Subject:   Geography      

Grade(s): 6

Unit Title: Climate Regions (Last Revision 1-10-06)

Approximate Length:   1 week

Brief description of unit:

In this unit students will learn the climate regions of the world and the factors which determine them such as latitude, physical features, wind and ocean April 5, 2006ote>

NH Frameworks/Proficiency Standards to be addressed:

11.6.1, 11.6.6,12.6.1,12.6.8

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:  

What are major factors causing climates?, What are the world climate zones?

Core Unit Content:  

Tropical zone, moderate zone , polar zone, rain forest, savanna, marine west coast climate, mediterranean zone, humid-continental climate, humid sub-tropical climate, tundra, permafrost, elevation, timberline, steppe, currents, weather, climate, hurricane, typhoon, monsoon, rain shadow

Core Unit Skills:  

• Explain factors that cause/create a climate.
• Explain how moving wind and water circulate the sun’s heat.
• Explain what causes a rain shadow.
• Describe what major world climate regions are like.  
• Locate where each world climate region is located.

 

Subject: Geography      

Grade(s): 6

Unit Title: 5 Themes of Geography (Last Revision 1-10-06)

Approximate Length: 5 days

Brief description of unit:  

Students will learn to use the 5 themes of geography to relate to the study of the earth, how place and location can mean different things, and how people relate to their environment and to each other.

NH Frameworks/Proficiency Standards to be addressed:

Location; 10.6.3, 10.6.4, 10.6.7 Place 8.6.3, 14.6.6., H/E Interaction 13.6.1,13.6.2, 14.6.1, Movement 8.6.1,13.6.1, 18.6.3, Regions 11.6.3,11.6.4,11.6.5

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What is the difference between absolute and relative location?
• What physical and cultural characteristics make a place special?
• How do people, goods, and ideas move throughout the world?
• What are the common characteristics that are shared by a region?

Core Unit Content:  

5 Themes of Geography: location, place, human-environment interaction, movement and region

Core Unit Skills:  

• 5 themes of geography
• determine latitude and longitude
• Describe the natural surroundings of an area
• Understand affect their environment
• Study the world by regions

 

Subject:   Social Studies

Grade(s): 6th

Unit Title: Regions of the World (Last Revision 1-10-06)

Approximate Length: Varied

Brief description of unit:

In these units students will study the regions of the world;

            -Southwest Asia, Africa, South Asia, East Asia, Southeast Asia, Australia and Oceana.

            In each of these units students will cover the following;

-Current events

-Economics

-Map and Globe skills

-History

-Culture

-Physical and Political geography

-Physical and Political geography

NH Frameworks/Proficiency Standards to be addressed

3.6.1, 5.6.1, 8.6.1, 10.6.4, 11.6.1, 11.6.6, 12.6.8, 13.6.1, 13.6.2, 14.6.1, 14.6.7, 16.6.3, 18.6.2, 18.6.5,

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What is currently going on in this region of the world?
• Where is it?  
• What are the political and physical features?
• What are the main economic activities?
• What are some interesting aspects of the culture and history?

Core Unit Content:  

• Current events, absolute and relative location, physical and political features, climate, economy, culture, and historical aspects.

Core Unit Skills:  

• Knowledge of current events in region.
• How people make their living in their region?
• Where is the region located and the main political and physical features?
• What are the major historical figures and events?
• Unique cultural practices.

 

Subject:   Social Studies

Grade(s): 6th

Unit Title: World’s People and Culture (Last Revision 1-10-06)

Approximate Length: 1 week

Brief description of unit:

In this unit students will learn what culture means and how geography has influenced culture.   Included in this unit is a study of world population, population growth, and the impact on the environment and resources.

NH Frameworks/Proficiency Standards to be addressed:

10.6.8, 11.6.2, 11.6.4, 13.6.1, 13.6.5, 14.6.6, 15.6.4

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How does geography influence culture?
• How has population growth affected the Earth?

Core Unit Content—common vocabulary for the unit)

-culture

-standard of living

-civilization

-literacy rate

-cultural diffusion

-free-enterprise

-language family

-socialism

-emigrate

-refugee

-population density

-urbanization

-developed country

-developing country

-demographer

-death rate

-birth rate

-famine

-natural resource

-renewable resource

-non-renewable resource

-fossil fuel

Core Unit Skills:              

• What culture means?
• Where most people in the world live and how the earth’s population is changing?
• What renewable and non-renewable resources are?
• How overusing resources may threaten the environment?

Subject:   Social Studies

Grade(s):   7

Unit Title: Canada (Last Revision 1-10-06)

Approximate Length: 2-4 weeks  

Brief description of unit:

In this unit, students will explore the geographical and historic importance of Canada. In addition, political, economic, and social systems will be studied.

NH Frameworks/Proficiency Standards to be addressed:

• Discuss, using historical and contemporary examples, the national and international consequences of interactions between and among nations.
• Discuss ways misunderstandings and conflicts between members of different groups can be prevented, managed, or resolved in a fair and peaceful manner that respects individual rights and promotes the common good.
• Analyze how governmental policies influence the level of free or restricted trade in the world marketplace.
• Discuss how the exchange of goods and services around the world has created economic interdependence between and among people in different places.
• Employ appropriate maps and other data displays, including tables, graphs, charts, and diagrams to locate and analyze current world events.
• Employ maps and other images to identify, analyze, and communicate why various human geographic features are located in particular areas.
• Identify and discuss similarities and differences in cultural landscapes found in different places in the world.
• Discuss the attachments people have for a particular place and region as well as their sense of belonging in certain places and regions.
• Discuss how people define regions in terms of physical and cultural criteria and how they use the concept of regions in their stuffy of Earth.
• Explain how industrialization, population, and urbanization define places and regions.
• Discuss the relationship between physical features and the location of human systems, including the distribution of population in coastal areas, river valleys, and mountain ranges.
• Analyze how various factors, including resources, boundaries, strategic locations, culture, and politics contribute to cooperation and conflict within and between countries.
• Identify and discuss ways people depend upon, use, and alter the physical environment.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How has physical geography and climate played a role in Canada’s development?
• How has the mixing of cultural and ethnic groups affected Canada?

Core Unit Content:

• Identify the climate and landscapes of Canada.
• Explain how Canada’s landforms vary from region to region.
• Identify the Canadian Shield and describe where it is.
• Discuss how climate has affected where Canadians live.
• Describe Canada’s economic resources, activities, and challenges.
• Describe how Canada’s economy varies from region to region.
• Identify what natural resources Canada has.
• Explain what challenges face Canada and its economy today.
• Discuss the history and government of Canada.
• Identify who first settled Canada.
• Describe Canada’s form of government.
• Describe the Canadian people and their culture.
• Explain what groups make up the Canadian people.
• Discuss where most Canadians live.

Core Unit Skills:  

• Reading and interpreting graphs, maps, charts, diagrams
• Making inferences
• Comparing and contrasting
• Drawing conclusions
• Analyzing information
• Critical reading and writing
• Interpreting cause and effect relationships
• Determining cause and effect

 

Subject:   Social Studies

Grade(s):   7

Unit Title: Europe – Past and Present (Last Revision 1-10-06)

Approximate Length: 8 – 10 weeks  

Brief description of unit:

In this unit, students will explore the geographical and historic importance of Europe. In addition, political, economic, and social systems will be studied.

NH Frameworks/Proficiency Standards to be addressed:

ECONOMICS

Curriculum Standard 5. Students will demonstrate the ability to analyze the potential costs and benefits of economic choices in market economies including wants and needs; scarcity; tradeoffs; and the role of supply and demand, incentives, and prices.

Proficiency Standards

¨ Explain how market systems influence the production and distribution of goods and services.

¨ Apply knowledge of economic concepts in evaluating historical issues, policies, and events.

GEOGRAPHY

Curriculum Standard 11. Students will demonstrate an understanding of the physical and human geographic features that define places and regions.

¨ Explain how industrialization, population, and urbanization define places and regions.

¨ Analyze how language, tradition, and other cultural elements shape peoples' perceptions and opinions about places and regions.

¨ Use maps to demonstrate how place and regional boundaries change.

HISTORY

Curriculum Standard 18. Students will demonstrate a knowledge of the chronology and significant developments of world history including the study of ancient, medieval, and modern Europe (Western civilization) with particular emphasis on those developments that have shaped the experience of the entire globe over the last 500 years and those ideas, institutions, and cultural legacies that have directly influenced American thought, culture, and politics.

¨ Compare the origin, central ideas, institutions, and worldwide influence of major religious and philosophical traditions including Christianity, Islam, and Judaism.

¨ Discuss the contributions of Judaism and Christianity to the development of Western civilization.

¨ Demonstrate an understanding of major developments in Europe during the 15th and 16 th centuries including the Renaissance and the Reformation; the rise of the Ottoman Empire; the origins of capitalism; and exploration and colonization

VITAL THEMES FOR THE STUDY OF HISTORY

¨ Civilization, cultural diffusion, and innovation. The evolution of human skills and the means of exerting power over nature and people. The rise, interaction, and decline of successive centers of such skills and power. The cultural flowering of major civilizations in the arts, literature, and thought. The role of social, religious, and political patronage of the arts and learning. The importance of the city in difference as and places.

¨ Comparative history of major developments. The characteristics of revolutionary, reactionary, and reform periods across time and place. Imperialism, ancient and modern. Comparative instances of slavery and emancipation, feudalism and centralization, human successes and failures, of wisdom and folly. Comparative elites and aristocracies; the role of family, wealth, and merit.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How has Europe influenced the rest of the world?
• What geographical factors have influenced European ways of life?
• What role does Europe play in the world today?

Core Unit Content:

• Western Europe
• Describe the government and economy of the United Kingdom
• Explain how Ireland has changed in recent years.
• List the major economic activities in France.
• Identify how Geography has shaped life in the Benelux countries.
• Southern Europe
• Compare the physical geography, economies, and people of Spain and Portugal.
• Summarize the history and cultural contributions of Italy.
• Explain how physical geography has shaped the life and history in Greece.
• Northern Europe
• Point out geographic similarities and differences among the Scandinavian countries.
• Describe the economies of the Scandinavian countries.
• Compare the governments of the Scandinavian questions.
• Identify similarities and differences in the cultures of the Scandinavian countries.
• Eastern Europe
• Discuss the land, economy, and culture of Poland.
• Describe the geography, economies, and cultures of the Baltic republics.
• Compare Hungary, the Czech Republic, and Slovakia in terms of land economy, and people.
• Identify similarities and differences among the Balkan countries.
• Discuss the economies and people of Ukraine, Belarus, and Moldova.

• Core Unit Skills:

Using primary and secondary sources

• Reading and interpreting graphs, maps, charts ,and diagrams
• Interpreting information on a timeline, charts, and table
• Categorizing information
• Making inferences and generalizations
• Interpreting cause and effect
• Develop inconsistencies with in an argument         

 

 

Subject:   Social Studies

Grade(s): 7

Unit Title: Latin America (Last Revision 1-10-06)

Approximate Length: 4-6 weeks  

Brief description of unit:

In this unit, students will explore the geographical and historic importance of Latin America. In addition, political, economic, and social systems will be studied.

NH Frameworks/Proficiency Standards to be addressed:

ECONOMICS

Curriculum Standard 4. Students will demonstrate an understanding of the meaning, rights, and responsibilities of citizenship as well as the ability to apply their knowledge of the ideals, principles, organization, and operation of American government through the political process and citizen involvement.

¨ Describe and analyze the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in market economies.

¨ Apply knowledge of economic concepts in evaluating historical issues, policies, and events.

GEOGRAPHY

Curriculum Standard 13. Students will demonstrate an understanding of the impact of

human systems on Earth's surface including the characteristics, distribution, and migration of human populations; the nature and complexity of patterns of cultural diffusion; patterns and networks of economic interdependence; processes, patterns, and functions of human settlement; and the forces of cooperation and conflict that shape human geographic divisions.

¨ Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

Curriculum Standard 14. Students will demonstrate an understanding of the connections between Earth's physical and human systems; the consequences of the interaction between human and physical systems; and changes in the meaning, use, distribution, and importance of resources.

¨ Analyze patterns of land use in terms of physical and human geographic features; distances to raw materials; proximity to population centers; and absence of physical barriers.

¨ Analyze the relationship between resources and the exploration, colonization, and settlement of different areas of the world.

¨ Identify the location of major resources in the world today and analyze the impact of resource distribution patterns on world trade, standards of living, and international relations.

HISTORY

Curriculum Standard 16. Students will demonstrate the ability to employ historical analysis, interpretation, and comprehension to make reasoned judgments and to gain an understanding, perspective, and appreciation of history and its uses in contemporary situations.

¨ Discuss the reasons why various groups of people came to America.

¨ Describe the factors that led to the meeting of people from three worlds ( The Great

Convergence) that followed the arrival of Columbus in 1492 including major cultural changes in 15th-century Europe; the status and complexity of pre-Columbian societies in the Americas;

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What role has exploitation played in its development?
• What are the results of the mixing of cultures in Latin America?
• What geographical features have influenced the development of Latin America?

Core Unit Content:

• Mexico
  • Identify the location of Mexico and describe its physical features and climates
  • Describe the economy of Mexico
  • Outline the history and government of Mexico
  • Describe the Mexican people and the challenges they face today.
  • Central America and the West Indies
  • Describe the physical and cultural geography of Central America
  • Discuss the major physical and cultural features of the West Indies
• Brazil and its neighbors
  • Describe the major geographical features of Brazil
  • State how the people of Argentina earn their livings
  • Compare and contrast the geography of the countries of Caribbean South America
  • Describe the physical, economic, and cultural geography of Uruguay and Paraguay
• The Andean Countries
  • Describe the landforms and climates of the Andean countries
  • Explain how the people of the Andean countries earn a living
  • Discuss the culture of the Andean countries

Core Unit Skills:  

• Interpreting cause and effect relationships
• Making predictions
• Identifying and supporting a point of view
• Making inferences and generalizations
• Determining cause and effect

Subject:   Social Studies

Grade(s): 7

Unit Title: USSR/RUSSIA AND INDEPENDENT REPUBLICS (Last Revision 1-10-06)

Approximate Length: 4-8 weeks  

Brief description of unit:

In this unit, students will explore the geographical and historic importance of Russia. In addition, political, economic, and social systems will be studied.

NH Frameworks/Proficiency Standards to be addressed:

GOVERNMENT

Curriculum Standard 1. Students will demonstrate an understanding of the purpose of government and how government is established and organized.

In addition to the above, students will be able to:

¨ Evaluate, take, and defend positions on the purposes government should serve and why

government and politics are necessary.

Describe the major forms of limited and unlimited governments including monarchy, oligarchy, democracy, authoritarian, and totalitarian.

¨ Discuss why limiting the powers of government is essential to the protection of individual rights.

Curriculum Standard 3. Students will demonstrate an understanding of the relationship of the United States to other nations and the role of the United States in world affairs.

In addition to the above, students will be able to:

¨ Explain how the world is organized politically, and discuss that no political organization at the international level has power comparable to that of an individual nation.

¨ Discuss, using historical and contemporary examples, the national and international

consequences of interactions between and among nations.

¨ Discuss the impact of the American concept of democracy on world affairs.

ECONOMICS

Purpose. Economics is the study of the allocation and utilization of limited resources to meet society's needs and wants, including how goods and services are produced and distributed. Through economics, students examine the relationship between costs and benefits. They develop an understanding of economic concepts; the economic system of the United States; other economic systems; the interactions between and among different types of economies; and patterns of world trade. The goal of economic education is to prepare students to make effective decisions as consumers, producers, savers, and investors, and as citizens.

¨ Discuss, using historical and contemporary examples, how individuals, governments, and societies experience and respond to scarcity.

Explain, by using examples, how goods and services are produced and distributed in market economies.

Analyze how technological development, entrepreneurship, and investments in productive resources, including natural resources, capital, and human resources ( labor), affect productivity.

Describe and analyze how governments create money; how governmental taxation, spending, regulation, and intervention affect the functioning of market economies; and how governments deal with market failures.

Curriculum Standard 7. Students will demonstrate an understanding of different types of economic systems, their advantages and disadvantages, and how the economic systems used in particular countries may change over time.

Discuss how wages and prices are determined in traditional, command, and market economies.

¨ Discuss how, in different economic systems, the means of production, distribution, and exchange are related to culture, resources, and technologies.

¨ Describe and discuss the role of government, banks, labor and labor unions, in different economic systems.

Analyze and discuss, using historical and contemporary examples, the national and international consequences and opportunities resulting from the transition of a non-market to a market economy.

Analyze how governmental policies influence the level of free or restricted trade in the world marketplace.

Apply knowledge of economic concepts in evaluating historical issues, policies, and events.

Discuss, using examples, how economic decisions may impact the environment and how environmental decisions may impact the economy.

GEOGRAPHY

Curriculum Standard 10. Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information.

¨ Compare the purpose, nature, and intended use of maps provided by different sources.

¨ Employ appropriate maps and other data displays, including tables, graphs, charts, and diagrams, to locate and analyze current world events.

¨ Employ maps and other images to identify, analyze, and communicate why various human geographic features are located in particular areas.

Use maps to demonstrate how place and regional boundaries change.

Analyze how various factors, including resources, boundaries, strategic locations, culture, and politics, contribute to cooperation and conflict within and between countries.

HISTORY

Curriculum Standard 16. Students will demonstrate the ability to employ historical analysis, interpretation, and comprehension to make reasoned judgments and to gain an understanding, perspective, and appreciation of history and its uses in contemporary situations.

¨ Construct and interpret parallel time lines on multiple themes.

¨ Group events by broadly-defined eras in the history of the state, nation, or area under

study.

¨ Examine historical materials relating to a particular region, society, or theme; analyze change over time; and make logical inferences concerning cause and effect.

Develop and implement research strategies in order to investigate a given historical topic.

Perceive past events and issues as they were experienced by the people at the time to avoid viewing, analyzing, and evaluating the past only in terms of the present (present-mindedness).

¨ Explain, using examples from history, that not all problems have clear-cut solutions.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What role has climate played on Russia’s development?
• Why has Russia’s size created challenges?
• How have the political winds of change shaped Russia’s history?

Core Unit Content:

Under Construction

Core Unit Skills:

Under Construction

Subject:   Social Studies

Grade(s): 7

Unit Title: North America (Last Revision 1-10-06)

Approximate Length: 2-4 weeks

Brief description of unit:

In this unit, students will explore the geographical and historic importance of North America along with its political, economic, and social systems. Students will demonstrate an awareness of and concern for the ways that the world's people, resources, and environments are interrelated and interdependent.

NH Frameworks/Proficiency Standards to be addressed:

¨ Evaluate, take, and defend positions on the purposes government should serve and why government and politics are necessary.

¨ Compare power and authority and explain that, in the United States, civil authority comes from custom, law, and the consent of the governed.

¨ Describe the major forms of limited and unlimited governments including monarchy, oligarchy, democracy, authoritarian, and totalitarian.

¨ Discuss, using historical and contemporary examples, the national and international consequences of interactions between and among nations.

¨ Describe how economic choices made by producers and consumers are based on supply, demand, and access to markets.

¨ Employ appropriate maps and other data displays, including tables, graphs, charts, and diagrams, to locate and analyze current world events.

¨ Employ maps and other images to identify, analyze, and communicate why various human geographic features are located in particular areas.

¨ Describe how physical characteristics, including climate, soil, ocean currents, and salinity, affect the number, kind, and distribution of plants and animals in an ecosystem.

¨ Evaluate the relationship between the carrying capacity of different ecosystems and optimal land use patterns.

¨ Analyze the locations of and interconnections among Earth's human systems.

¨ Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

¨ Compare the ability of various ecosystems to absorb the impacts of human activities.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How has the United States geography influenced its development?
• How has the United States Impacted the rest of the world?
• How has physical geography and climate played roles in Canada’s development?
• How have mixing cultural and ethnic groups affected Canada?
• How are the governments of Canada and the United States similar and different?

Core Unit Content:

1. Geography of the United States and its effect on the human condition.

a. The United States has five main physical regions: the Coastal plains, the Appalachian Mountains, the Interior plains, the Mountain and the Basin Region and the Pacific Coast Region. Alaska and Hawaii make up two additional regions.

b. Northeastern Coastal Lowlands have poor soil but are densely populated.

c. The Central Lowlands is well suited to agriculture as are the western coastal valleys.

d. The high Rocky Mountains and nearby basins have rich mineral deposits.

2. The economy of the United States and its effects on the countries of the world.

a. Because of many natural resources and a motivated labor force, the United States has the world’s most productive economy.

b. Service industries contribute most to the American economy, followed by manufacturing, agriculture, and mining.

The study of Americans and the richness of the society that is its population.

American people are migrants or the descendants of immigrants who came from all over the world

The United States has a representative democracy government with the power shared by the states and the national government.

Ethnic groups in America are descendents of five main peoples: Europeans, Africans, Hispanic, Asians, and Native Americans.

Core Unit Skills:

• Using primary and secondary sources
• Reading and interpreting graphs, maps, charts ,and diagrams
• Interpreting information on a timeline, charts, and table
• Categorizing information
• Making inferences and generalizations
• Interpreting cause and effect
• Formulate theories or positions on the unit
• Develop inconsistencies with in an argument

Social Studies Grade: 8

Unit Title:  Colonization

(Last Revision 1-19-06)

 Approximate Length:  3-5 days

 

Brief description of unit:  

Explorers seeking faster routes to Asia for economic gain, through much trial and error eventually discovered the America as a new continent. The discovery of the Americas led to the first contact with Native Americans and to a wave of colonization by the mother countries of Spain, France and Great Britain. The colonization of the New World led to friction and competition between the leading European powers of the time that ultimately ended with the dominance of Great Britain.   The primary focus will be on Jamestown and Plymouth colonies.

NH Frameworks/Proficiency Standards to be addressed:

• 3.14.10.5 Analyze the relationship between resources and the exploration, colonization, and settlement of different areas of the world.
• 4.16.10.8 Perceive past events and issues as they were experienced by the people at the time to avoid viewing, analyzing and evaluating the past only in terms of the present (present-mindedness)
• 3.14.10.5 Analyze the relationship between resources and the exploration, colonization, and settlement of different areas of the world.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• Why did Explorers have to take such risks during the Age of Discovery (apx. 1500)?
• How did the discovery of the New World impact native, populations?
• What sources of wealth were extracted by the mother countries?
• What was the real wealth of the Americas?
• What push/pull factors apply to those that took the chance and emigrated from Europe?  
• How did Great Britain become the dominant European power in North America?
• How did the development of Jamestown and Plymouth differ?

Core Unit Content:  

• what reasons did Europeans have for seeking new lands?
• how did England come to dominate the New World?
• what goals did different groups of people have?

Triangular trade, Jamestown, Plymouth, John Smith, Powhatan, Pocahontas, John Rolfe, indentured servant, Navigation Acts, Mayflower Compact, Pilgrims, Puritans, Squanto, Fundamental Orders, Toleration Act, House of Burgesses, Bacons Rebellion, Middle Passage, Quakers, mercantilism, Great Awakening, Glorious revolution, Albany Plan of Union

Core Unit Skills:  

• Students will understand the early roots of settlement.
• Students will understand the trials and tribulations faced by Western Europeans who came to the New World.

 

Social Studies Grade: 8

Unit Title: Formation of Our Government

(Last Revision 1-19-06)

Approximate Length: 4-5 weeks

 

Brief description of unit:  

Weakness under the Articles of Confederation and Shays rebellion led some of the leaders of the time to believe a change was in order. Constitutional conventions became mandatory to help settle conflicts and create compromise, leading to the United States Constitution. Attempts for ratification magnified party loyalty and left questions for an uncertain future.

NH Frameworks/Proficiency Standards to be addressed:

1.10.1-1.10.5, 2.6.1-2.6.7, 2.10.1-2.10.13, 4.6.1-4.6.5, 9.10.1, 17.10.5

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How did American fear of individual power shape the structure of the United States Government?
• As an American colonist would you have voted for this new and, strong central government? Why?
•  Did the Constitution offer equality for all Americans?
• Is it for the better in modern day society to have such a dominant central form of government?
• Of the three-branches of the United States government which is most powerful? Why?
• Can you vote with intelligence in modern America?
• Are political parties healthy for democratic America?

Core Unit Content:  

In a democracy, the role of the government is dependent upon the contributions of an informed citizenry.

John Locke, Articles of Confederation, Land Ordinance, Northwest Ordinance, Shays Rebellion, federalism, bicameral, Virginia Plan, New Jersey Plan, Great Compromise, James Madison, Roger Sherman, Three-Fifths Compromise, Federalists, Antifederalists, separation of powers, checks and balances, framers, amend

Core Unit Skills:

• Students will understand the present structure of United States Constitution to a better contributing citizen.
• Students will have knowledge of important people, places and events in relation to the construction of the United States Constitution.
• Students will discover the conflicts and compromises dealt with in ratifying the Constitution.
• Students will understand guaranteed protection of citizen rights under the Constitution.
• Students will relate democracy to the other government structures throughout the world.

Social Studies Grade: 8

Unit Title: Early Government/Washington’s Presidency

(Last Revision 1-19-06)

Approximate Length: 2 weeks

 

Brief description of unit: 

General George Washington was America's only clear choice for the first president of the United States. Although a strong military and moral leader as top executive, he showed inexperience in many areas such as finance and foreign affairs. Washington's strong character set a precedent for all future presidents to follow. 

NH Frameworks/Proficiency Standards to be addressed:

• 1.10.5 Analyze the major arguments for and against representative government as distinguished from direct democracy, and discuss why, in a representative democracy, decisions are made by the majority with minority rights protected.
• 16.6.8 Understand the significance of the past to themselves and to society.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What precedents were set during Washington’s term?
• Was Washington the only clear choice for president?
• What were Washington's greatest strengths and weaknesses as put first president?
• If Washington was president today would he be recognized as a great one?
• What advice did Washington give future leaders in his Farewell Address?

Core Unit Content:  

What are necessary characteristics to show strong leadership in an individual?

Inaugurated, Federal Judiciary Act, cabinet, precedent, Jays’ Treaty, Pickneys’ Treaty, French revolution, foreign policy, political party, XYZ Affair, Alien and Sedition Acts, states’ rights

Core Unit Skills:  

• Students will recognize leadership qualities in others as well as themselves
• Students will understand the important people, places and events in relation to the early presidencies.
• Students will understand why Washington is considered to be the only indispensable man in American history.

Social Studies Grade: 8

 

Brief description of unit: 

The personal traits of Thomas Jefferson and Alexander Hamilton led to their staunch yet contrasting political theories and the further development of political parties in the United States. Jefferson, as president, saw the development of Washington D.C. as the nation's capital, further entanglements with foreign nations and the size of the United States double with the purchase of the Louisiana Territory.

NH Frameworks/Proficiency Standards to be addressed:

Under Construction

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What personal traits of Jefferson and Hamilton made it difficult for them to find a political compromise?
• Define Jeffersonian and give one example of it. How does itrelate to present day politics?
• Define Hamiltonians and give one example of it. How did it relate to present day politics?
• What were the pros and cons of doubling the size of the United States through the Louisiana Purchase?
• What future ramifications did Jefferson's foreign policy have on the United States?

Core Unit Content:

• Is staunch party politics eroding the foundation of the democratic society of the United States?
• Loose Interpretation, Strict Interpretation, Democratic Republican party, Federalist Party, States Rights

Core Unit Skills:  

• Students will understand how a nation's foreign policy affects the domestic tranquility of that nation.
• Students will discover the impact the Louisiana Purchase had on the native populations west of the Mississippi River.
• Students will identify themselves as either Jeffersonian or Hamiltonian and will be able to explain why.

Social Studies Grade: 8

Unit Title:  Revolutionary Period

(Last Revision 1-19-06)

Approximate Length: 2-3 weeks

Brief description of unit:  

The common theme of greed for wealth set the tone for conflict that culminated with the British military dominating Spain then France in both Europe and North America. Following the French and Indian War the colonists no longer saw themselves as British but rather began to see themselves as Americans. Excessive political and economic control by the British Parliament led to Revolution.

N H Frameworks/Proficiency Standards to be addressed:

4.16.10.8 Perceive past events and issues as they were experienced by the people at the time to avoid viewing, analyzing and evaluating the past only in terms of the present (present-mindedness)

4.16.10.11 Utilize .knowledge of the past and the processes of historical analysis to carry out historical research; make comparisons; develop and defend generalizations; draw and support conclusions; construct historical explanations, narratives and accounts, solve problems; and make informed decisions.

4.16.10.3 Analyze historical documents, artifacts and other materials for credibility, relevance and point of view

4.16.10.6 Develop and implement research strategies in order to investigate a given historical topic.

4.16.10.7 Critically analyze historical materials in order to distinguish between the important and the inconsequential and differentiate among historical facts, opinions and reasoned judgments.

4.16.10.11 Utilize knowledge of the past and the processes of historical analysis to carry out historical research; make comparisons; develop and defend generalizations; draw and support conclusions; construct historical explanations, narratives and accounts, solve problems; and make informed decisions.

17.10.4 Demonstrate an understanding of major topics in the study of the Revolutionary Era (1763-1787) including the causes of the Revolution; the establishment of government through the Declaration of Independence, the Articles of Confederation, and the Continental Congress; the Revolutionary War; the consequences of the Revolution; and the Northwest Ordinance.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• How did the British become the dominant force in the New World?
• How did the colonists come to see themselves as Americans?
• What were the causes and effects of the American Revolution?
• Did the colonists have the right to question British authority?
• How did New Hampshire contribute to the American Revolution?
• How was a smaller and less technologically advanced military able to defeat a world power?
• How did the Treaty of Paris 1783 contribute to future problems?

Core Unit Content:

• Students will understand the local contributions to the American Revolution.
• Students will understand that technology can be defeated by will.
• Students will have knowledge of important people, places and events in relation to the American Revolution
• Students will understand the multitude of the causes that led to the American Revolution.
• Students will discover the internal conflicts amongst the colonists in declaring independence from Great Britain.

Core Unit Skills:  

• -students will understand and be able to defend both sides on the issue of Independence
• -students will understand what drove the colonists to the decision to declare Independence
• -students will be able to read and understand the major parts of the Declaration of Independence
• -students will know the importance of forming a new country and how it impacted the world at this time

Subject: US History

Unit Title: Early Westward Expansion (Last Revision 1-10-06)

Approximate Length: 2 weeks

Brief description of unit:

The United States continued its westward expansion through the purchase of the Louisiana Territory from France in 1803. The mystique of the west was explored during the Lewis and Clark expedition.

NH Frameworks/Proficiency Standards to be addressed:

9.10.1 Apply knowledge of economic concepts in evaluating historical issues, policies, and events.

16.6.6 Demonstrate an understanding that people, artifacts, and documents represent links to the past and that they are sources of data from which historical accounts are constructed.

16.6.7 Examine historical documents, artifacts, and other materials and classify them as primary or secondary sources of historical data.

16.6.9 Display historical perspective by describing the past through the eyes and experiences of those who were there, as related through their memories, literature, diaries, letters, debates, arts, maps, and artifacts.

17.10.7 Demonstrate an understanding of major topics in the study of the Expanding Nation: Westward Movement (1803-1860) including the Louisiana Purchase; Indian policy and treaties; Manifest Destiny; the significance of the War with Mexico; interactions of white and black Americans, Native Americans, Asians, and Mexicans; and the economic, social, and political impact of the West on the growing nation.

11.10.4 Use maps to demonstrate how place and regional boundaries change.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• Was Jefferson within his constitutional authority to purchase the Louisiana Territory?
• What was the purpose and outcome of the Lewis and Clark expedition?
• How did the United States change as a result of the Louisiana Purchase?   For the better or worse?   Why?

Core Unit Content:  

• Does one have to define his or her risk tolerance before investing in one's future?
• Napoleon, Thomas Jefferson, James Monroe, Meriwether Lewis, William Clark, Sacagewea, Fort Mandan, Fort Clatsop, York, St. Louis,
• Thomas Jefferson, Napoleon Bonaparte, Louisiana Purchase, William Clark, Meriwether Lewis, Sacagawea, Fort Mandan, Fort Clatsop, Mandan Indians, Shoshone Indians, York

Core Unit Skills:

• Students will understand the impact the Louisiana Purchase and the Lewis and Clark expedition had on native populations in the west.
• Students will be able to demonstrate mapping skills by charting the entire Lewis and Clark expedition.

 

Subject:   US History

Grade(s): 8th

Unit Title: Events Leading to the Civil War

(Last Revision 1-19-06)

Approximate Length: 3 weeks

Brief description of unit:

During the antebellum period in United States history, America was being torn apart by intense sectionalism. Anti-slavery protests, attempts at compromise and the battle of states vs. federal rights culminated in bloodshed. With the election of Abraham Lincoln in 1860 the South felt it no longer had any choice but succession.

NH Frameworks/Proficiency Standards to be addressed:

5.10.2 Explain how market systems influence the production and distribution of goods and services.

6.10.1 Describe and analyze the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in market economies.

16.6.3 Interpret data presented in time lines in order to determine when events took place.

17.10.8 Demonstrate an understanding of major topics in the study of the Civil War and Reconstruction (1850-1877) including the slave system in the Old South and its defenders and opponents, North and South; causes of the war; conduct and course of the war; Lincoln's leadership and words; the Emancipation Proclamation and the Thirteenth, Fourteenth, and Fifteenth Amendments; and the accomplishments, limits, and failures of Reconstruction.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What issues so deeply divided the North and South that they went to vary with each other in 1861?
• Why did all efforts for compromise during the antebellum period ultimately fall?
• How did sectionalism shape the political parties of the 1850s?
• What were some of the major events that led to the Civil War?   Could those events have been avoided?

Core Unit Content: Is there a limit to standing up for your beliefs?

Missouri Compromise, Dred Scott, Compromise of 1850, Kansas- Nebraska Act, John Brown, formation of the Republican party, Election of 1860

Core Unit Skills:

• Students will be able to identify and explain the major causes of the American Civil War.
• Students will be able to explain the social, economic and political forces that brought about the Civil War.
• Students will be able to identify the political parties that existed in 1861 and be able to explain each party's platform.

Subject: US History

Grade(s): 8th

Unit Title: The Civil War and Reconstruction

(Last Revision 1-19-06)

Approximate Length: 3-4 weeks

Brief description of unit:  

From 1861-1865 America was at war with itself. This conflict has been described by many historians as the defining event in United States history. A series of military campaigns ended with a Union victory and the loss of over 600,000 American lives. Attempts were then made to reconstruct the nation through Constitutional amendments and a series of Reconstruction acts.

NH Frameworks/Proficiency Standards to be addressed:

Demonstrate an understanding of major topics in the study of the Civil War and Reconstruction (1850-1877) including the slave system in the Old South and its defenders and opponents, North and South; causes of the war; conduct and course of the war; Lincoln's leadership and words; the Emancipation Proclamation and the Thirteenth, Fourteenth, and Fifteenth Amendments; and the accomplishments, limits, and failures of Reconstruction.

Analyze historical documents, artifacts, and other materials for credibility, relevance, and point of view.

Examine historical materials relating to a particular region, society, or theme; analyze change over time; and make logical inferences concerning cause and effect.

Use basic research skills to investigate and prepare a report on a historical person or event. \

Interpret data presented in time lines in order to determine when events took place.

Use maps and narratives to place historic and contemporary events in a spatial context.

Apply knowledge of economic concepts in evaluating historical issues, policies, and events.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• Why was the war so close when the North had numbers and resources on their side?
• Why did Lincoln wait so long to pass the Emancipation Proclamation?
• Did lack of foreign aid to the Confederacy cost the South a victory?
• Why is the Civil War called the first “modern war"?
• In what ways did the Civil War permanently change American society?
• What issues that caused the Civil War were never resolved by the war?

Core Unit Content:    

Are there positive aspects of war?

Core Unit Skills:  

• Students will understand the important people, places and events in relation to the Civil War. Students will be able to explain the concepts of total and modem war and determine how both apply to the American Civil War.
• Students will understand the military strategies of both armies.
• Students will understand the 13 th, 14 th, and 15 th amendments.

Subject:   US History

Grade(s): 8th

Unit Title: Manifest Destiny

(Last Revision 1-19-06)

Approximate Length:   2-3 weeks

Brief description of unit:

In the 1840s Horace Greeley's statement "go west young man, go west" started to become reality. The American government and its citizens both took part in this endeavor. Americans believed in the theory of Manifest Destiny; which was the God given right to expand westward. This expansion created territorial friction between the United States and Mexico, had economic and political implications, culminating in warfare in 1848.

NH Frameworks/Proficiency Standards to be addressed:

5.6.1 Distinguish between economic needs and wants.

7.10.7 Analyze and discuss, using historical and contemporary examples, the national and international consequences and opportunities resulting from the transition of a non-market to a market economy.

9.10.1 Apply knowledge of economic concepts in evaluating historical issues, policies, and events.

11.10.2 Explain how industrialization, population, and urbanization define places and regions.

17.10.7 Demonstrate an understanding of major topics in the study of the Expanding Nation: The North and South (1803-1860) including geographic and demographic expansion; market expansion; early industrialization (Industrial Revolution); the plantation system; growth of cities; immigrants and their experiences; political change; religious roots of reform movements; and the legacies of the temperance, public education, abolitionist, and women's rights movements.

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• Were the results of the treaty of Guadeloupe-Hidalgo fair?
• Was the United States justified in following the theory of Manifest Destiny?
• Would you have ventured the risk of taking the Oregon Trail?
• How did the country change as a result of westward expansion?

Core Unit Content:

Does the want backed by the might give you the right?

Texas Revolution, Mexican War, Treaty of Guadalupe Hidalgo, Mormon Trail, Oregon trail, Santa Fe Trail, Santa Anna, James Polk, Manifest Destiny, Stephen Austin, Bear Flag Revolt, Mexican Cession, Gadsden Purchase, Donner Party, Forty-Niners, Brigham Young, Battle of San Jacinto

Core Unit Skills:

• Students will understand the important people, places and events in relation to Manifest Destiny and the Mexican-American War.
• Students will understand how Texas became independent and eventually was annexed by the United States to become the 28th State.
• Students will understand the difficulties faced by early pioneers traveling west.

Subject:   US History

Grade(s): 8th

Unit Title:   War of 1812 (Last Revision 1-19-06)

Approximate Length: 1.5 weeks

Brief description of unit:

Because of increasing trade dependency on Europe the United States became entangled in disputes between Great Britain and France. Despite America's trying to remain neutral Great Britain and France began to raid American vessels the British impressed American soldiers leading to a War Hawk backed Congress to declare war on Great Britain. The war became America's second war for independence from Great Britain furthering patriotism through out the nation and the creation of a national anthem.

NH Frameworks/Proficiency Standards to be addressed:

16.6.13 Use basic research skills to investigate and prepare a report on a historical person or event.

16.10.6 Develop and implement research strategies in order to investigate a given historical topic.

16.10.9 Explain, using examples from history, that not all problems have clear-cut solutions

NECAP GLEs/GSEs to be addressed:

Under Construction

Unit Essential Questions:

• What impact did the War of 1812 have on the relationship between Great Britain and the United States?
• Although the war is considered to be a draw, what did the United States gain from it?

Core Unit Content:   Good communication is necessary for individuals and actions to be successful in all present and future endeavors.

Embargo Act, Thomas Jefferson, Star Spangled Banner, Francis Scott Key, Battle of Tippecanoe, Battle of the Thames, Battle of New Orleans, Andrew Jackson, Hartford Convention, Treaty of Ghent, Techumseh, William Henry Harrison

Core Unit Skills:  

• Students will understand the important people, places and events in the War of 1812.
• Students will understand that historically the best business partners remain allies in the long run. Students will understand the difficulty in remaining neutral in foreign affairs.
• Students will understand the details of the Treaty of Ghent.