SPECIAL EDUCATION · • Chronological order in a graphic organizer or timeline. • Debate the sources of conflict using point of view. PRE-ASSESSMENT: ASSESSMENT: GRAPHIC ORGANIZER

8th GRADE

SOCIAL STUDIES

COURSE OF STUDY

SPECIAL EDUCATION

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe….

• every person has worth • every individual can learn • family is the most important influence on the

development of personal values. • attitude is a choice and always affects performance • motivation and effort are necessary to achieve full

potential • honesty and integrity are essential for building

trust. • people are responsible for the choices they make. • performance is directly related to expectations. • educated citizens are essential for the survival of

the democratic process. • personal fulfillment requires the nurturing of mind,

body and spirit. • every individual has a moral and ethical obligation to

contribute to the well-being of society. • education is a responsibility shared by students,

family, staff and community. • the entire community benefits by investing its time,

resources and effort in educational excellence. • a consistent practice of shared morals and ethics is

essential for our community to thrive.

BENCHMARK O: Compare the defining characteristics of democracies, monarchies and dictatorships. TOPIC/UNIT: Government Time Line: Indicator (# 22): Explain the political concepts expressed in the United States Constitution.

KNOW

• The characteristics of a representative democracy.

• How checks and balances is

practiced.

• The characteristics of a democracy.

• The characteristics of a

monarchy.

• The characteristics of a dictatorship.

*Broad and current.

DO • Use a graphic organizer to

compare and contrast democracies, monarchies and dictatorships.

PRE-ASSESSMENT: ASSESSMENT:

GRAPHIC ORGANIZER & OR TECHNOLOGY:

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY: HISTORICAL/MODERN LINK:

BENCHMARK N: Explain how the Declaration of Independence, the Articles of Confederation, the United States Constitution, including the Bill of Rights, and the Northwest Ordinance have provided for the protection of rights and the long-term future of a growing democracy. TOPIC/UNIT: Government Time Line: Indicator (# 24): Explain how specific provisions of the United States Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals.

KNOW

• The characteristics of a

representative democracy. • How checks and balances are used

to prevent any one from gaining too much power.

• What protections are provided in the Bill of Rights.

• How the freedom of religion, speech, press, assembly and petition are protected in the First Amendment.

• How and why the accused are protected by the right to trial by jury and the right to counsel.

• What is meant by the concepts of due process and equal protection of the laws.

DO • Checks and Balances. • Group debate over local issues

such as curfew. • Apply the Bill Of Rights to

specific situations.



TESTING SKILL (S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES:


BENCHMARK P: Show the relationship between civic participation and attainment of civic and public goals. TOPIC/UNIT: Citizenship Rights and Responsibilities Time Line: Indicator (#13): Describe the historical limitations on participation of women in United States society and their efforts to gain equal rights. Indicator (#30): Show connections between the rights and responsibilities of citizens.

KNOW • The right and responsibility of

being tried by a jury and serving on juries (30).

• How citizens played an active

role in their governments.

DO




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:

HISTORICAL/MODERN HOOK:

BENCHMARK A: Explain why people institute governments, how they influence governments, and how governments interact with each other. TOPIC/UNIT: Government/Role of Government Time Line: Indicator (# 2): Explain the ways countries interact through military conflict.

KNOW

• The definition of military conflict.

• Who is involved in military

conflict currently. • The difference between

enemy and allies.

DO

• Discuss reasons the US would become involved in military conflict.

• Relate personal relationships

to international conflicts.




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:

HISTORICAL/MODERN LINK:

BENCHMARK F: Explain the social, political and economic effects of industrialization. TOPIC/UNIT: History Time Line:

KNOW

• The local effect of industrialization on the growth of towns and cities.

DO

• Describe and understand your rights in regard to working conditions.




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:

HISTORICAL/MODERN HOOK:

BENCHMARK D: Explain the political and economic challenges faced by the United States after the Revolutionary War and the actions that resulted in the adoption of the United States Constitution. TOPIC/UNIT: History Time Line:

KNOW • How national security is

maintained.

DO

• Complete a web that lists the different challenges Americans faced in government. (i.e., Bill of Rights)

• Be able to state why you would or would not support an issue.




BEST PRACTICES:

RESOURCES:


BENCHMARK L: Identify connections between government policies and the economy. TOPIC/UNIT: Economics Time Line: Indicator (#17): Explain how governmental protection of property rights and regulation of economic activity impacted the development of the United States economy.

KNOW

• The fundamentals of taxation by our government.

• The effects of governmental fiscal policy (builds roads, etc.).

• The importance of strong and sound economic system (school levy, personal bankruptcy).

• The names and functions of national economic policy makers (President, Governor, Mayor, Members of School System).

• The importance of our national currency.

DO

• Create a chart or list of ways our government taxes us.

• Describe the benefits and services we as citizens receive from paying taxes.

• Describe and identify governmental agencies (local water department).




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:

HISTORICAL/MODERN LINK HOOK:

BENCHMARK: Explain why trade occurs and how historical patterns of trade have contributed to global interdependence. TOPIC/UNIT: Economics /Scarcity and Resource Allocation Time Line: Indicator (# 1): Explain that most decisions involve trade-offs and give examples.

KNOW

• What would be considered a fair/reasonable trade.

• To be able to look at a trade

from two points of view.

DO

• Give examples of types of trade-offs that could happen in every day life.

•




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:


BENCHMARK A: Explain how the endowment and development of productive resources affect economic decisions and global interactions. TOPIC/UNIT: Economics/Markets Time Line: Indicator (# 4): Have a basic understanding of supply & demand.

KNOW

• General definitions of supply & demand.

DO

• Associate price with supply/demand relationship.




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:


BENCHMARK C: Explain the causes and consequences of the American Revolution, with emphasis on both Colonial and British perspectives. TOPIC/UNIT: History Time Line: Indicator (#3): Identify and explain sources of conflict.

KNOW

DO

• Explain the significance (cause and effect) of each of the sources of conflict. (Current events, peer group).

• Chronological order in a

graphic organizer or timeline. • Debate the sources of conflict

using point of view.




BEST PRACTICES:

RESOURCES:


BENCHMARK A: Interpret relationships between events shown on multiple-tier time lines. TOPIC/UNIT: History/Chronology Time Line:

KNOW • Components necessary to design

an accurate timeline. Related to life timeline of paying bills.

• How to place events in sequential

order.

DO • Construct a current

timeline. • Interpret cause and effect

relationships of events.




BEST PRACTICES:

RESOURCES:


BENCHMARK A: Identify on a map the location of major physical and human features of each continent. TOPIC/UNIT: Geography/Location Time Line: Indicator (#__): On a map, identify places of relevance.

KNOW

• How to use the following types of maps:

Road map, distribution map, building maps, political map, weather map.

DO

• Locate & label: USA, Ohio, Hancock Co. & Findlay

• Find points of interest on a

road map. • Be able to navigate using a

map.

• Track weather, storm alerts, etc using a map.




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:


BENCHMARK D: Explain reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns. TOPIC/UNIT: Geography/Places & regions Time Line: Indicator (# 5): Identify charts and graphs that show patterns.

KNOW

• What a chart/graph represents.

• The parts of the

chart/graph.

DO

• Read a chart/graph. • Create & label a

chart/graph.




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:


BENCHMARK B: Explain how the Declaration of Independence, the U.S. Constitution, including the Bill of Rights, and the Northwest Ordinance have provided for the protection of rights and the long-term future of a growing democracy. TOPIC/UNIT: Government/Role of government Time Line: Indicator (# 1): Explain reasons for the creation of policy/rules.

KNOW

• Policies are created to keep people and property safe.

DO

• Examine existing policies (i.e., Handbooks, local laws, etc) for fairness and safety.

• Create fair policies as a

group.




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:


BENCHMARK B: Organize historical information in text or graphic format and analyze the information in order to draw conclusions. TOPIC/UNIT: Social Studies & Methods/Thinking & Organizing Time Line: Indicator (# 2): Organize information using outlines and graphic organizers. Indicator (# 3): Read in interpret pictographs, bar graphs, line graphs, circle graphs, tables and flow charts.

KNOW

• What type of organizer is appropriate.

• How to read the organizers.

• How to use information from

the organizer to hold a discussion.

DO

• Recognize each of the graphs and organizers above.

• Use the organizers to display

information from discussion/texts.

• Relate personal relationships

to international conflicts.

• Develop a graph/chart to display information.




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:


BENCHMARK R: Analyze different perspectives on the topic obtained from a variety of sources. TOPIC/UNIT: Social Studies skills and Methods Time Line: Indicator (# 31): Compare accuracy and point of view of fiction and non-fiction sources about a particular era or event.

KNOW

• Where and how to locate sources of information.

• The difference between

primary and secondary sources.

• The difference between fiction and non-fiction.

DO

• Editorial writings (fact vs. opinion).




BEST PRACTICES:

RESOURCES:


BENCHMARK U: Work effectively in a group. TOPIC/UNIT: Social Studies skills and Methods. Time Line: Indicator (# 33): Identify ways to manage conflict within a group.

KNOW

• Know how to apply conflict management skills when necessary.

DO

• Cooperate with others. • Know the function of the

different roles with in a group.

• Experience a successful group activity.

• Demonstrate respect of

others when working in a group.




BEST PRACTICES:

RESOURCES:


BENCHMARK S: Organize historical information in text or graphic format and analyze the information in order to draw conclusions. BENCHMARK T: Present a position and support it with evidence and citation of sources. TOPIC/UNIT: Social Studies skills and Methods. Time Line: Indicator (# 32): Organize and lead a discussion.

KNOW

• Know that research can be obtained from a variety of places including the library, internet, periodicals, et cetera.

• Know how to support an idea or

position in an oral or written format.

• Know how to select information

that is timely and relevant.

DO • Prepare aids to support

discussion or presentation. • Give oral presentations.

• Debate issues.




BEST PRACTICES:

RESOURCES:


BENCHMARK D: Work effectively in a group. TOPIC/UNIT: Social Studies Skills & Methods/Problem Solving Time Line: Indicator (# 3): Work effectively to achieve group goals.

KNOW

• How to use active listening skills.

• Various roles within the

group. • How to establish group goals. • How to provide/accept

feedback in a constructive manner.

• How to recognize

contributions of others.

DO

• Role play within a group. • Create classroom goals.

• Create classroom incentives

charts/graphs etc.




BEST PRACTICES:

RESOURCES:

TESTING VOCABULARY:


Documents

SPECIAL EDUCATION · • Chronological order in a graphic organizer or timeline. • Debate the sources of conflict using point of view. PRE-ASSESSMENT: ASSESSMENT: GRAPHIC ORGANIZER