement) ·

Closing

of the Frontier

Standards: 3, 4,

5 PI#: 76, 78,

94, 102, 106,

118, 122, 126

Essential Questions

How have do the

concerns of labor

unions and farm

organizations relate

to the workplaces of

today?

Examine pictures of

people doing

different jobs in the

late 1800s. Examine

issues of self-

sufficiency and child

labor.

Role-play a meeting

of an upstate farmer,

a Midwest farmer,

and a Southern

sharecropper. American Nation text Connection

Ch.19 Ch. 21.2-4

·

Fa

cto

rs

of

Pro

duc

tio

n ·

En

vir

on

me

nt

and

So

ciet

y ·

Int

erd

epe

nde

nce

·

Sc

arc

ity

·

N

eed

s

and

Wa

nts

·

H

um

an

Rig

hts

Time Content Bands




Review

Vocabulary

1.5 weeks Section II (A-D)

– Changes in

Social Structure

– Immigration

· Immigration

(1840 – 1890,

1890 – 1920) ·

National

origin, culture,

religion, and

language ·

Push and

Pull factors ·

Immigran

ts as rural

settlers in the

Midwest ·

The

Chinese

experience in

the Far West ·

Irish

immigration:

Mass

starvation in

Ireland, 1845-

1850 ·

Mexicans

in the

Southwest ·

Immigrati

on patterns

and

experiences

throughout

New York

State, New

York City,

and Buffalo ·

Standards: 2, 3,

4 PI#: 73, 74,

76, 77, 78, 81,

96, 114

Essential Questions

How is cultural

diversity both a

benefit and a

challenge?

How did the cultural

diversity present in

massive immigration

lead to new social

patterns?

Write a letter as a

new immigrant back

to your homeland.

How has America

met your

expectations?

Explain the “push-

pull” theory of

immigration.

Do a case study of a

particular immigrant

group. Use

demographic

information, maps,

and interviews.

Determine the effect

this group had on

American society

and culture.

Investigate the steps

to becoming a

United States citizen.

Explain and rewrite

the naturalization

oath.

American Nation text Connection

Ch. 21.1 P. 738

· Movement

of people

and

goods ·

Culture ·

Human

Systems ·

Places

and

regions ·

Scarcity ·

Citizenshi

p

Ethnic

neighborhoods

·

Citizenshi

p Laws and

Responsibiliti

es of

Citizens ·

Assimilati

on and

Pluralism ·

Nativism

and Chinese

exclusions

Time Content Bands




Review

Vocabulary

1 week Section I (A, E-

F) – Second Half

of the 19th

Century –

Urbanization

· Changes in

Standards: 1, 3,

4 PI#: 67, 74,

76, 96, 97, 100,

104, 106

Essential Questions

How does the

movement of people

from one geographic

area to another create

both opportunity and

conflict?

· Culture ·

Scarcity ·

Movemen

ts of People

and Goods ·

Human

Agriculture

·

Urbanizat

ion

·

Technolo

gical

Sanitation and

Adaptation of

Environment

· Free

enterprise/Lais

sez Faire

· Political

Machines

Section II (E-

G)- Changes in

Social Structure

– Urbanization

· Growth of

cities ·

Tenement

s · Social

ills ·

Northwar

d African-

American

Movement ·

Westward

Settlement

and the

Closing of the

Frontier ·

Increased

Consumption

Choices ·

Develop

ment of a

Leisure

Culture ·

The

Gilded Age

(Vaudeville,

Ragtime,

Basketball,

Yellow

Create

advertisements for

new farm tools and

methods.

Make maps showing

those parts of the

country being

farmed in 1850 as

compared to 1900.

Graph the

agricultural

population and

compare it to the

total population.

Identify a trend.

Using census data

from 1850 to 1900,

graph the growth of

population in the

United States. Use

maps to show the

shift in the center of

population.

Analyze photographs

of city slums, such

as those taken by Jacob Riis.

Describe conditions,

speculate about

causes, and suggest

solutions.

Research a particular activity of the time

period or provide a

demonstration.

(Some suggestions

might be vaudeville,

amusement parks,

Buffalo Bill shows, a

particular fad of the

time, or dime

novels.)


Ch. 21

Systems ·

Needs

and Wants

journalism,

Realist

writers)

2 weeks Section III –

Progressive

Movement (1900

– 1920)

· Muckrakers &

Settlement

Houses ·

NAACP ·

Temperan

ce and

prohibition ·

Responsi

ve

Government

(primary

elections,

initiative,

referendum,

recall) and

Direct election

of Senators

(17th

Amendment) ·

Theodore

Roosevelt,

Robert

Lafollette,

William Taft,

Eugene Debs,

Woodrow

Wilson ·

Women’s

Suffrage (19th

Amendment) ·

Labor

Laws ·

Trusts-

busting ·

Federal

Reserve Act &

Graduated

Income Tax

Standards: 1, 4,

5 PI#: 67, 73,

76, 77, 102, 104,

107, 115, 117,

119, 120, 122,

126

Essential Questions

How can an

individual help to

bring about change

in society?

Select one reform

movement, identify

leaders, and create a

broadside inviting

people to one of their

meetings.

Create mock

interviews of

reformers of the time

period.

Research

organizations and

individuals who are

seeking to reform

conditions in the

United States today

and compare them to

reformers in the past.


Ch. 22

· Social

systems ·

Change ·

Belief

systems ·

Decision

making ·

Governm

ent ·

Human

Rights

Unit VII: The

United States an

Independent

Nation in an

Increasingly

Interdependent

World (Start in

week 12 of the





Review

Vocabulary

2 weeks Section I – US

Expands

· Imperialist

Sentiment

(Manifest

Destiny and

White Man’s

Burden) ·

Increased

Foreign

Trade ·

Spanish

American War

(Hawks,

yellow

journalism) ·

Land

acquired in the

Spanish-

American

War ·

Open

Door Policy ·

Filipino

and Japanese

Conflict ·

Latin

American

Expansion ·

Roosevelt

Corollary ·

Panama

Canal

Standards: 1, 2,

4, 5 PI#: 68, 69,

70, 71, 72, 78,

84, 93, 101, 103,

105, 116, 118,

121

Essential Questions

What were the

causes and effects of

United States

involvement in

foreign affairs at the

beginning of the 20th

century?

Make a cultural

comparison collage

of early 20th

Century

America and lands

acquired in Latin

American and Asia.

Create the front page

of a newspaper

reporting on the

Spanish-American

War and the building

of the Panama Canal.


· Nationalism ·

Imperialis

m · Scarcity ·

Power ·

Human

Systems

Time Content Bands




Review

Vocabulary

2 weeks Section II – The

U.S. Takes a

Role in Global

Politics · Pre WWI

involvements

(Monroe

Doctrine,

Foreign Trade,

Treaty of

Portsmouth) ·

Militarism,

Nationalism,

Imperialism,

Alliances ·

Neutrality

· Trade

Relations with

England ·

German

Blockade/Unres

tricted

Submarine

Warfare ·

New

technology of

warfare ·

Home

Front (support,

propaganda,

women, labor) ·

Wartime

Intolerance

(Espionage Act

of 1917,

Sedition Act of

1918) ·

Wilson’s

14 Points and

their failure ·

Senate

opposition to

the League of

Nations ·

Standards: 1, 2,

3, 4 PI#: 68, 70,

71, 72, 77, 84,

93, 94, 118, 121,

127

Essential

Questions What are

the costs and benefits

of both neutrality

and foreign

intervention? Create

a timeline that

indicates periods of

United States

isolationism and

foreign involvement

from 1900 to the

present. Show areas

of the world in

which the United

States was involved

at the turn of the 20th

century. Write a

letter home from the

perspective of a

soldier in Europe, a

German immigrant,

or an African-

American who

moved

north. Examine

themes such as major

events and battles,

roles played by great

leaders; the effect of

the war on diverse

people, new weapons

technology, the role

of women, and

contributions of

African-Americans

to the war effort.

Convene a mock

Versailles Peace

Conference with

students representing

each

country. American

Nation text

Connection Ch. 24

· Change ·

Interdepe

ndence ·

Nationalis

m ·

Imperialis

m · Power ·

Decision

Making ·

The

World in

Spatial Terms

The

Versailles

Treaty ·

The

Bolshevik

Revolution

Unit IX: U.S.

Between Wars

(start in week 19

of the school

year) Time Content Bands




Review

Vocabulary

2 weeks Section I – The

Roaring 20’s · Prohibition

(18th

Amendment) ·

Rise of

organized

crime ·

Republica

n Decade

(Normalcy,

Teapot Dome,

laissez-faire) ·

Isolationis

m, League of

Nations, Naval

Disarmament,

Kellogg-

Briand ·

Rising

Standard of

Living

(suburbs, credit,

white collar

workers) ·

Social

Problems ·

Immigratio

n and

Migration ·

Standards: 1, 4,

5 {PI#: 68, 71,

73, 76, 103, 117,

123, 124

Essential

Questions What

were the economic,

political, and social

changes of the

1920s? Debate the

pros and cons of

Prohibition. Researc

h, list, and illustrate

the “firsts” that

occurred in the

1920s, in the growth

of a consumer

economy and the rise

of the middle

class. Compare and

contrast trends

described in this

section (i.e. rising

standard of living,

changes in the

workplace,

immigration, use of

leisure time) with

similar trends in the

late 20th

Century. Using

advertisements,

determine what

consumer goods a

family of the 1920s

would have

owned. American

· Change ·

Interdepe

ndence ·

Choice ·

Diversity

·

Movemen

t of People

and Goods ·

Justice

Harlem

Renaissance &

NAACP ·

Quota Act

of 1924 and

Hate Groups

(KKK) ·

The impact

of the

Automobile ·

Organized

Sports ·

Motion

Pictures and

Radio ·

Literature ·

Fads,

Fashions, and

social

behavior ·

Stock

Market Crash

Nation text

Connection Ch. 25

Time Content Bands




Review

Vocabulary

2 weeks Section II (A-E)

– The Great

Depression · 1920s

economic

problems ·

buying on

credit ·

Over

Consumption

and Over

Production ·

Cycle of

low demand

and high

unemployment

Standards: 1, 4,

5 PI#: 67, 70,

75, 94, 98, 103,

106, 107, 114,

115, 118, 121,

125

Essential

Questions How are

we all affected by

the health of the

economy and what

role should

government play in

maintaining that

economic

health: Use the

Constitution to

examine why the

New Deal was

considered

unconstitutional. Ch

art New Deal

legislation in terms

of relief, recovery,

· Change ·

Factors of

production ·

Scarcity ·

Governm

ent ·

Economic

systems ·

Needs

and wants ·

Environm

ent

· Hoover’s

Response ·

Soup

kitchens ·

FDR

election in

1932 ·

Alphabet

Soup agencies ·

Fireside

chat ·

Providing

for human

dignity and

jobs ·

Helping

business and

industry ·

Regulation

of business and

banking ·

Social

Security ·

The

Wagner Act ·

Court

Packing ·

Father

Coughlin, Huey

Long,

American

Socialism, and

Communism ·

Unemploy

ment ·

The Dust

Bowl and

Okies ·

Escapist

Literature and

WPA support

of the Arts

and reform

efforts. Interview

someone who lived

during the Great

Depression. Use

newspaper archives

to examine the

economic, social,

and political impact

of the Great

Depression on your

local

community. Read

selections from The

Grapes of Wrath.

Write a journal

describing your

journey as a migrant

teen in the

1930s. American

Nation text

Connection Ch. 26

Unit X: U. S.

Assumes

Worldwide

Responsibilities

(Start in week

23 of the school

year) Time Content Bands




Review

Vocabulary

3 weeks Unit 9, Section

II (F & G)

· Impact of the

Depression on

Europe

· Rise of

Totalitarianis

m in Europe

· Good

Neighbor

Policy

Section I –

World War II

· Causes of

World War II

(Versailles,

Great

Depression,

Totalitarianis

m, League of

Nations) ·

Axis and

Allied

Powers ·

Aggressio

n by

Germany,

Italy, and

Japan ·

Appease

ment ·

“Arsenal

of

Democracy”

and “Lend

Standards: 1, 2,

3, 4, 5 PI#: 67,

70, 71, 74, 78,

84, 93, 95, 102,

106, 114, 117,

123, 124

Essential Questions

Why is World War II

considered a “total

war” affecting all

aspects of American

life?

Make a timeline of

major events that

occurred during the

war.

On a world map,

indicate the Allied

and Axis powers.

Interview those who

lived during World

War II and those

who did not.

Compare their

attitudes toward the

dropping of the

atomic bomb.

Explain the causes

and effects of

rationing during

World War II.

Have groups

research how the war

affected minorities.

Chart the casualties

of the war. What

were the human and

economic costs?

Compare the League

of Nations and the

· Change ·

Choice ·

Interdepe

ndence ·

Science

and

Technology ·

Diversity

·

Nationalis

m · Scarcity ·

Human

Rights ·

Decision

making ·

Empathy

Lease” ·

Pearl

Harbor ·

European

Theatre

(Eisenhower)

· Pacific

Theatre

(MacArthur) ·

German

Blitzkrieg ·

Air War ·

Atomic

Bomb ·

Nazi

Holocaust ·

Home

front

(rationing,

role of

women, war

bonds) ·

Japanese-

American

internment

camps ·

Rosie the

Riveter ·

Tuskegee

Airmen ·

Yalta,

V.E. Day, and

V.J. Day ·

The Nazi

Holocaust

(horror and

human

rights) ·

Nurember

g Trials

United Nations in a

Venn diagram.

Research an

individual affected

by the Holocaust and

present their story.


Time Content Bands




Review

Vocabulary


U.S. as the

leader of the

Free World · United

Nations ·

United

Nations

Universal

Declaration of

Human Rights ·

The Cold

War ·

Truman

Doctrine/Contai

nment ·

Marshall

Plan ·

NATO and

Warsaw pact ·

Berlin

airlift and

Berlin Wall ·

Korean

war ·

Communis

t China ·

Cuban

Missile Crisis ·

Vietnam

War ·

Nuclear

Brinkmanship

and the arms

race (MAD) ·

Sputnik,

NASA, Apollo

11

Standards: 1, 2,

3, 4, 5 PI#: 69,

70, 71, 79, 81,

84, 93, 100, 106,

107, 115, 116,

122

Essential

Questions What was

the Cold War? How

was it different from

previous

wars? Research

human rights

violations since

World War II and

the United nations’

response to

them. Make a chart

comparing the

United States and the

Soviet Union in size,

population,

government, allies,

economy, and

religion. Create an

illustrated timeline

of Cold War

events. Invite a

Korean or Vietnam

War veteran to

class. Examine

foreign policy issues

of the Cold War and

actions taken by

Presidents of the

United

States. American

Nation text

Connections Ch. 28

· Human rights

·

Interdepe

ndence

· Political

systems

· Economic

systems

· Places

and regions

·

Nationalis

m

Science and

Technology

Time Content Bands




Review

Vocabulary

2 weeks Section III –

The U. S. in the

Post Cold War

World

Standards: 1, 2,

3, 4, 5 PI#: 70,

72, 93, 98, 101,

104, 105, 108,

Essential

Questions How were

World War II, the

Vietnam War, and

the Gulf War

· Change ·

Interdepe

ndence ·

Power ·

· Dentate and

SALT

· Collapse

of the Soviet

Union

· Fall of

Berlin wall

and

reunification

of Germany

· Arab-

Israeli

conflicts &

Camp David

Accords

· Persian

Gulf War

· Peace

keeping

mission in

Bosnia and

Somalia

· NAFTA

·

Immigrati

on from

Americas

September 11,

2002 and

Afghanistan

116 different? What

should the role of the

U.S. be in the Post

Cold War

world? Make a

poster comparing the

weapons of World

War II the Vietnam

War, and the Gulf

War. Draw

conclusions about

the differences. Use

a study of current

events to convey the

ongoing nature of

U.S. foreign

policy. Research

products made in

Mexico and Latin

America. American

Nation text

Connections Ch.

28.5 Ch 29.1

Political

systems ·

Factors of

production ·

Movemen

t of people

and goods ·

Places

and regions

Unit XI:

Changing

Nature of the

American

People from

WWII to the

present (Start in

week 32 of the





Review

Vocabulary

2 weeks Section I – Post

war society

Standards: 1, 4,

5 PI#: 68, 76,

Essential Questions

How did the United

·

Interdepe

· Increased

consumer

demand and

higher wages ·

Productiv

ity

technology ·

Increase

of women in

the

workforce ·

Baby

boom ·

Growth of

suburbs ·

Interstate

highway

system,

shopping

malls,

commuting ·

Women,

Hispanic, and

Native

American

Civil Rights ·

Supreme

Court (Warren

and Burger

Court) ·

Political

assassinations

· Vietnam

War protest ·

Resignati

on of Nixon ·

Oil

crisis ·

Inflation

77, 94, 96, 102,

103, 105, 107,

118, 120, 121,

130

States deal with the

assassination of one

president and the

resignation of

another?

Graph the economic

cycles of prosperity

and recession after

World War II.

Show how the baby

boom generation has

affected the social,

economic, and

political life of the

United States.


Ch 29

ndence ·

Power ·

Political

systems ·

Places

and region

Time Content Bands




Review

Vocabulary

1 week Section I,

Appendix – The

Civil Rights

Movement

· Brown vs.

Board of

Education ·

Montgom

ery bus

boycott ·

Martin

Luther King

and Civil

disobedience ·

Malcolm

X · Black

Panthers ·

Bloody

Sunday ·

The

March on

Washington

(Philip

Randolph)

Standards: 1 &

5 PI#: 67, 68,

70, 73, 75, 115,

117, 118, 120,

121, 122, 123,

126, 129

Essential

Questions How

should/could you

respond to

injustice? Use

primary sources to

analyze the conflict

between federal and

State law concerning

the issue of school

desegregation. What

method did minority

groups use in their

attempts to gain

equal rights? Create

a poster indicating

the significant

people and events in

the struggle for equal

rights of a particular

minority

group. American

Nation text

Connection Ch.

29.2-29.4

· Conflict ·

Diversity

·

Empathy

· Human

Rights ·

Citizenshi

p ·

Governm

ent ·

Decision

Making ·

Civic

Values

Time Content Bands




Review

Vocabulary


United States

Begins a New

Century

· U.S. and the

World

economy ·

Fiscal and

Monetary

Policy ·

Standards: 1, 3,

4, 5 PI#:67, 71,

76, 97, 101, 102,

104, 105, 108,

114, 121, 123,

124, 126, 127,

129, 130

Essential

Questions What will

happen to the social,

political, and

economic aspects of

American life in the

21st century? Read

the labels on

clothing. Where

were the clothes

made? How does this

affect supply and

·

Interdepe

ndence

· Factors of

production

· Change

·

Governm

ent

· Decision

Taxation ·

Regulatio

n and

Deregulation ·

Social

Programs

(Health,

Welfare,

Education) ·

Great

Society,

Reganomics ·

Peace

Corp,

AmeriCorps ·

The

Information

Revolution ·

Crime ·

Substance

abuse ·

Environm

ental

protection ·

Economic

and social

justice ·

Balancing

national unity

and cultural

identity

demand in the

American

economy? Research

an enduring problem

or issue from

different points of

view. Compare the

beginning of the 20th

century with that of

the 21st

century. American

Nation text

Connection Ch. 30

making

· Science

and

Technology

· Culture

· Justice

Citizenship

(Start in week 37 of the school year 2 – 3 weeks of review

Social Studies Intermediate Level Benchmarks - Grade 8

Buffalo Public Schools Social Studies Benchmarks • Grade 8 September 2001 Curriculum Page 1

Standard 1: History of the United States and New York: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in history of the United States and New York Key Idea 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Performance Indicators

Content The student is able to: Vocabulary Curricular Connections

PI 67 Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans. (Mastery)

Concepts/ Themes x� belief systems x� culture x� diversity x� identity x� nationalism x� government x� civic values x� human rights

Content Units x� VII: An Industrialized Society x� IX: The United States Between

Wars x� XI: The Changing Nature of the

American People from World War II to the Present

x� list the key ideas, beliefs and behavior that unite all Americans.

x� associate key ideas and beliefs with patterns of behavior and identify cause and effect relationships.

x� analyze the integration of new ideas, beliefs and behaviors at various points in American history.

Vocabulary x� pluralism x� assimilation x� civil rights x� free enterprise x� opportunity x� social mobility x� immigration x� tolerance x� nativism

Specific Items x� Rags to Riches stories of

Robber Barons x� The American Melting Pot x� Attempts to Assimilate

Immigrant Groups x� The Home Front in WWII x� Desegregation and the Civil

Rights Movement

x� Multicultural: Native American poems and folklore (Ghost Dance), Jazz and African American art

x� ELA: Short Stories, Speeches and Poems that reflect American Traditions



PI 68 Interpret the ideas, values and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents. (Mastery)

Concepts/ Themes x� human rights x� justice x� citizenship x� civic values x� political systems

Content Units x� VI: Division and Reunion x� VIII: The United States as an

Independent Nation in an Increasingly Interdependent World

x� IX: The United States Between the Wars

x� XI: The Changing Nature of the American People from World War II to the Present

x� diagram the contribution ideas, values, and beliefs to specific laws and constitutional amendments

x� specify how these government documents incorporated and established democratic ideas and institutions

x� evaluate events in American history according to the ideas, values and beliefs in our founding documents.

x� give examples of the impact of the ideas in these founding documents on their own lives.

Vocabulary x� democracy x� natural rights x� republic x� limited government x� federalism x� separation of powers x� checks and balances x� constitutionality x� impeachment x� protest x� assimilation

Specific Items x� Slave Amendments x� Abolitionism x� Suffrage x� Segregation x� Muckrakers x� Woodrow Wilson’s 14

Points x� Prohibition x� government based on the

consent of the governed x� Civil Rights

x� Multicultural: Compare how different peoples have been treated in the United States using the amendments to the Constitution.

x� Character Education: Discuss how various documents have solved or created conflicts.



Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.



PI 69 Describe the reasons for periodizing history in different ways. (Mastery)

Concepts/Themes: x� change x� conflict x� government x� movement of people and goods x� science and technology x� factors of production x� human systems x� places and regions

Content Units x� Present in all Content Units

x� identify key eras in U.S. History and put them in chronological order

x� compare and contrast important ideas and social and cultural values of different eras.

x� illustrate how important ideas, values and beliefs have crossed over from one period of history to another.

x� Compare and contrast the perspectives on historical events and important ideas from each era.

Vocabulary x� era x� timeline Specific Items x� Reconstruction x� Imperialims x� Closing of the Frontier x� Progressive Era x� Jazz Age x� Great Depression x� Cold War x� Civil Rights Movement x� Space Age

x� Math: Create timelines or graphs.

x� Science: Periodize natural history into geographic periods.

x� ELA: Create story lines.

PI 70 Investigate key turning points in New York State and United States history and explain why these events or developments are significant. (Mastery)

Concepts/Themes: x� change x� choice x� conflict x� movements of people and goods x� factors of production x� science and technology x� government x� human rights


x� identify two examples of significant changes in a given key era in New York State or U.S. History.

x� explain how circumstances lead to the major turning points and discuss the effects of the turning point.

x� Rank the importance of specific turning points to American and New York State history.

Vocabulary x� conflict x� compromise x� turning points x� cause and effect

Specific Items x� Civil War Amendments x� Plessy v. Ferguson x� New Deal x� Brown v. Board of Ed x� Tonkin Gulf Resolution x� September 11, 2001

x� ELA: Define turning points and connect to various ELA terms (climax).

x� Science: Discuss turning points in science, such as the Neolithic Revolution.



PI 71 Understand the relationship between the relative importance of United States domestic and foreign policies over time. (Mastery)

Concepts/Themes: x� movement of people and goods x� nationalism x� interdependence x� imperialism x� needs and wants x� nation state x� human rights x� government x� political systems

Content Units x� VIII: The United States as an


x� X: The United States Assumes Worldwide Responsibilities


x� identify specific policies and categorize them as foreign or domestic.

x� analyze the role of each branch of government in making specific domestic or foreign policies.

x� Construct a timeline diagram showing specific foreign and domestic policies and how they relate to each other.

Vocabulary x� isolationism x� neutrality x� tariffs x� blockade x� appeasement x� globilization

Specific Items x� Monroe Doctrine x� Open Door Policy x� Roosevelt Corollary x� Isolation x� Dollar Diplomacy / Good

Neighbor Policy x� United Nations x� Marshall Plan x� Truman Doctrine / Containment x� Peace Corp x� European Union x� North America Free Trade

Agreement

x� Multicultural: UNICEF, United Nations, International Pen Pals

x� Technology: Use the Internet to find information on the Peace Corps.

x� ELA: International pen pals.



PI 72 Analyze the role played by the United States in international politics, past, and present. (Mastery)

Concepts/Themes: x� conflict x� nationalism x� interdependence x� imperialism x� government x� political systems x� human right x� nation state x� the world in spatial terms

Content Units x� VIII: The United States as an



x� analyze different U.S. foreign policies and name different themes of each foreign policy.

x� determine the motivations, traditions, and values behind each policy.

x� evaluate the different roles played by the US in international politics and analyze the reasons for change.

Vocabulary x� imperialism x� isolationism x� neutrality x� cold war x� super power x� communism x� alliance

Specific Items

x� same as PI # 71

x� Multicultural: International Pen Pals

x� Character Education: Define tolerance and debate the importance of tolerance in dealing with conflict.

x� ELA: Write a letter to a consulate requesting information on the country.



Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.



PI 73 Complete well documented and historically accurate case studies about individuals and groups who represent different ethnic, national and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations. (Mastery)

Concepts/ themes x� belief systems x� culture x� diversity x� empathy x� identity x� nationalism x� citizenship


x� examine historical case studies about individuals and groups who represent different ethnic, nation, and religious groups.

x� summarize how different individuals and groups contributed in different ways to New York State and United States history.

x� compose case studies on individual and groups which evaluate the important roles they played and their contributions to the development of history.

Vocabulary x� ethnic x� bias x� perspective x� sectionalism

Specific Items

x� Dawes Act x� Segregation x� Exodusers x� Immigrant Groups x� Suffrage x� Harlem Renaissance x� Internment of Japanese-

Americans-WW II x� Tuskegee Airmen x� Civil Rights Movement

x� Multicultural: Tuskegee Airmen, Harlem Hell Fighters, and Buffalo Soldiers

x� Math: Create a case study on a famous mathematician.

x� Science: Create a case study on an influential scientist.

PI 74 Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States. (Mastery)

Concepts/ themes x� belief systems x� choice x� culture x� identity x� citizenship x� civic values


x� explain how achievements and accomplishments of individuals impacted the development of the U.S.

x� categorize an individual’s contributions and achievements according to their political, economic, and social impact

x� develop a written standard that could be used to evaluate the achievements and contributions of an individual or group.

Vocabulary x� ethnic groups x� biography x� autobiography

Specific Items

x� Abolitionists x� Freedmen x� Immigrant Assimilation :

Melting Pot/Salad Bowl x� Key Personalities in each unit

x� Technology: Use the Internet to research a historical figure.

x� ELA: Use the library catalog to find resource materials.



PI 75 Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and Unites States Constitutions, the Bill of Rights, and other important historic documents. (Mastery)

Concepts/ themes x� choice x� identity x� justice x� citizenship x� civic values x� human rights x� political systems x� government

Content Units x� VI: Division and Reunion x� IX: The United States Between the



x� assess famous historic figures and determine how their beliefs and actions advanced democratic values.

x� assess how ordinary people’s beliefs and actions advanced democratic values.

x� evaluate historic figures based on their advancement of, or detraction from, democratic values, beliefs and traditions.

Vocabulary x� political parties x� elections

Specific Items

x� Key Individuals in each unit

x� Multicultural: Hold a debate in which the students must convince the negotiator that “ordinary people” have changed the world. Examples of “ordinary people” include Stokey Carmicheal, Medgar Evers, or Cesar Chavez.

x� Character Education: Examine the democracy and illustrate how democracy effects everyday life.

PI 76 Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious. (Mastery)

Concepts/ themes x� belief systems x� culture x� economic systems x� science and technology x� scarcity x� places and regions x� environment


x� encapsulate major historical events and assess the political, economic, social, cultural, and religious developments that resulted from the event.

x� organize events under political, economic, social, cultural, religious

x� compare and contrast events and their significance as a major development

x� relate the development to their own lives.

Vocabulary x� political x� economic x� social x� cultural x� religious

Specific Items x� Any Major Development

x� ELA: seminal authors in specific genres

x� Science / Technology: Technological Innovation and Design (Electricity, Atomic Bomb, Physical Energy



Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.



PI 77 Consider the sources of historical documents, narratives, or artifacts and evaluate their reliability. (Mastery)

Concepts/Themes x� empathy x� identity x� economic systems x� political systems x� power x� human systems


x� take examples of historical documents and interpret them for bias and point of view.

x� organize historical documents, narratives, artifacts by their political, economic, social, cultural, and religious significance.

x� support a thesis by critically using historical documents.

Vocabulary x� primary and secondary

sources x� narratives x� documents x� artifacts x� diaries x� political cartoons x� bias

Specific Items

x� Emma Lazarus poem on base of Statue of Liberty

x� Zimmerman Telegram x� Muckraker Literature (Upton

Sinclair, Jane Addams, Jacob Riis, Thomas Nast)

x� Evidence from the Holocaust

x� Multicultural: The Shoa Project and the Holocaust Museum

x� Character Education: Define trust and debate whether documents are trustworthy or not.

x� Science: Explain carbon dating and assess its value as an archeological tool.



PI 78 Understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives. (Mastery)

Concepts/Themes x� belief systems x� identity x� culture x� diversity x� citizenship x� power x� places and regions


x� distinguish between primary and secondary sources; identify authorship and evaluate potential bias.

x� examine how a political scientist, economist, sociologist or historian would interpret certain events.

x� Identify the different groups that would interpret an event and predict their interpretation of a specific event.

x� assess the importance of competing and changing interpretations of historical events and issues

x� perspectives x� point of views x� bias x� interpretation

Specific Items

x� Radical Republicans /Southern Conservatives

x� Homesteaders / Displaced Native Americans

x� Industrialists / Workers x� Immigrants / Nativists x� Expansionists / Isolationists

x� ELA: Read dissimilar poems from the same time periods and explain how the perspectives of authors differ.

PI 79 Compare and contrast different interpretations of key events and issues in New York State and United States (Mastery)

Concepts/Themes x� conflict x� empathy x� diversity x� needs and wants x� citizenship x� places and regions


x� summarize the different interpretations of key events and issues.

x� discern the motivations behind different groups interpretations of a specific historical event.

x� compare and contrast competing interpretations and perspectives of specific historical events and issues within NY State History and U.S. History.

x� from the student’s point of view, assess the validity of each interpretation of a key historical event

Vocabulary x� same as PI # 78

Specific Items x� same as PI # 78

x� Multicultural: Compare reactions of different people to the same event (Wounded Knee).



PI 80 Describe historic events through the eyes and experiences of those who were there. (Mastery)

Concepts/Themes x� belief systems x� empathy x� identity x� change x� culture


x� role play major events through the eyes from those who were there.

x� create large scale collaborative, collages or dioramas that encompass the experiences of those present at an historical event.

x� construct a student generated ‘eyewitness’ account of an historical event from the perspective of two different groups involved in an historical event.

Vocabulary x� perspectives x� point of views x� bias x� interpretation

Specific Items x� Any important event

x� ELA: Read and summarize any primary source. (The Diary of Anne Frank)

x� Science: Examine accounts of men and women who have survived environmental disasters. (Chernobyl, Hiroshima, or Nagasaki).



Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.



PI 81 Know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education, and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations. (Mastery)

Concepts/Themes x� conflict x� citizenship x� identity x� human rights x� culture x� diversity

Content Units x� VII: An Industrial Society x� VIII: The United States as an




x� identify ethnic communities that developed in their city, NY State and America and explain their role in American History

x� diagram the various social and economic characteristics and socialization process of specific ethnic groups in American History.

x� Compare the social and economic characteristics and socialization process of various ethnic groups and predict how they will interact with each other.

Vocabulary x� customs x� traditions x� cultural diversity x� immigrant x� extended family

Specific Items x� Sharecroppers x� Immigrant Ghettos x� Homesteaders x� Dust Bowl Oakies x� Eastern European Cultures

(Immigrants / Cold War) x� Asian Cultures (Immigrants /

WWII) x� Euro-Mediterranean Cultures

(Immigrants) x� Jewish Culture (Immigrants /

Holocaust) x� Migrant Workers x� Suburbanites

x� Multicultural: Oral traditions

x� Character Education: The importance of family

x� Technology: Use the computer to create a family tree.

x� ELA: Create a family tree for any figure in literature.



Standard 2: World History: Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.



PI 84 Develop timelines by placing important events and developments in world history in their correct chronological order. (Mastery)

Concepts/Themes x� change x� movement of people and goods


x� organize historical events and developments in proper chronological order on a time line

x� identify the different themes and eras from world history timelines and map their relationship to United States History.

x� justify the inclusion of specific historical events on a time line.

Vocabulary x� conflict x� imperialism x� Sphere of Influence x� Chronological order x� Causes and effects

Specific Items x� Students should create at

least one timeline per unit. Timeline possibilities include the following:

x� Amendments to the Constitution

x� Imperialism and Expansion of U.S. Influence

x� World Wars I & II x� The Cold War x� The Civil Rights Movement

x� Math: Place fractions, mixed numbers, and negative numbers onto a number line.

x� Science: Create geographic timeline.



Key Idea 4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.



PI 90 Explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed. (Mastery)

Concepts/Themes x� political systems x� empathy x� belief systems x� economic systems x� decision making x� identity


x� identify and analyze various historical documents and the events, individuals that are related to them.

x� interpret various historical documents and analyze causes that lead to these international documents and their relationship to US History.

x� analyze the consequences of these documents and how they impacted US History and the shaping of US foreign policy.

Vocabulary x� imperialism x� containment x� isolationism x� 1st world, 2nd world, 3rd

world x� self determination x� hawks x� doves

Specific Items x� any primary source x� FDR’s Fireside Chats and

“Day that will Live in Infamy” Speech

x� MLK’s “Letter from a Birmingham Jail” and “I have a Dream”

x� Multicultural: “Letter from a Birmingham Jail” / “I have a Dream”

x� ELA: Analyze literature and identify the protagonists and antagonists.



PI 93 Investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-and-effect relationships, testing these hypotheses, and forming conclusions. (Mastery)

Concepts/Themes x� interdependence x� power x� change x� imperialism x� movement of people x� political systems

Content Units x� Present in all content Units

x� identify and analyze the important historical events when the US was involved with other parts of the world.

x� classify the cause and effects of US involvement in other parts of the world.

x� criticize or justify the policy decisions that involved the US in world affairs.

Vocabulary x� relevant and irrelevant x� opinion x� bias x� fact

Specific Items

x� Radical Reconstruction – Jim Crow Laws-Civil Rights Movement

x� Immigration-Assimilation-Diverse Culture

x� Versailles Treaty-Punishment of Germany-Rise of Hitler-World War II

x� Russian Revolution-Cold War

x� Math: Complete basic logic problems to determine cause and effect.

x� Science: Summarize the scientific method.



Standard 3: Geography: Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global-including the distribution of people, places, and environment over the Earth’s surface Key Idea 1: Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.



PI 94 Map information about people, places, and environments. (Mastery)

Concepts/Themes x� The Six Essential Elements of

Geography (per NYS Core Curriculum)

x� environment x� scarcity x� interdependence x� change x� choice


x� identify, analyze and interpret various types of maps, ( e.g. economic, political, and physical).

x� Generate a map that identifies and regionalizes people, places, and environments during a specific historical period.

Vocabulary x� compose x� scale of miles x� map key x� latitude x� longitude, x� themes of geography

Specific Items

x� Military Maps from WWI, WWII…

x� Industrialization x� Changes in Population

Centers over Time (Westward Movement. Immigration, Urbanization, Suburbanization)

x� Natural Resources (70’s Oil Crisis)

x� Technology: Find interactive maps on the Internet and answer questions based on the information provided.

x� Science: Interpret weather maps.



PI 95 Understand the characteristics, functions, and applications of maps, global, aerial and other photographs, satellite-produced images, and models. (Mastery)



x� movement of people x� scarcity x� interdependence x� change x� choice


x� Investigate the characteristics, functions and applications of maps, photographs and satellite produced images and models that pertain to historical time periods and events in US history.

x� classify and compare the characteristics of maps, aerial photography and satellite-produced images.

x� Predict how various geographic material will be used.

Vocabulary x� Geographic Information

Systems x� aerial photograph x� satellite image x� computer model x� physical map x� political map

Specific Items

x� Same as PI # 94

x� Technology: Examine satellite imagery.

x� Math: Solve math problems based on information provided in satellite imagery.

PI 96 Investigate why people and places are located where they are located and what patterns can be perceived in these locations. (Mastery)



x� movement of people x� scarcity x� interdependence x� change x� needs and wants x� factors of production x� choice x� diversity

Content Units x� VII: An Industrial Society x� IX: The United States Between the



x� Compare and contrast regional migration and development at various points in American History.

x� Analyze historical accounts to determine the motivation and facilitating factors leading to settlement, agriculture or industrial developments in various areas.

x� recommend government and civic policies that would be appropriate for specific settlement patterns.

Vocabulary x� reservation x� nomadic x� homesteader x� prairie x� sod x� ghetto x� tenement x� immigrant x� settlement house. x� transcontinental x� cow town x� cattle drive

Specific Items x� covered in vocabulary

x� Science: Punit Squares and Genetics

x� Math: Demographics, Statistics, and Probabilities.



PI 97 Describe the relationship between people and environments and the connections between people and places. (Mastery)



x� movement of people x� culture x� scarcity x� interdependence x� needs and wants




x� compare how indigenous people and nonindigenous people developed cultural practices and institutions that were a product of their geography and environment.

x� examine how geography shaped peoples way of life in various geographic regions and at various times in American history.

x� evaluate geographic interaction by assessing the impact on and technological manipulation of the environment by human settlement.

Vocabulary x� urban x� rural x� suburban x� indigenous, aboriginal, native x� all descriptive geographic

terms (bay, river, plain, prairie, etc.)

Specific Items

x� Urban Life in the Early 20th Century

x� Homestead Life x� Letters from Soldiers in

Various Wars x� The Holocaust x� The WWII Home Front

x� ELA: Read novels and short stories in which the characters must adapt to their environment. (Julie and the Wolves, Of Mice and Men,

x� Science: Name the different geographic regions and summarize the differences.



Key Idea 2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.



PI 98 Formulate geographic questions and define geographic issues and problems. (Mastery)



x� Imperialism x� interdependence x� movement of people and goods x� factors of production x� scarcity


x� identify geographic issues and problems that are relevant to the historical time periods and events.

x� raise questions that pertain to individual geographic issues and problems that will lead to drawing inferences.

x� consider geographic information to generate a response a geographic question.

Vocabulary x� The Six Essential Elements

of Geography (per NYS Core Curriculum)

x� natural resources x� climate x� agriculture

Specific Items

x� Multicultural: Discuss Segregation and Gentrification

x� Science: Environmental Protection, Recycling, Biodiversity, Climate Patterns.

PI 99 Use a number of research skills (e.g. computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems. (Mastery)



Content Units

x� could be present in all Content Units

x� identify the reference sources for geographical data and use them to search for data.

x� rank the reliability of various sources of geographic data.

x� support a thesis using several different geographic research tools.

Vocabulary x� census x� survey x� database x� demographics x� statistics

Specific Items

x� Technology: Use of Computer databases and mapping programs



PI 100 Present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models (Mastery)



Content Units

x� could be present in all Content Units

x� determine appropriate format to best present specific geographic information.

x� evaluate a variety of formats to present geographical information.

x� Use several formats to present geographic information in a variety of ways that create a comprehensive picture.

Vocabulary x� graphs x� charts x� tables x� summarize x� interpret x� land formations x� topography x� relief maps x� satellite images

Specific Items x� Areas of Urbanization x� Growth of Population x� Economic Growth

x� Math / Technology: Make graphs, charts, and tables that present data

PI 101 Interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems. (Mastery)



x� change x� interdependence x� movement of people and goods

Content Units x� present in all Content Units

x� gather, organize and categorize geographic data

x� arrange geographic data in an appropriate formats.

x� synthesize and analyze geographic data and draw conclusions.

x� defend the conclusions drawn from geographic data using geographic support material.

Vocabulary x� The Six Essential Elements

of Geography (per NYS Core Curriculum)

Specific Items

x� Imperialism x� Relations with various parts

of the world x� Energy Policy

x� ELA: Persuasive Essays

x� Science: Scientific Method and conducting Laboratory Experiments



Standard 4: Economics: Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies and how an economy solves the scarcity problem through market and non market mechanisms Key Idea 1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and interdependence of economies and economic systems throughout the world.



PI 102 Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources. (Mastery)

Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� science and technology x� political systems x� change x� imperialism x� nationalism x� power x� choice


x� describe the impact of scarcity on a specific group or historical period

x� explain the impact of scarcity on business practices and public policy.

x� compare and contrast different economic systems from different periods of American history and different parts of the world.

Vocabulary x� scarcity x� law of supply demand x� interdependence x� producer x� consumer x� trade x� raw materials x� human resources x� natural resources x� limited resources

Specific Items

x� Industrialization and Robber Barons

x� Frontier Land Management (Grange)

x� Labor Management Relations

x� The Conservation Movement (National Parks)

x� 70’s Gas Crisis x� Energy Sources

x� Multicultural: Examine how different cultures approach the three fundamental questions (the traditional Native American approach to economics).

x� Character Education: Predict what conflicts may occur as a result of scarcity.



PI 103 Define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems. (Mastery)

Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� power x� movement of goods and people x� political systems x� environment and society



x� IX: The United States Between the Wars


x� identify and define economic concepts as they pertain to historical events, political policies, and economic conditions.

x� relate economic concepts to specific historical events, business practices, economic reforms and government policies.

Vocabulary x� trade x� raw materials x� human resources x� natural resources x� limited resources. x� opportunity costs x� scarcity x� factors of production x� productivity x� supply and demand x� economic market

Specific Items

x� Industrialization and Big Business, Markets and Monopolies

x� Introduction of Federal Taxation

x� WWII Wartime Economy x� Great Depression x� Economic Expansion in the

50’s and 90’s

x� Technology: Choose a stock and follow the progress of the stock everyday using the newspaper or the Internet.

x� Math: Create a supply and demand graph.



PI 104 Understand how scarcity requires people and nations to make choices that involve costs and future considerations. (Mastery)

Concepts/Themes x� economic systems x� factors of production x� scarcity x� imperialism x� power x� movement of goods and people x� political systems x� environment and society


x� demonstrate the role of scarcity in specific historical periods and its role in government polices, business decisions, and consumer choices.

x� predict the possible future cost and considerations of an specific historical economic decision.

x� recommend alternatives to a specific historical economic decision which considers scarcity and opportunity costs.

Vocabulary x� same as PI 102

Specific Items

x� same as PI # 102

x� Character Education: “The Economics of Staying in School”

x� ELA: Read stories with consequences for the characters.

PI 105 Understand how people in the United States and throughout the world are both producers and consumers of goods and service. (Mastery)

Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� imperialism x� power x� movement of goods and people x� political systems


x� distinguish the differences and similarities between producer and consumer and the roles they play in economic development.

x� Diagram the relationship between producers and consumers of goods and services in a variety of market conditions and economic conditions.

x� assess the impact of governmental policy on the relationship of production and consumption.

Vocabulary x� producer x� consumer x� goods and services x� trade x� tariffs x� cash crops x� import x� export

Specific Items x� Mass production x� Installment buying x� 1929 Stock Market Crash x� Arab Oil Embargo x� Trade deficit x� Globalization and NAFTA

x� Multicultural: Globalization and its effects on other cultures.

x� Character Education: Conservation and consumption

x� Science: Cellular respiration and the food chain.



PI 106 Investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems. (Mastery)

Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� science and technology x� power x� movement of goods and people x� political systems


x� Use the three basic economic questions (what to produce and in what quantities, how to produce goods & services, who is going to use goods & services) to describe the economic decisions made in a specific period of American history.

x� compare and contrast the different approaches to economics in various time periods in American and global history.

x� examine economic and political reforms that are a result of solving basic economic problems.

Vocabulary x� Production Possibilities

Curve (Frontier) x� Supply and Demand Graph.

Specific Items x� The three fundamental

economic questions: What goods and services shall be produced and in what quantities? How shall goods and services be produced? For whom shall goods and services be produced?

x� Multicultural: Compare the economies of America and Cuba.

x� Character Education: Assess the importance of consumer choice while comparing different types of economies.

PI 107 Describe how traditional, command, market, and mixed economies answer the three fundamental economic questions. (Mastery)

Concepts/Themes x� needs and wants x� economic systems x� factors of production x� scarcity x� nationalism x� political systems x� power

Content Units x� X: The United States Assumes

Worldwide Responsibilities x� XI: The Changing Nature of the


x� summarize and classify the characteristics of each economic systems

x� compare and contrast the advantages and disadvantages of each economic systems.

x� evaluate the effectiveness of each economic system as it is implemented in specific periods of American history or in other nations.

Vocabulary x� stock market x� sphere of influence x� imperialism x� market economy x� capitalism x� command economy x� mixed economy

Specific Items x� Trust-busting and the

Sherman Antitrust Act x� New Deal x� Bolshevik and Stalinism x� Vietnam and North Korea x� Post WWI Economic

Expansion

x� Character Education: Assess the importance of consumer choice while comparing different types of economies,



PI 108 Explain how nations throughout the world have joined with one another to promote economic development and growth. (Mastery)

Concepts/Themes x� economic systems x� factors of production x� scarcity x� science and technology x� change x� nationalism x� power x� movement of goods and people x� political systems

Content Units x� X: The United States Assumes



x� identify policies that promote international economic development

x� analyze the cost and benefits of trade policies on the American economy.

x� summarize the international and domestic developments that have lead to an increase in global trade.

Vocabulary x� scarcity x� law of supply demand x� interdependence x� producer x� consumer x� trade x� raw materials x� human resources x� natural resources x� limited resources.

Specific Items x� Marshall Plan x� Peace Corps x� Foreign Aid x� NAFTA

x� Math: Quadratic Equations.

x� ELA: Read and discuss any books on cooperation.

x� Science: Biological Synergy, Parasites.



Standard 5: Civics, Citizenship, and Government: Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Key Idea 1: The study of civics, citizenship, and government involves learning about political systems; the purpose of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.



PI 114 Analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs. (Maintain Mastery)

Concepts/themes x� justice x� government x� political systems x� human rights x� civic values x� power x� decision making x� needs and wants

Content Units x� VII: An Industrial Society x� IX: The United States Between

the Wars x� X: The United States Assumes



x� Give examples of values that promote the guarantee of human rights

x� Evaluate government policies and laws that make provisions for human needs and assess the results of these policies.

x� Compare how effectively the rights of different groups from specific periods of American history are protected and recommend how those rights could have been better protected.

Vocabulary x� rights x� natural rights x� citizenship rights x� democracy

Specific Items x� Immigrants and Push and

Pull Factors x� Civil Rights Movement x� Mexican American Rights x� A.I.M. Native American

Rights x� Peace Corps x� Civil Liberties in the Post

9/11 World

x� Multicultural: Evaluate government policies towards Native Americans and African Americans.

x� Character Education: Define citizenship and discuss the ramifications of being a citizen.



PI 115 Consider the nature and evolution of constitutional democracies. (Maintain Mastery)

Concepts/themes x� justice x� political systems x� government x� human rights x� civic values x� power

Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� XI: The Changing Nature of the


x� give examples of democratic principles that were strengthened during different time periods.

x� examine the causal agents and mechanisms of change in the US Constitution that allow for democracy to evolve in America.

x� assess how well democracy has served various groups during these periods of change.

Vocabulary x� Democracy x� Constitution x� Colonial Charter x� Rule of Law x� Democracy x� Constitution x� Colonial Charter

Specific Items x� Amendments (Slave, 17, 19,

26) x� New Deal x� The Imperial Presidency x� The Warren Court x� The Burger Court x� Watergate

Character Education: Define justice and examine how constitutional monarchies distribute justice.

PI 116 Explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens. (Maintain Mastery)

Concepts/themes x� political systems x� human rights x� power x� economic systems

Content Units

x� VIII: The United States as an Independent Nation in an Increasingly Interdependent World



x� compare and contrast the rights of citizens in different countries throughout the western hemisphere.

Vocabulary x� Democracy x� Constitution x� Colonial Charter

Specific Items x� Canadian Branches of

Government x� Panama Canal x� Dollar Diplomacy x� Cuba, Sandanistas, Contras x� NAFTA

x� Multicultural: Analyze the treatment of citizens in Communist countries (Cuba, Vietnam, Cambodia).

x� ELA: Read literature from other parts of the world and compare the characters to American citizens.



PI 117 Analyze the sources of a nation’s values as embodied in its constitution, statutes, and important court cases. (Mastery)

Concepts/Themes x� change x� decision making x� civic values x� citizenship x� political systems x� power x� government x� human rights.

Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� IX: The United States Between

the Wars x� XI: The Changing Nature of the


x� summarize important court cases, legislation and Amendments that exemplify the nation’s values.

x� asses the role of specific people and groups in promoting democratic values.

x� critique the motivations behind and specific amendments, legislation and court cases and their effects

Vocabulary x� Constitution x� Statute x� Amendment x� Court case

Specific Items x� Plessy V. Ferguson x� Brown v. Board of Education

of Topeka, Kansas x� Miranda Case x� Civil Rights and Voting

Rights Act

x� Multicultural: Court cases involving minorities.

x� Character Education: Arbitration and Conflict Resolution.

x� Technology: x� Math: x� ELA: Legal Fiction

(To Kill A Mockingbird )



Key idea 2: The state and federal governments established by the Constitutions of the United States and New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for self, others, and property) principles, and practices and establish a system of shared and limited government.



PI 118 Understand how civic values reflected in United States and New York State Constitutions have been implemented through laws and practices. (Mastery)

Concepts/Themes x� change x� decision making x� civic values x� citizenship x� political systems x� power x� government x� human rights.

Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� IX: The United States Between the



x� identify and define civic values. x� classify examples of the civic

values that are embedded within the national and states’ constitutions, and laws.

x� evaluate how specific laws and practices reflect civic values.

Vocabulary x� Constitution x� statute x� amendment x� court case.

Specific Items x� desegregation and integration x� Labor Laws x� Suffrage Movement

x� Multicultural: Minority Legislation



PI 119 Understand that the New York State Constitution, along with a number of other documents, served as a model for the development of the United States Constitution. (Mastery)

Concepts/Themes x� political systems x� government x� decision making x� civic values x� human rights.

Content Units x� VI: Division and Reunion x� VII: An Industrial Society

x� explain how NY state constitution served as a model for the Amendments to the US constitution.

x� analyze several documents and the NY State constitution to compare them to the constitution of the United States.

Vocabulary x� separation of power x� social contract x� election x� democracy x� suffrage

Specific Items x� Amendments from various

periods

PI 120 Compare and contrast the development and evolution of the constitutions of the United States and New York State. (Mastery)

Concepts/Themes x� nation state x� citizenship, x� political systems x� power x� government x� decision making x� civic values x� human rights x�

Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� XI: The Changing Nature of the


x� identify the differences and similarities between the development of NY state constitution and the US constitution.

x� compare and contrast the structure and organization of the state and federal governments as described in both the US and New York State constitution.

Vocabulary x� legislative x� executive x� judicial x� President x� Vice president x� Congress x� House of Representatives x� Assembly x� Senate x� federal court x� state court x� Governor x� lieutenant governor

Specific Items x� Civil War Amendments x� Seneca Falls Declaration x� League of Nations Charter

x� Science: Evolution and various theories of how the Earth has grown and changed.



PI 121 Define federalism and describe the powers granted the national and state governments by the United States Constitution. (Mastery)

Concepts/Themes x� nation state x� citizenship, x� political systems x� power x� government x� decision making x� civic values x� human rights.

Content Units x� VI: Division and Reunion x� IX: The United States Between the



x� examine the role of national and state governments in federalism.

x� critique the role tensions between state and nation interests played in various periods of American history and the results of these tensions.

x� use historic events to justify the role of state governments in the system of federalism.

Vocabulary x� federalism x� delegated powers x� reserved powers x� concurrent powers x� supremacy clause x� confederacy

Specific Items x� Reconstruction x� Segregation and Desegregation x� Business Regulation x� New Deal x� Civil Liberties Protections x� Vietnam Protest x� Rehnquist Court

x� Technology: Look up emails for National, State, and local Representatives.

x� ELA: Write letters to representatives.



PI 122 Value the principles, ideals, and core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality. (Mastery)

Concepts/Themes x� nation state x� citizenship, x� political systems x� power x� government x� decision making x� civic values x� human rights.

Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� X: The United States Assumes



x� identify and explain the principles, ideals and core values of the American democratic system.

x� give examples of core democratic values and rate how effectively they are represented in the American democratic system.

Vocabulary x� justice x� liberty x� democracy x� human dignity

Specific Items x� Holocaust x� Japanese Internment Camps x� Nuremberg Trials x� Settlement Houses x� Labor Unions x� Warren Court x� Berger Court x� Vietnam War Protest x� Civil Rights Movement x� NATO intervention in Kosovo

x� Multicultural: The Civil Rights Movement and the American Indian Movement

x� Character Education: Study the values of “human dignity, liberty, justice, and equality.”

PI 123 Understand how the United States and New York State Constitutions support majority rule but also protect the rights of the minority. (Mastery)

Concepts/Themes x� human rights x� civic values, x� government.

Content Units x� VII: An Industrial Society x� IX: The United States Between the

Wars x� X: The United States Assumes



x� analyze the methods used to determine the will of the majority and how, over time, they have become more or less inclusive.

x� describe Constitutional Amendments and Federal laws which are meant to protect the rights of the minority.

x� criticize the treatment of people in the minority at various periods of American history and recommend better treatment.

Vocabulary x� majority x� minority

Specific Items x� Amendments, 13, 14, 15, 19,

24; x� Civil Rights Act, 64, 68 x� Voting Rights Act, 65 x� American’s with Disabilities

Act 1990 x� Minority Voting Rights Acts of

1975

x� Multicultural: Civil Liberties

x� Character Education: Tolerance of Minority views.

x� Math: Opinion polls and surveys.



Key Idea 3: Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.



PI 124 Explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time. ( Mastery)

Concepts/Themes x� change x� citizenship x� power x� human rights x� government

Content Units x� VI: Division and Reunion x� VII: An Industrial Society x� IX: The United States Between

the Wars x� X: The United States Assumes



x� examine and describe the roles and responsibilities of a citizen in a democratic society.

x� illustrate how the definition of citizenship has changed over time and categorize those changes by time period, rights given or taken, and responsibilities placed on citizens.

x� compare and contrast the voting rights in different time periods.

x� give examples of citizenship as it is defined in the constitution and in laws.

Vocabulary x� citizenship x� democracy x� naturalization x� immigration x� suffrage x� poll tax x� literacy test x� bilingual ballot. x� Refugee

Specific Items x� Naturalized Citizen x� Alien x� Immigration at

various points in American History

x� Nativism

x� Character Education: Obeying Laws

x� Math: Grouping



PI 125 Understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities. ( Mastery)

Concepts/Themes x� conflict x� justice x� human rights x� citizenship x� civic values

Content Units x� VI: Division and Reunion x� IX: The United States Between

the Wars x� XI: The Changing Nature of the


x� summarize how the American legal and political systems guarantee and protect the rights of citizens.

x� analyze specific historic events where the participants exercised civic values and fulfilled civic responsibility.

x� evaluate 5 basic responsibilities of a citizen using examples of these responsibilities from everyday life.

Vocabulary x� citizenship x� responsibilities x� vote x� military service x� draft / conscription x� jury x� selective service x� census report

Specific Items x� Naturalized Citizen x� Alien x� Immigration at

various points in American History

x� Nativism x� Voting Rights /

Motor Voter Law x� Americorp

x� Character Education: Civic Responsibilities

PI 126 Discuss the role of an informed citizen in today’s changing world. ( Mastery)

Concepts/Themes x� government x� civic values x� decision making

Content Units x� VII: An Industrial Society x� XI: The Changing Nature of the


x� define the essential attributes of an informed citizen

x� give examples of how citizens are informed in today’s society.

x� describe how the role of an informed citizen has changed over time

Vocabulary x� newspaper x� media x� internet

Specific Items x� Vietnam War x� Holocaust x� Freedom Riders /

Student NonViolent Coordinating Committee

x� Election of 2000

x� Technology: Discuss how the Internet has changed the definition of an informed citizen.

x� ELA: Read newspapers and magazines.

x� Science: Science in the news.



PI 127 Explain how Americans are citizens of their states and of the United States. ( Mastery)

Concepts/Themes x� identity x� conflict x� citizenship x� political systems x� government

Content Units x� VI: Division and Reunion x� XI: The Changing Nature of the


x� identify a citizen’s roles in their state and nation and compare and contrast these roles.

x� discuss specific historical examples of citizens contributing to the betterment or reform of their state.

x� Evaluate the establishment of a federal system and its impact on citizenship.

Vocabulary x� city x� county x� state x� nation x� concurrent powers

Specific Items x� same as PI # 121

x� Multicultural: Study the reactions of different states to the Civil Rights Movement and other historical events.

Key Idea 4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.



PI 128 Respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint. (Maintain Mastery)

Concepts/Themes x� conflict x� choice x� empathy x� decision making x� civic values


x� formulate and defend 3-5 rules for classroom discussion and debates.

x� engage in discussion and debate in an appropriate manner.

x� after a debate, critique their own and others’ conduct.

Vocabulary x� debate x� discussion x� viewpoint x� respect

x� Character Education: Mock debates and elections, Model UN, Conflict Resolution Role Playing.

x� ELA: Debate, Persuasive essays.



PI 129 Explain the role that civility plays in promoting effective citizenship in preserving democracy. (Maintain Mastery)

Concepts/Themes x� conflict x� choice x� empathy x� decision making x� civic values

Content Units x� VI: Division and Reunion x� VIII: The United States as an



x� evaluate certain events where civility would have produced a different outcome and recommend how civility could have been introduced into these events.

x� develop and implement a variety of conflict resolution strategies.

Vocabulary x� morality x� discrimination x� toleration x� conflict resolution

Specific Items x� Martin Luther King

and Nonviolence

x� Character Education: Define civility.

x� ELA: Manners and friendly letters.

PI 130 Participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems. (Maintain Mastery)

Concepts/Themes x� conflict x� choice x� empathy x� decision making

Content Unit x� XI: The Changing Nature of the


x� identify and explain the process of negotiation and compromise.

x� role-play a disagreement and act out the process of negotiation and compromise.

Vocabulary x� negotiation x� problem solving x� brain storming x� role play x� mediation

Specific Items x� BPS Student

Responsibility Plan

x� Character Education: Compromise and arbitration

x� Technology: Local Internet resources

Documents

Social Studies Pacing Guides · intervention? Create a timeline that indicates periods of United States isolationism and foreign involvement from 1900 to the present. Show areas of