48
Social Studies Curriculum Grade 8: Unit 2
Social Studies Curriculum
Grade 8: Unit 2
Course Description
Where the seventh grade curriculum focuses on World History, eighth grade highlighted selections from American history; specifically
the following five units, the Origins of American Democracy and the Founding Fathers, the Declaration of Independence and the
Revolutionary War, The Constitution and the Bill of Rights, Native Americans: Tribes, Land and Relationships with Government 1776-
1900, and finally Civil Rights: Race, Gender and Equality.
As a means of reinforcing essential content and skill acquisition, the use of grade level appropriate complex thinking types, strategies of
critical thinking, creative thinking, problem solving and the metacogative process will be a key component in assisting students to gather
and reinforce the essential knowledge being presented throughout the school year
Pacing Chart
Unit 1 Origins of American Democracy and the
Founding Fathers
7 weeks
Unit 2 Declaration of Independence and the
Revolutionary War
7 weeks
Unit 3 The Constitution and the Bill of Rights 7 weeks
Unit 4 Native Americans: Tribes, Land and
Relationships with Government 1776-1900
7 weeks
Unit 5 Civil Rights: Race, Gender and Equality in
the U.S.
8 weeks
Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular
pattern in learning
Quick writes
Pair/trio Sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash Cards
Interviews
Role Playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Prompt (We Do), Check (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader’s/Writer’s Notebooks
Conferencing
Computer Science and Design Thinking
Standards
8.1.8.A.2, 8.1.8.B.1, 8.1.8.C.1, 8.1.8. E.1
Creativity and Innovation
● Synthesize and publish information about a local or global issue or event (ex. tele collaborative project, blog, school web).
Example of Use: Create a protest sign that a Patriot would have likely made or supported during the pre-Revolution era.
⮚⮚ Communication and Collaboration
● Participate in an online learning community with learners from other countries to understand their perspectives on a global
problem or issue, and propose possible solutions.
Example of Use: Write and preform a motivational speech, as Gen. Washington speaking to the Continental Army in the
early stages of the war. Try to convince the army to re-enlist despite insurmountable odds.
⮚⮚ Research and Information Literacy
● Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.
Example of Use: Write an essay in which you analyze a battle in which the Patriots lost. Develop a tactical plan to win
said battle, basing your offering off of what we know today.
⮚⮚ Critical Thinking, Problem Solving, Decision Making
● Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure.
Example of Use: Write an essay identifying, in your opinion, the three most significant events or circumstances, which led
the colonists to formally revolt.
Career Readiness, Life Literacies and Key Skills
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.
They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and
reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a
student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this
understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and
the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that
contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the
minimum expectation and in participating in activities that serve the greater good.
Example of Use: Government Essay: Is having a government necessary? Why? Students respond in 3-5-paragraph essay, citing no less
than 3 ideas covered in class.
CRP3. Attend to personal health and financial well-being.
Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being; they
act on that understanding to regularly practice healthy diet, exercise and mental
health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing, understanding that
personal financial security provides the peace of mind required to contribute more
fully to their own career success.
Example of Use: My Own Declaration: Students will “declare independence” from something negative in their life and write their own
document, modeling after the style of the original.
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual
methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are
excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate
ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
Example of Use: As a class, recite the first paragraphs of the Declaration. Assign each student a line or section.
Career Readiness, Life Literacies and Key Skills
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans
to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully
investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once
a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of
others.
Example of Use: Pros-Cons Analysis: Analyzing the Treaty of Paris, develop a list of what students perceived to be pros and cons.
Discuss.
Culturally Relevant Pedagogy Examples
Relationships:
● Learn about your students’ individual
cultures. ● Adapt your teaching to the way your
students learn ● Develop a connection with challenging
students ● Communicate and work with
parents/guardians on a regular basis (email
distribution, newsletter, phone calls, notes,
meetings, etc.)
Curriculum:
● Incorporate student- centered stories,
vocabulary and examples. ● Incorporate relatable aspects of students’
lives. ● Create lessons that connect the content to
your students’ culture and daily lives. ● Incorporate instructional materials that
relate to a variety of cultural experiences. ● Incorporate lessons that challenge
dominant viewpoints. ● Provide student with opportunity to
engage with text that highlights authors,
speakers, characters or content that reflect
students lived experiences (mirror) or
provide a window into the lived
experience of people whose identities
differ from students. ● Bring in guest speakers. ● Use learning stations that utilize a range of
materials. ● Use Media that positively depicts a range
of cultures.
Instructional Delivery:
● Establish an interactive dialogue to engage
all students. ● Continuously interact with students and
provide frequent feedback. ● Use frequent questioning as a means to
keep students involved. ● Intentionally address visual, tactile, and
auditory learners. ● Present relatable real world problems from
various viewpoint.
SEL Competency
Examples Content Specific Activity & Approach
to SEL
✔ Self-Awareness Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Awareness:
• Clearly state classroom rules
• Provide students with specific feedback
regarding academics and behavior
• Offer different ways to demonstrate
understanding
• Create opportunities for students to self-
advocate
• Check for student understanding /
feelings about performance
• Check for emotional wellbeing
• Facilitate understanding of student
strengths and challenges
Teachers provide and review syllabi which
outline and review classroom rules,
routines, and procedures. Consequences
for inappropriate behavior are discussed
with the students. Students are considered
stakeholders in the creation of classroom
rules, routines, and procedures. The
teacher and students design a framework
to maximize student learning time. For
example, teachers provide and review
rubrics for Accountable Talk and
dialectical journals. The students work
collaboratively to develop a classroom
environment which supports self-
regulation and a responsibility for staying
on task.
Self-Awareness
✔ Self-Management Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Management:
• Encourage students to take
pride/ownership in work and behavior
• Encourage students to reflect and adapt
to classroom situations
• Assist students with being ready in the
classroom
• Assist students with managing their own
Lead a discussion in which the teacher
asks questions that encourage students to
reflect on barriers they may encounter and
that also help them think about ways they
can overcome them. Lead a discussion
(ask questions) about who might be able to
help or what other resources might be
available.
SEL Competency
Examples Content Specific Activity & Approach
to SEL
emotional states
Self-Awareness
Self-Management
✔ Social-Awareness Relationship Skills
Responsible Decision-Making
Example practices that address Social-
Awareness:
• Encourage students to reflect on the
perspective of others
• Assign appropriate groups
• Help students to think about social
strengths
• Provide specific feedback on social skills
• Model positive social awareness through
metacognition activities
Identify and celebrate historical figures
who have contributed to their
communities. List their contributions and
ways that they contributed to the common
good.
Self-Awareness
Self-Management
Social-Awareness
✔ Relationship Skills Responsible Decision-Making
Example practices that address
Relationship Skills:
• Engage families and community
members
• Model effective questioning and
responding to students
• Plan for project-based learning
• Assist students with discovering
individual strengths
• Model and promote respecting
differences
• Model and promote active listening
• Help students develop communication
skills
Use team-based, collaborative teaching
practices such as cooperative learning and
project-based learning to provide students
with opportunities to develop and practice
communication and social and
assertiveness skills. Be very intentional to
balance student groups so that natural
leaders can inspire the others they are
working with.
SEL Competency
Examples Content Specific Activity & Approach
to SEL
• Demonstrate value for a diversity of
opinions
Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address
Responsible Decision-Making:
• Support collaborative decision making
for academics and behavior
• Foster student-centered discipline
• Assist students in step-by-step conflict
resolution process
• Foster student independence
• Model fair and appropriate decision
making
• Teach good citizenship
Examine problems or moral situations
from historical text and examine other
alternatives and impacts.
Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
● Extra time for assigned
tasks
● Adjust length of assignment
● Timeline with due dates for
reports and projects
● Communication system
between home and school
● Provide lecture
notes/outline
Processing
● Extra Response time
● Have students verbalize
steps
● Repeat, clarify or reword
directions
● Mini-breaks between tasks
● Provide a warning for
transitions
● Reading partners
Comprehension
● Precise step-by-step
directions
● Short manageable tasks
● Brief and concrete
directions
● Provide immediate
feedback
● Small group instruction
● Emphasize multi-sensory
learning
Recall
● Teacher-made checklist
● Use visual graphic
organizers
● Reference resources to
promote independence
● Visual and verbal
reminders
● Graphic organizers
Assistive Technology
● Computer/whiteboard
● Tape recorder
● Spell-checker
● Audio-taped books
Tests/Quizzes/Grading
● Extended time
● Study guides
● Focused/chunked tests
● Read directions aloud
Behavior/Attention
● Consistent daily structured
routine
● Simple and clear classroom
rules
● Frequent feedback
Organization
● Individual daily planner
● Display a written agenda
● Note-taking assistance
● Color code materials
Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
● Leveled Text
● Chunking text
● Choice Board
● Cubing
● Socratic Seminar
● Tiered Instruction
● Small group instruction
● Sentence starters/frames
● Writing scaffolds
● Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
● Tiered learning stations
● Tiered questioning
● Data-driven student partnerships
Enrichment
Accommodate Based on Students Individual Needs: Strategies
• Adaption of Material and Requirements
• Evaluate Vocabulary
• Elevated Text Complexity
• Additional Projects
• Independent Student Options
• Projects completed individual or with Partners
• Self Selection of Research
• Tiered/Multilevel Activities
• Learning Centers
• Individual Response Board
• Independent Book Studies
• Open-ended activities
• Community/Subject expert mentorships
Assessments
● Timelines, Maps, Charts, Graphic Organizers
● Unit Assessments, Chapter Assessments, Quizzes
● DBQ, Essays, Short Answer
● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
● Projects, Portfolio, Presentations, Prezi, Gallery Walks
● Homework
● Concept Mapping
● Primary and Secondary Source analysis
● Photo, Video, Political Cartoon, Radio, Song Analysis
● Create an Original Song, Film, or Poem
● Glogster to make Electronic Posters
● Tumblr to create a Blog
New Jersey Student Learning Standards, Grade 8/12
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students
to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and
global communities.
A. Civics, Government, and Human Rights
6.1.8.A.3.a: Examine the ideals found in the Declaration of Independence, and assess the extent to which they
were fulfilled for women, African Americans, and Native Americans during this time period.
B.Geography, People and the Environment
6.1.8.B.3.c: Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome of
the American Revolutionary War.
6.1.8.B.3.d: Explain why New Jersey’s location played an integral role in the American Revolution.
D. History, Culture, and Perspectives
6.1.8.D.3.a: Explain how the consequences of the Seven Years War, changes in British policies toward American
colonies, and responses by various groups and individuals in the North American colonies led to the American
Revolution.
6.1.8.D.3.b: Explain why the Declaration of Independence was written and how its key principles evolved to become
unifying ideas of American democracy.
6.1.8.D.3.d: Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of
the American Revolution.
6.1.8.D.3.e: Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen,
northern merchants, and southern planters), African Americans, Native Americans, and women during the American
Revolution, and determine how these groups were impacted by the war.
6.1.8.D.3.f: Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with
Native Americans and with European powers that had territories in North America.
21 | Page
Companion Standards: English Language Arts Standards Reading - History/Social Studies –
Grade 6-8
Key Ideas and Details:
RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
Craft and Structure:
RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
RH.6-8.6: Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or
avoidance of particular facts).
Integration of Knowledge and Ideas:
RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print
and digital texts.
RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
Writing - History/Social Studies – Grade 6-8
Text Types and Purposes:
WHST.6-8.1: Write arguments focused on discipline-specific content.
WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
Research to Build and Present Knowledge:
WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the
22 | Page
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism
and following a standard format for citation.
WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
23 | Page
Grade: 8 Unit: II Topic : Declaration of Independence &
the Revolutionary War Eighth grade students will be introduced to the causes, events, outcomes
and notable people of America’s Revolutionary War. Beginning with the
motivations and release of the Declaration of Independence, students will
analyze America’s war against their colonizer and world superpower:
Great Britain. The war will be examined through not just the macro-lens of
the nation-to-be, but also visavie the point of view of varying
socioeconomic, gender, racial and ethnic groups.
NJSLS: 6.1.8.A.3.a, 6.1.8.B.3.c, 6.1.8.B.3.d, 6.1.8.D.3.a, 6.1.8.D.3.b, 6.1.8.D.3.d, 6.1.8.D.3.e, 6.1.8.D.3.f
ELA NJSLS: RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.6, RH.6-8.7, RH.6-8.9, WHST.6-8.1, WHST.6-8.2, WHST.6-8.7, WHST.6-8.8,
WHST.6-8.9
NJDOE Student Learning
Objectives SLO Essential Question Sample Activities Resources Cultural Products,
Practices, and Perspectives
Determine the central ideas of the Declaration of Independence and connect those ideas to the fundamental aspects of American democracy. Standard: 6.1.8.D.3.b, RH.6-8.1, WHST.6-8.1, WHST.6-8.2
• Why, do you think, does the Declaration state people are entitled to the “pursuit of happiness”? What does that mean to you?
• At what point, in your opinion, do you think leaders of government should be removed?
• Is the Declaration of Independence still important today? Explain.
Interpreting & Updating the Declaration: Students will read the Declaration, in small groups, and underline key points. Then students will re-rewrite the Declaration using “modern day language”. My Own Declaration: Students will “declare independence” from something negative in their life and write their own document, modeling after the style of the original.
Declaration of Independence http://americangovernment.abc- clio.com/Search/Display/1650448?terms=declaration+of+independence U.S. Democracy https://americangovernment.abc-clio.com/Search/Display/1650449?terms=democracy&webSiteCode=SLN_AMGOV&returnToPage=%2fSearch%2fDisplay%2f1650449%3fterms%3ddemocracy&token=2C5385E1AE113CF794A2F2CCD5F0EEC3&casError=False Historical Context of the Declaration
English-Language Arts: Write an essay defending your opinion on the Declaration’s “all men are created equal” excerpt. Consider the status of women and minorities at time of signing. Standard: NJSLSA.W1. Performance Arts: As a class, recite the first paragraphs of the Declaration. Assign each student a line or section. Standard: 1.3.8.C.2
24 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
https://www.historytoday.com/archive/american-declaration-independence-july-4th-1776
Compare and contrast the verbiage of the Declaration of Independence to the extent those ideals were applied for women, African Americans and Native Americans during the Revolutionary War era. Standard: 6.1.8.A.3.a, RH.6-8.1, RH.6-8.2, RH.6- 8.4, RH.6-8.6, WHST.6-8.8, WHST.6-8.9
• Are all people “created” equal? Explain.
• Why did the authors use “men” and not “people” or “men and women”?
• Hypothesize.
• What do you think the author(s) of the Declaration of Independence would think about the current status of freedom in present day America? Hypothesize.
Graphic Organizer: After highlighting the central ideas found within the Declaration, students will then create a graphic organizer connecting said ideas to fundamental aspects of American democracy (after discussion of what democracy “looks like”). Counter-Declaration: Write a Declaration of Independence, as if it were written by a specific minority group (or all minorities), as a counter/revision to the document that was originally released. How would it be different? Underground “Zine”: Develop an underground magazine, or “zine”, that would appear to have been written by a specific minority group during the Revolution. Analyze issues from their viewpoint.
National Archives: the Declaration https://www.archives.gov/exh%20%20ibits/charters/declaration.ht%20%20ml The Declaration of Independence and African Americans https://www.pbs.org/wgbh/aia/part2/2narr3.html The Revolutionary War – The Home Front: https://www.loc.gov/teachers/%20%20classroommaterials/presentationsandactivities/presentations/timeline/amrev/homefrnt/
Art: Create a painting, drawing or collage that deals with the juxtaposition of the Declaration and the reality many minority groups faced at that time. Standard: 1.3.8.D.4 English-Language Arts: Read narratives or diary entries of minorities during the Revolutionary era. Compare and contrast their self-identified experiences. Standard: NJSLSA.R1.
25 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
Compile and arrange the events that led the American colonies to revolt against their British colonizers. Standard: 6.1.8.D.3.a, RH.6-8.1, RH.6-8.7, RH.6- 8.9, WHST.6-8.7
• What does “revolution” mean to you?
• When is it time to end a relationship with someone?
• Why can standing up for what you believe in be hard to do? Explain.
Debate: Moderate a debate in which students argue, as colonists, to either declare independence or stay loyal to England. Essay: Write an essay identifying, in your opinion, the three most significant events or circumstances, which led the colonists to formally revolt. Event Web: Create a web of events, in which the student depicts the branching out, expanding and escalation of events, which led colonists to declare their independence.
Timeline of Revolutionary War https://www.ushistory.org/declaration/revwartimeline.html French and Indian War https://americanhistory.abc-clio.com/Search/Display/282154?terms=french%20and%20indian%20war&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fDisplay%2f282154%3fterms%3dfrench+and+indian+war&token=2C5385E1AE113CF794A2F2CCD5F0EEC3&casError=False The Albany Congress https://u-s-history.com/pages/h789.html Proclamation Line of 1763 https://americanhistory.abc-clio.com/Search/Display/1881267?terms=proclamation%20of%201763&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fDisplay%2f1881267%3fterms%3dproclamation+of+1763&token=2C5385E1AE113CF794A2F2CCD5F0EEC3&casError=False The Sugar Act https://ahp.gatech.edu/sugar_act_bp_1764.html
Art: Create a protest sign that a Patriot would have likely made or supported during the pre-Revolution era. Standard: 1.3.8.D.4 Performing Arts: Using and applying research, recreate the events of the Boston Massacre. For added rigor, portray the events as seen by both the colonists and the Loyalists (two separate productions). Standard: 1.3.8.C.2
26 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
The Quartering Act o 1765 https://americanhistory.abc-clio.com/Search/Display/298809?terms=quartering%20act&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fDisplay%2f298809%3fterms%3dquartering+act&token=2C5385E1AE113CF794A2F2CCD5F0EEC3&casError=False Virginia Stamp Act Resolutions http://www.history.org/history/teaching/tchcrvar.cfm The Stamp Act Congress https://www.ushistory.org/us/10a.asp The Declaratory Act https://www.landofthebrave.info/declaratory-act.htm The Townshend Acts https://americanhistory.abc-clio.com/Search/Display/1597209?terms=townshend%20act&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fDisplay%2f1597209%3fterms%3dtownshend+act&token=2C5385E1AE113CF794A2F2CCD5F0EEC3&casError=False Boston Non-Importation
27 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
Agreement https://www.bostonteapartyship.com/boston-non-importation-agreement The Boston Massacre http://www.bostonmassacre.net/ The Gaspee Affair https://www.ushistory.org/declaration/related/gaspee.html The Tea Act https://americanhistory.abc-clio.com/Search/Display/298847?terms=tea%20act&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fDisplay%2f298847%3fterms%3dtea+act&token=2C5385E1AE113CF794A2F2CCD5F0EEC3&casError=False The Boston Tea Party http://www.historyplace.com/unitedstates/revolution/teaparty.htm Intolerable Acts https://www.ushistory.org/us/9g.asp First Continental Congress https://americanhistory.abc-
28 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
clio.com/Search/Display/253420?sTypeId=2 Galloway’s Plan https://www.ushistory.org/declaration/related/planforunion.html Give Me Liberty or Give Me Death Speech https://avalon.law.yale.edu/18th_century/patrick.asp Paul Revere rides https://www.paulreverehouse.org/the-real-story/ Lexington and Concord https://americanhistory.abc-clio.com/Search/Display/252852?terms=lexington%20concord&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fDisplay%2f252852%3fterms%3dlexington+concord&token=2C5385E1AE113CF794A2F2CCD5F0EEC3&casError=False Second Continental Congress https://americanhistory.abc-clio.com/Search/Display/253421?sTypeId=2 Battle of Bunker Hill
29 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
https://americanhistory.abc-clio.com/Search/Display/370863?terms=bunker%20hill&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fDisplay%2f370863%3fterms%3dbunker+hill&token=2C5385E1AE113CF794A2F2CCD5F0EEC3&casError=False / Virginia Declaration of Rights https://americanhistory.abc-clio.com/Search/Display/255232?sTypeId=2 Declaration of Independence https://americanhistory.abc-clio.com/Search/Display/349291?terms=declaration%20of%20i%20%20ndependence&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fDisplay%2f349291%3fterms%3ddeclaration+of+i++ndependence&token=2C5385E1AE113CF794A2F2CCD5F0EEC3&casError=False
Appraise the impact geography had on the events and outcome of the Revolutionary War.
• What types of geographic features can be helpful during a war?
Label Map: Using resource (right) to label the sites of Revolutionary War battles
Library of Congress: American Revolution – Maps and Charts https://www.loc.gov/collectio
Geography: Create a map of a specific battle from the Revolutionary War. Use a key to label
30 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
Standard: 6.1.8.B.3.c, RH.6-8.1, RH.6-8.2, RH.6- 8.7, WHST.6-8.8, WHST.6- 8.9
• What types of geographic features can prove difficult to manage during a war?
• How can climate and weather play a role in the planning and execution of a battle plan?
on an American map. Map Layering: Create a map of the areas in which the Revolutionary War took place. Develop a key and label “hot spots” in which the geography of specified areas could have impacted fighting or seen as “valuable” for either side. Role-play Journaling: Take on the role of a British soldier fighting in America. Write a journal entry discussing how geographic or climate factors have impacted your experience fighting abroad.
ns/american-revolutionary-war-maps/about-this-collection/ / Animated Atlas of the Revolutionary War http://www.pyramidmedia.com/homepage/search-by-title/science/geography/animated-atlas-revolutionary-war-detail.html
various geographic items, as well as troops and troop movements, etc. Standard: 6.1.8.B.3.b Art: Create a three-dimensional model of a specific Revolutionary War battle or location in which a battle took place. Be sure to demonstrate geographic or climatic impact. Standard: 1.3.8.D.1
Trace and appraise the
causes, major events,
outcome and individuals
of the American
Revolutionary War.
Standard: 6.1.8.B.3.c,
RH.6-8.1, RH.6-8.2,
RH.6-
8.4, RH.6-8.9, WHST.6-
8.2, WHST.6-8.8,
WHST.6-8.9
• What made the
American Revolution
“revolutionary”?
• How would you
address remaining
Loyalists at the
conclusion of the war,
if you were sitting at
the head of the new
American
government?
• What, do you believe,
is the biggest lesson
that can be learned
from the Revolutionary
War?
Timeline Activity:
Trace the evolution of the
Revolutionary War, from
its onset to its conclusion,
by creating a detailed
timeline. Add citations,
pictures or primary
sources for added depth
and rigor.
Baseball Cards:
Design and create
Revolutionary War
“baseball cards”. Students
may be assigned or
choose from people or
events. On the front,
American Revolution –List
of People
http://theamericanrevoluti
on.org/peopledetails.aspx
Battle of Long Island
https://americanhistory.ab
c-
clio.com/Search/Display/2
89514?terms=battle%20of
%20long%20island&webSi
teCode=SLN_AMHIST&ret
urnToPage=%2fSearch%2f
Display%2f289514%3fterm
s%3dbattle+of+long+islan
d&token=2C5385E1AE113
Art:
Recreate the famous
painting of George
Washington crossing the
Delaware. Feel free to add
a personal twist for artistic
expression.
Standard: 1.3.8.D.3
English-Language Arts:
Write an essay in which
you analyze a battle in
which the Patriots lost.
Develop a tactical plan to
win said battle, basing
your offering off of what
we know today.
Standard: NJSLSA.W2.
31 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
Motivational Speech:
Write and preform a
motivational speech, as
Gen. Washington
speaking to the
Continental Army in the
early stages of the war.
Try to convince the army
to re-enlist despite
insurmountable odds.
CF794A2F2CCD5F0EEC3&
casError=False
l
Washington Crosses the
Delaware, Battle of
Trenton
http://www.eyewitnesstohi
story.com/washingtondela
ware.htm
Battle of Brandywine
https://americanhistory.ab
c-
clio.com/Search/Display/1
300628?terms=battle%20of
%20brandywine&webSiteC
ode=SLN_AMHIST&return
ToPage=%2fSearch%2fDis
play%2f1300628%3fterms
%3dbattle+of+brandywine
&token=2C5385E1AE113C
F794A2F2CCD5F0EEC3&c
asError=False
Battles of Saratoga https://americanhistory.abc-clio.com/Search/Display/252726?terms=battle%20of%20saratoga&webSiteCode=SLN_AMHIST&returnToPage=%2fSearch%2fDisplay%2f252726%3fterms%3dbattle+of+saratoga&token=2C5385E1AE113CF794A2F2CCD5F0
32 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
EEC3&casError=False Winter at Valley Forge
https://www.ushistory.org
/us/11f.asp
French Alliance
http://www.americaslibrary
.gov/jb/revolut/jb_revolut_f
rancoam_1.html
Siege of Charleston
https://www.history.com/t
his-day-in-
history/americans-suffer-
worst-defeat-of-
revolution-at-charleston
Battle of Camden, SC
https://americanhistory.a
bc-
clio.com/Search/Display/3
70852?terms=battle%20of
%20charleston&webSiteC
ode=SLN_AMHIST&return
ToPage=%2fSearch%2fDi
splay%2f370852%3fterms
%3dbattle+of+charleston
&token=2C5385E1AE113
CF794A2F2CCD5F0EEC3
&casError=False
Articles of Confederation
https://www.archives.gov/
historical-
docs?doc=2&title_raw=Art
icles%20of%20Confederati
33 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
on
Siege of Savannah
https://www.historynet.co
m/siege-of-savannah-
during-the-american-
revolutionary-war.htm
Treaty of Paris https://americanhistory.ab
c-
clio.com/Search/Display/2
88579?terms=treaty%20of
%20paris&webSiteCode=S
LN_AMHIST&returnToPag
e=%2fSearch%2fDisplay%
2f288579%3fterms%3dtrea
ty+of+paris&token=2C5385
E1AE113CF794A2F2CCD5
F0EEC3&casError=False
Determine the role and
influence New Jersey had
on the American
Revolutionary War.
Standard: 6.1.8.B.3.d,
RH.6-8.2, RH.6-8.6,
RH.6-
8.7, WHST.6-8.2, WHST.6-
8.9
• Revolutionary War?
• How did New Jersey’s
location make it an
important location
during the
Revolutionary War?
• What role does New
Jersey play in today’s
society?
New Jersey Map-
Making: Create a map of
New Jersey, during the
Revolutionary-era. Be
sure to label it
appropriately with areas
of interests concerning
the Revolutionary War.
NJ Brochure:
Create and design a
brochure for tourists
looking to visit significant
Revolutionary War sites
in New Jersey.
New Jersey during the
Revolution:
http://www.doublegv.com/
ggv/
Revolutionary War New
Jersey
https://www.revolutionary
warnewjersey.com/
New Jersey and the
Revolution, Timeline
https://www.revolutionary
warnewjersey.com/
Art:
Inside the perimeter of
New Jersey’s border,
draw or collage words
and pictures that highlight
the state’s role in the
Revolutionary War.
Standard: 1.3.8.D.1
English-Language
Arts: Write a fictional
story that takes place in
Revolutionary War era
New Jersey, using
historical accuracies as a
34 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
Activity:
Write an acrostic poem
about New Jersey’s
role in the
Revolutionary War,
spelling out “New
Jersey” vertically and
beginning each line
with the coordinating
letter.
Historical New Jersey
Revolutionary War Maps
http://mapmaker.rutgers.e
du/HISTORICALMAPS/RE
VOLUTIONARYWAR/Revo
lutionary_War.html
backdrop.
Standard: NJSLSA.W3.
Distinguish the impact the
American Revolutionary
War had on various
socioeconomic, ethnic,
racial and gender groups,
as well as their
perspectives and
contributions during this
era.
Standard: 6.1.8.D.3.e,
RH.6-8.1, RH.6-8.2,
RH.6-
8.4, RH.6-8.6, WHST.6-
8.2, WHST.6-8.7,8
• How has the treatment
of varying
socioeconomic, racial
and gender groups
changed in American
since the end of the
Revolutionary War?
• Was the Revolutionary
War a positive or
negative experience for
gender and racial
minorities in America?
• Should political minorities support a war for a nation in which they are
underrepresented?
Role-Play Discussion:
Moderate a discussion
about experiences in the
Revolutionary War
among students. Assign
each a role with the
understanding they are to
research their
demographic and
respond to questions as if
they belong to that
group. Be sure to include
varying socioeconomic,
ethnic, racial and gender
groups.
Jigsaw Graphic
Organizer: Assign
students a specific
socioeconomic, ethnic,
racial or gender group.
Have them completed a
graphic organizer, in
small groups, detailing
their perspectives and
contributions during the
American Revolution.
Economics of the
American Revolutionary
War
https://eh.net/encyclopedi
a/the-economics-of-the-
american-revolutionary-
war-2/
Women’s Service with the Revolutionary Army https://www.colonialwilliamsburg.org/ The Roles of Women in
the Revolutionary War
https://historyofmassachu
setts.org/the-roles-of-
women-in-the-
revolutionary-war/
African Americans in the
Revolution
http://fas-
history.rutgers.edu/clem
ens/AfricanAmericansR
Performing Arts:
Write and preform a brief
skit, as if a television or
radio news broadcast was
sent to the past to interview
various groups of people at
the conclusion of the
Revolutionary War.
Standard: 1.3.8.C.1
Geography: On a Revolutionary War-
era map, highlight
contributions of varying
socioeconomic, ethnic,
racial and gender groups
by plotting their geographic
locations in which they
took place.
Standard: 6.1.8.B.3.b
35 | Page
NJDOE Student Learning Objectives SLO
Essential Question Sample Activities Resources Cultural Products, Practices, and Perspectives
Have students breakout
and share with students
from other groups.
Mini-Report: Select an American
Revolution-era person
whom belongs to a
minority socioeconomic,
ethnic, racial or gender
group and develop a
mini-report, PowerPoint
or poster board
presentation
evolution.html
Native Americans’ Role in
the American Revolution:
Choosing Sides
https://edsitement.neh.gov
/lesson-plans/native-
americans-role-american-
revolution-choosing-sides
Assess the outcomes of
the Treaty of Paris and
examine its’ effects on
various groups of people.
Standard: 6.1.8.D.3.f, RH.6-
8.1, RH.6-8.2, RH.6-8.4,
RH.6-8.6, RH.6-8.9,
WHST.6-8.1, WHST.6-
8.8, WHST.6-8.9
• When making a treaty
or agreement, what
parties should be
included?
• Are treaties always
fair? Explain.
• Are there ever any winners in war?
Explain.
Pros-Cons Analysis:
Analyzing the Treaty of
Paris, develop a list of
what students perceived
to be pros and cons.
Discuss.
Re-Write the Treaty:
Ask students to rewrite
the Treaty of Paris if it
could be re-written to
lessen weaknesses and
strengthen its impact.
Graphic Organizer:
Create a graphic
organizer depicting
how the Treaty affected
various groups of
people.
National Archives, Treaty
of Paris:
https://www.archives.gov/
historical-docs/todays-
doc/index.html?dod-
date=903
Treaty of Paris and Its
Impact:
https://www.ushistory.o
rg/US/8d.asp
Music:
Students will write and
perform a song about how
the Revolutionary War
came to an end.
Standard: 1.3.8.B.1
English-Language Arts:
Analyze the text of the
Treaty and highlight main
ideas and circle words that
students find difficult to
understand.
Procure list of said words
on board and discuss.
Standard: NJSLSA.R4.
36 | Page
Unit Vocabulary:
Ben Franklin
Boycott
Citizen
Colony
Common Sense
Delegate
Democracy
Dictatorship Direct
Democracy
First Continental Congress
George Washington
Government
Immigrant
Independence
John Adams
John Hancock
Legislature
Loyalist
Majority rule
Monarch
Naturalization
Parliament
Patriot
Precedent
Repeal
Representative democracy
Roger Sherman
Sam Adams
Second Continental Congress
The Boston Massacre
The Intolerable/Coercive Acts
The Proclamation of 1763 The
Stamp Act
The Tea Act
The Townshend Act
Thomas Jefferson
Thomas Paine
Virginia House of Burgesses
37 | Page
Unit Project (Choose 1)
Project 1 (Suggested) Project 2 (Suggested)
Select what you to believe is the most important event from the
American Revolution-era. Write a 3-5-page paper justifying it as
critical with regards to its immediate and long-term impact.
Select a prominent individual from the American Revolution. Be
prepared to speak, dress and act as that person in a Revolution talk
show, hosted by your teacher.
38 | Page
Amistad Curriculum
The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African
slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson
Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the
challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of
additional instructional activities and resources that will engage the learners within your classroom.
Topics/People to Study Suggested Activity Resource
The 1st Rhode Island Regiment (The "Black
Regiment")
Preform a play based on the 1st Rhode Island
Regiment – an African American Regiment
in the Revolution
http://www.njamistadcurriculum.net/history/
unit/establishment-new-
nation/content/3524/7089
Slavery During the Revolution Slavery During the Revolution PowerPoint http://www.njamistadcurriculum.net/history/
unit/establishment-new-
nation/navigations/3511
Colonel Tye Create a Comic Book about Colonel Tye http://www.njamistadcurriculum.net/history/
unit/establishment-new-
nation/content/3767/7337
Roads to Revolution In this lesson, students will examine James
Otis’ attack on slavery in the debate against
liberty from Britain in the years leading up
to the American Revolution. The students
will hold King George III on trial for his
Intolerable Acts that violated the rights of
the colonists.
http://www.njamistadcurriculum.net/history/
unit/establishment-new-
nation/lesson_plan/4230/298
39 | Page
40 | Page
41 | Page
Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.
Topics/People to Study Suggested Activity Resource
The Third Reich Students will examine and explain the
innerworkings of the Third Reich and its
racist and anti-Semitic ideology. Students
will create a campaign to prevent young
Germans from joining the Hitler youth
https://encyclopedia.ushmm.org/content/en/a
rticle/third-reich-an-overview
Early Stages of Persecution
Students will read and explore the early anti-
Semitic laws of Nazi Germany. Students will
use their knowledge of the United States
Constitution and other documents to assess
the Nazi Party’s violations of human rights
https://encyclopedia.ushmm.org/content/en/a
rticle/anti-jewish-legislation-in-prewar-
germany
Concentration Camps (1933-1939)
Students will create a chart of the first
concentration camps established by Nazi
Germany. Students will use independent
research determine the source and fate of
these persecuted populations
https://encyclopedia.ushmm.org/content/en/a
rticle/concentration-camps-1933-39
Jewish Life in Europe before the Holocaust
Students will read and examine excerpts of
Jewish life in Europe before World War II.
Students will write a diary entry as a young
Jewish person living in Germany before the
war. Students will present their diary entry
to the class
https://encyclopedia.ushmm.org/content/en/a
rticle/jewish-population-of-europe-in-1933-
population-data-by-country
42 | Page
DBQ’s
Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create
an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich
in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice
with complex text and engage in high level critical thinking.
A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School
District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.
43 | Page
ELL Resources
▪ Learning style quiz for students- http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml
▪ “Word clouds” from text that you provide-http://www.wordle.net/
▪ Bilingual website for students, parents and educators: http://www.colorincolorado.org/
▪ Time on task for students-http://www.online-stopwatch.com/
▪ Differentiation activities for students based on their lexile- www.Mobymax.com
▪ WIDA- https://wida.wisc.edu/
▪ Hope4Education - http://www.hope4education.com
Books, online workshops, on-site training and presentations, help meeting the NCLB and state curriculum standards, discussion forums,
and tele-chats hosted by Hope Blecher-Sass
▪ Learning the Language http://blogs.edweek.org/edweek/learning-the-language/
Mary Ann Zehr's blog for Education Week - news, controversies, initiatives, research, legislative updates about teaching English language
learners
▪ OELA - https://www2.ed.gov/about/offices/list/oela/index.html?src=mr
The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient
Students
▪ New Jersey Department of Education- Bilingual Education information http://www.state.nj.us/education/bilingual/
▪ Learning Resource Centers (LRC Network) http://www.state.nj.us/education/lrc
supported through the NJDOE, Office of Special Education Programs.
Click on "Services" and scroll down to the library in your region.
44 | Page
ELL Resources
● 1-Language.com - http://www.1-language.com
Activities, exercises, worksheets, forums, chats, articles, and more
● Repeat After Us - http://repeatafterus.com/
The best collection of copyright-free English texts and scripted recordings
Students K-8
● Kindersite - http://www.kindersite.org
1,000s of links to graded English content suitable for 2 to 6 year olds
● SpellingCity.com - http://www.SpellingCity.com
Lessons, Games, Tests, over 25,000 words, students can practice teacher-assigned words
● Starfall.com - http://www.starfall.com
Phonics lessons, interactive books, and word games
● AAA Math - http://www.aaamatematicas.com
over 2500 interactive math lesson pages
● NASA's Space Place - http://spaceplace.nasa.gov
NASA's education program; also available in Spanish
● Achieve 3000- http://www.achieve3000.com/
Students K-12
▪ Teaching Reading and Language Arts - http://teachingreadingandla.pbworks.com
Sites and resources for classroom instruction compiled by Keith Schoch
▪ Mrs. Hurley's ESL Pagehttp://www.mrshurleysesl.com
Tips, activities, information & links for students and teachers
45 | Page
ELL Resources
▪ Children's Literature Web Guide - http://www.ucalgary.ca/~dkbrown/index.html
Many Internet resources related to books for children and young adults including lists, reviews, and lesson plans & more
46 | Page
Special Education Resources
Animoto
Animoto provides tools for making videos by using animation to pull together a series of images and combining with audio. Animoto videos
or presentations are easy to publish and share. https://animoto.com
Bookbuilder
Use this site to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs,
interests, and skills. http://bookbuilder.cast.org/
CAST
CAST is a non-profit research and development organization dedicated to Universal Design for Learning (UDL). UDL research demonstrates
that the challenge of diversity can and must be met by making curriculum flexible and responsive to learner differences. http://www.cast.org
CoSketch
CoSketch is a multi-user online whiteboard designed to give you the ability to quickly visualize and share your ideas as images.
http://www.cosketch.com/
Crayon
The Crayon.net site offers an electronic template for students to create their own newspapers. The site allows you to bring multiple sources
together, thus creating an individualized and customized newspaper. http://crayon.net/
Education Oasis
Education Oasis offers a collection of graphic organizers to help students organize and retain knowledge – cause and effect, character and
story, compare and contrast, and more! http://www.educationoasis.com/printables/graphic-organizers/
Edutopia
A comprehensive website and online community that increases knowledge, sharing, and adoption of what works in K-12 education. We
emphasize core strategies: project-based learning, comprehensive assessment, integrated studies, social and emotional learning, educational
47 | Page
Special Education Resources
leadership and teacher development, and technology integration. http://www.edutopia.org/
Glogster
Glogster allows you to create "interactive posters" to communicate ideas. Students can embed media links, sound, and video, and then share
their posters with friends. http://edu.glogster.com/?ref=personal
National Writing Project (NWP)
Unique in breadth and scale, the NWP is a network of sites anchored at colleges and universities and serving teachers across disciplines and at
all levels, early childhood through university. We provide professional development, develop resources, generate research, and act on
knowledge to improve the teaching of writing and learning in schools and communities. http://www.nwp.org
Plickers
Plickers is a powerfully simple tool that lets teachers collect real-time formative assessment data without the need for student devices. Use
Plickers for quick checks for understanding to know whether your students are understanding big concepts and mastering key skills.
https://plickers.com/
Read Write Think
ReadWriteThink provides educators, parents, and afterschool professionals with access to the highest quality practices in reading and language
arts instruction by offering the very best in free materials. http://www.readwritethink.org
48 | Page
Special Education Resources
RubiStar
RubiStar is a free tool to help teachers create quality rubrics. http://rubistar.4teachers.org/index.php
VisuWords
Visuwords is an online graphic dictionary and thesaurus that helps develop word knowledge. Word relationships are illustrated by the color
and pattern of the link between words. http://www.visuwords.com/
Vocab Ahead
Vocab Ahead offers videos that give an active demonstration of vocabulary with audio repeating the pronunciation, definition, various uses,
and synonyms. Students can also go through flash cards which give a written definition and visual representation of the word.
http://www.vocabahead.com/
Voki
Voki is text to speech generator that allows the user to create a personal speaking avatar that can be embedded in a website. The site offers a
high level of customization ranging from the overall look of the Voki to the sound of its voice. http://www.voki.com/
Webspriration
Webspiration is an online visual thinking tool with features that assist students in capturing ideas, organizing information, diagramming
processes, and creating concise written documents. http://www.mywebspiration.com/
Wordle
Wordle is a toy for generating 'word clouds' from text that you provide. The clouds give greater prominence to words that appear more
frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. http://www.wordle.net/
