Curriculum Mapping With Purpose

CURRICULUM MAPPING
SED 544: Creating Classroom

AprilClimate
9, 2017
FOR PURPOSE
Courtney Boston
0
8th Grade Social Studies Curriculum Guide
(Revised June 2015)
Introduction
This document is meant to guide teachers through the addition of the Arizona College and Career Ready Standards to the Social Studies
classroom. The Arizona College and Career Ready Standards are meant to enhance Arizona Social Studies Standards through implementation in
the class. This document is also meant to be a catalyst for grade level discussions and backwards design. It will assist in providing a district-wide
guaranteed and viable curriculum.
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How the Units are Divided
Each unit is composed of AZ State Standards and Arizona College and Career Ready Standards. This includes reading and writing standards
within each content unit. Teachers may teach the units in any order within the Government curriculum. They may also subdivide sections into
smaller units.
How to Use the Unit Documents

Each document includes each of the following sections. Teachers may use discretion when determining student objectives, essential questions,
activities, etc. for their specific classrooms. The samples provided are meant to be a catalyst; teachers should not be confined or obligated to use
them. A sample of the unit layout is included below.
Enduring Understandings
Enduring understandings are statements summarizing important ideas and core processes that are central to the unit and have lasting value
beyond the classroom. It synthesizes not just what a student should know or do, but what a student should understand as a result of studying that
particular unit.
Essential Questions
According to Grant Wiggins, co author of Understanding by Design, essential questions are important questions that recur throughout one's life.
They can also be key inquiries within a discipline. A question can be considered essential when it helps students make sense of important but
complicated ideas.
Key Concepts and Vocabulary

Key concepts and vocabulary that support the enduring understandings are included for each unit. Please note that a key concept can also act as
vocabulary; teachers should use discretion when assigning vocabulary to students for each unit.
Student Friendly Objectives

Student friendly objectives should combine the enduring understanding of the unit with the standards being addressed into student friendly
language.
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8th Grade Social Studies Scope & Sequence Guideline
2015-16
1st Quarter 2nd Quarter 3rd Quarter 4Th Quarter
Revolution The United World War II Civil Rights
(5 weeks) States (4 weeks) (3 weeks)
New Nation Constitution Postwar United The Vietnam War

(6 weeks) States and the
(5 weeks)
(4 weeks) Cold War
The Rise of
(3 weeks)
Totalitarianism Korean War and
and causes of the Contemporary
World War II 1950S United
Research, Geography, (2 weeks) (2 weeks) States
Civics/Government, (2 weeks)
Economics, and Current
Events, integrated with Research, Geography, Research, Geography,
Research, Geography,
units Civics/Government,
Civics/Government, Civics/Government,
Economics, and Current Economics, and Current
Economics, and Current
Pre-Test Week 1 Events integrated with Events integrated with
Events integrated with
units. units.
Constitution Day units.
9/11 Memorial
(suggested time frame for each
*Testing window in May
unit not required)
*Testing window in
December
3
This curriculum map is from the Deer Valley Unified School District and is written for 8 th grade social studies.
This school district is made up of a mix of higher and lower socioeconomic families.
Sleep Mini Lesson
Why Sleeping is Important for students during testing.
Students will be preparing for the end of the semester test and will most likely be stressed out about them. In
the week leading up to the testing days I will give a mini lesson on proper sleeping and the effects that it can have on
test scores and attention spans. Students will read a few short articles about sleep and why it is important.
Articles Choices:
Deep sleep helps mice make memories, new experiments show

Seattle schools change start time for teens to allow them more sleep
https://sleepfoundation.org/sleep-topics/teens-and-sleep
Once students have completed their readings they will be given a week-long calendar.
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On this they will create a new sleep schedule. One that allows for them to get more sleep during the week of testing.
Thus, teaching students the importance of sleep and the effects that it has on the brain and a students ability to
concentrate.
Healthy Eating
How students should eat for testing week.
This lesson will originally be taught at the middle of the year testing, alongside the sleep lesson. The aim of
this lesson is to teach students about healthy eating during the test week and what is the best food to eat when
getting ready to take big tests. We will go over the different brain foods and how they help the brain work better. This
will go along well the sleeping lesson, since both are important subjects for the students to learn before taking the big
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state tests. Just like in the sleeping mini lesson, students will be given a week calendar and be asked to show what
they will eat to be best prepared for the test.
For each day students, will list what they will be eating and how it will benefit them during the test week.
Environment
This lesson will take place during the Vietnam War Unit and show the raise of the environmental movement.
Students will look through several sources about why the environmental movement started to get larger during this
time. Looking at the increase number of nuclear plants and nuclear weapons and how this effected the movement.
During this time Climate Change started to be considered and people started recycling. Through this, students will
learn about the importance of recycling.
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8th Grade
Social Studies
First
Semester
7
Revolution
Arizona Social Studies Standards
Analyze the following events which led to the American
Revolution: a. Tea Act
b. Stamp Act
S1.C4.PO1
c. Boston Massacre
d. Intolerable Acts
e. Declaration of Independence
Describe the significance of key events of the Revolutionary War:
a. Major battles (e.g., Lexington, Saratoga, Trenton)
S1.C4.PO2
b. Aid from France
c. Surrender at Yorktown
Describe the impact of the following key individuals on the
Revolutionary War: a. Benjamin Franklin
b. Thomas Jefferson
S1.C4.PO3 c. George Washington
d. Patrick Henry
e. Thomas Paine
King George III
Arizona College and Career Ready Standard
(the following are examples that align with the required learning, teachers and students are not limited to using only the following standards)
6-8.RH.1 Cite specific textual evidence to support analysis of primary and secondary sources
Determine the central ideas or information of a primary and secondary source; provide an accurate summary of the source distinct
6-8.RH.2
from prior knowledge or opinions
6-8.RH.9 Analyze the relationship between a primary and secondary source on the same topic
6-8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
6-8.WHST.9 Draw evidence from informational texts to support analysis, reflection, and research
The American Revolution resulted in the colonies breaking away from British rule and formed the United States of America.
Essential Questions Key Concepts
How did specific events and British actions lead to the American War strategies
Revolution?
How did aid from France influence the outcome of the American Leaders and key individuals
Revolution?
What was the significance of the battles of Lexington, Saratoga, and Declaration of Independence
Trenton?
What impact did key individuals have on the Revolutionary War? Acts of the British
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How did the Declaration of Independence lead to the American Aid from Europe
Revolution?
Student Friendly Objectives Vocabulary
Analyze the British actions that led to the American Revolution Tea Act Stamp Act Boston Massacre
Explain how the Declaration of Independence led to the American Intolerable Acts Dec. of Independence Yorktown
Revolution
Describe significant battles of the Revolutionary War Lexington Saratoga Trenton
Describe how aid from France impacted the Revolutionary War Ben Franklin Thomas Jefferson George Washington
Analyze the role key individuals had on the Revolutionary War Patrick Henry Thomas Paine King George III
New Nation
Describe the significance of the following documents:
a. Declaration of Independence
S1.C4.PO4 b. Articles of Confederation
c. Constitution
d. Bill of Rights
Explain the influence of the following individuals in the establishment of a
new government: a. Thomas Jefferson
S1.C4.PO5 b. James Madison
c. John Adams
d. Benjamin Franklin
Describe how one nation evolved from thirteen colonies:
a. Constitutional Convention
S1.C4.PO6
b. George Washingtons presidency
c. Creation of political parties (e.g., Federalists, Whigs, Democratic-Republicans)
Describe how the following philosophies and documents influenced the creation of
the Constitution: a. Magna Carta
b. English Bill of Rights
c. Montesquieus separation of power
S3.C1.PO1
d. John Lockes theories natural law, social contract
e. Mayflower Compact
Declaration of Independence
g. Articles of Confederation
S3.C1.PO2 Analyze the purpose (e.g., weaknesses of the Articles of Confederation) and outcome (e.g., compromises) of the Constitutional
9
Convention
6-8.RH.2
audience.
Enduring Understanding
The development of American constitutional democracy grew from political, cultural, and economic issues, ideas, and events
The debate over states and federal rights plagued the early United State
The United States was created through compromise and influenced through varying political philosophies
What was the significance of the Declaration of Independence, Constitution as a living document
Articles of Confederation, Constitution, and Bill of Rights in creating
the United States?
How did certain individuals influence the establishment of a new Philosophies of government
government?
How did the United States evolve from thirteen separate colonies? Weaknesses of the Articles of Confederation
How did various political philosophies and documents influence the Evolution of the new nation
creation of the US Constitution?
What was the purpose and outcome of the constitutional convention? Influences of individuals

Describe the significance of the Declaration of Independence, Articles Magna Carta English Bill of Rights Montesquieus
of Confederation, Constitution, and Bill of Rights separation of powers
Explain the influence that key individuals had on the creation of the John Lockes theories Mayflower Compact Declaration of
new government Independence
Describe how the United States evolved from the 13 original colonies Articles of Political parties Thomas Jefferson
Confederation
Explain how different philosophies and documents influenced the George Washingtons James Madison John Adams
creation of the Constitution Presidency
Analyze the purpose and outcomes of the Constitutional Convention Constitutional Ben Franklin
Convention
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The United States Constitution
Describe the following principles on which the Constitution (as the Supreme Law of the Land) was founded:
a. Federalism (i.e., enumerated, reserved, and concurrent powers)
b. Popular sovereignty
S3.C2.PO1 c. Separation of Powers
d. Checks and balances
e. Limited government
Flexibility (Elastic Clause, amendment process)
S3.C2.PO2 Differentiate the roles and powers of the three branches of the federal government
S3.C2.PO3 Explain the electoral process (e.g., primary and general elections, electoral college)
S3.C2.PO4 Explain how a candidate can be elected president (e.g., Adams-Jackson, Hayes-Tilden, Bush-Gore) without receiving a majority of
popular vote
S3.C2.PO5 Describe the line of succession to the presidency as stated in the 25 th Amendment
Compare the ways the federal and Arizona governments operate:
a. Three branches
S3.C3.PO1
b. Constitution
c. Election process (e.g., congressional and legislative districts, propositions, voter registration)
S3.C3.PO2 Compare the process of how a bill becomes a law at the federal and state level
Describe the following forms of direct democracy
in Arizona: a. Initiative
S3.C3.PO3
b. Referendum
c. Recall process
S3.C3.PO4 Compare the roles and relationships of different levels of government (e.g., federal, state, county, city/town, tribal)
S3.C3.PO5 Describe the significance of the Amendments to the Constitution
S3.C3.PO6 Compare the adult and juvenile criminal justice systems
Summarize the significance of the following Supreme Court cases:
a. Marbury v. Madison
b. Plessy v. Ferguson
S3.C3.PO7 c. Brown v. Board of Education
d. Gideon v. Wainright
e. Miranda v. Arizona
Korematsu v. United States
S3.C3.PO8 Describe the impact of the following executive orders and decisions:
a. Executive Order 9066 creation of internment camps on US soil
b. Manhattan Project
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c. Use of Atomic Bomb
Describe the impact that the following Acts had on increasing the rights of
groups and individuals: a. Civil Rights Act of 1964
S3.C3.PO9 b. Voting Rights Act of 1965
c. Indian Rights Act of 1968
d. Americans with Disabilities Act
6-8.RH.2
audience.
The United States structure of government is characterized by the separation and balance of powers
Laws and policies are developed to govern, protect, and promote the well-being of the people
What are the roles, powers, and responsibilities of the three branches Roles and powers of the Federal Government
of government?
What are the principles on which the Constitution was founded? How a bill becomes a law
What is the election process and how can a person become president? The election process
How does a bill become a law in the United States? In Arizona? Principals of the Constitution
How does direct democracy work in Arizona? Supreme Court decisions
How has the Supreme Court influence policy through different cases? Executive Orders
What impact have the executive orders of the president made on the Acts on rights of groups
United States?
Describe the roles, powers, and responsibilities of the 3 branches of Bill of Rights Civil Rights Act of Voting Rights Act of
government 1964 1965
Explain the principles of the Constitution Indian Rights Act of Americans with Executive Order 9066
1968 Disabilities
Explain the election process and how someone can become President Manhattan Project Korematsu v. United Miranda v. Arizona
States
Describe how a bill becomes a law Gideon v. Wainwright Brown v. BOE Plessy v. Ferguson
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Compare/Contrast the Arizona and federal government Marbury v. Madison Initiative Referendum
Analyze the influence of significant Supreme Court decisions Recall Federalism Executive
Describe the impact of presidential executive orders and actions Legislative Judicial Popular Sovereignty
Explain how various Acts have increased the right of different groups Checks and Balances Direct democracy Elastic Clause
and individuals
The Rise of Totalitarianism

S1.C8.PO1 Review the impact of the Great Depression on the United States
S1.C8.PO3 Explain the impact of World War II on economic recovery from the Great Depression
S2.C8.PO1 Review the rise of totalitarianism in Europe following World War I
Analyze the major causes of World War II:
a. Aggressive search for resources by Japan
S2.C8.PO2
b. Political ideologies of Fascism and Nazism
c. Resentment toward the Treaty of Versailles
Compare the different world governments and ideologies:
a. Dictatorship
b. Totalitarian (fascist, Nazis)
S3.C5.PO1
c. Democracy
d. Socialism
e. Communism
6-8.RH.2
audience.
Domestic and world events, economic issues, and political conflicts redefined the role of government in the lives of U.S. citizens
Resentment of the Treaty of Versailles and the need for resources led to rise of totalitarian states and caused global conflict
What was the impact of the Great Depression on the United States? Resentment of the Treaty of Versailles
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What impact did World War II have on the economic recovery from the Political ideologies
Great Depression?
How did World War I cause the rise of totalitarianism in Europe? Recovery from the Great Depression
What were the major causes of World War II? Aggression by Japan
How do different world governments and ideologies compare? Differences in governments
Analyze the impact of the Great Depression on the United States Dictatorship Totalitarianism Fascist
Explain the impact World War II had on economic recovery of the Nazism Democracy Socialism
Great Depression
Analyze the major causes of World War II Communism Treaty of Versailles Great Depression
Describe the rise of totalitarianism in Europe after World War I
Compare/Contrast different world governments and ideologies
8th Grade
Social Studies
Second
14
Semester
World War II
S1.C8.PO2 Explain how Pearl Harbor led to the United States involvement in World War II
Explain how the following factors affected the US home front during
World War II: a. War bonds drives
b. War industry
S1.C8.PO4
c. Women and minorities in the work force
d. Rationing
e. Internment of Japanese, German, and Italian Americans
Describe Arizonas contributions to the war effort:
Native American Code Talkers
Ira Hayes
S1.C8.PO5
Mining
Training bases
POW and internment camps
Summarize the United States role in the following events:
a. D-day invasion
S1.C8.PO6 b. Battles of the Pacific
c. Development and use of the atomic bomb
d. V-E Day/V-J Day
Analyze the following individuals significance to World War II:
a. Franklin D. Roosevelt
b. Dwight Eisenhower
S1.C8.PO7 c. George Patton
d. Douglas MacArthur
e. Harry Truman
Eleanor Roosevelt
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S1.C8.PO3 Trace the series of invasions and conquests in the European and Pacific Theaters in World War II
Describe the following events leading to the Allied victory:
a. D-Day Invasion
S1.C8.PO4 b. Battle of the Bulge
c. Japanese defeat in Iwo Jima and Okinawa
d. Atomic bombing of Hiroshima and Nagasaki
S1.C8.PO5 Describe how racism and intolerance contributed to the Holocaust
6-8.RH.2
audience.
Domestic and world events, economic issues, and political conflicts redefined the role of government in the lives of U.S. citizens
Global events, economic issues and political ideologies ignited tensions leading to worldwide military conflagrations and diplomatic confrontations in
a context of development and change
How did the US become involved in World War II? Holocaust
How was the US home front affected by World War II? Axis vs. Allies
What was Arizonas role and impact for the United States in World War Home front
II?
How did the role of the United State evolve during World War II? Pacific Theater
What events led to an Allied victory in World War II? European Theater
How did racism and intolerance contribute to the Holocaust? Key Individuals
What impact did the leaders of the US have on the outcome during
World War II?
Explain how the United States got involved in World War II Axis Powers Allied Powers Holocaust
Describe how life in the United States changed during World War II D-Day Home Front European Theater
Analyze the impact Arizona had on the US war effort Pacific Theater Code Talkers Internment Camps
Explain how the role of the United States evolved during the World Rationing War Bonds War industries
War Ii
Explain the reasons the Allied Powers were victorious in World War Ii Atomic Bombs V-E Day V-J Day
Analyze the role and impact individual leaders had on the outcome of Ira Hayes
16
the war
Describe how racism and intolerance contributed to the Holocaust
17
Postwar United States
Describe the following origins of the Cold War:
a. Western fear of communist expansion
S1.C9.PO1 b. Soviet fear of capitalist influences
c. Development of nuclear weapons
d. Truman Doctrine
Describe the impact of the Cold War on the United States:
a. McCarthyism
b. Arms race
S1.C9.PO2
c. Space race
d. Cuban Missile Crisis
e. Creation of the CIA
Summarize each of the following outcomes of World War II:
a. Redrawing of political boundaries in Europe
b. Tensions leading to Cold War
S2.C8.PO6
c. Formation of the United Nations
d. Beginning of atomic age
e. Rebuilding of Japan
S2.C8.PO7 Compare the rebuilding of Japan with the rebuilding of Germany following World War II
Describe the following events resulting from World War Ii:
a. Nuremburg Trial
b. Marshall Plan
S2.C8.PO8
c. NATO/Warsaw Pact
d. Creation of the United Nations
e. Creation of Israel
Explain US and world foreign policies leading to the Cold War:
a. Truman Doctrine
S3.C5.PO2 b. NATO
c. Warsaw Pact
d. Marshall Plan
S5.C4.PO1 Compare how private property right differ in market (Capitalism) economies versus command (Communist) economies
6-8.RH.2 Determine the central ideas or information of a primary and secondary source; provide an accurate summary of the source distinct
18
audience.
Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy
Nations that were once allies became enemies due to economic systems, ideological differences, and growing mutual suspicions
The rebuilding of Europe and Japan led to a Cold War between the worlds two Super Powers, the United States and the Soviet Union
How did differing political ideologies create conflict between the Capitalism v. Communism
Superpowers?
What was the impact of the Cold War on the United States? Red Scare/McCarthyism
How did the rebuilding of Japan and Europe after World War II differ? NATO/Warsaw Pact
How did the formation of the United Nations affect the world? Atomic Age
Why did the United States and the Soviet Union mistrust each other Political Boundaries
How did the Truman Doctrine and Marshall Plan affect relations around Political Philosophies of postwar world (Truman Doctrine, Marshall Plan)
the world?
What effect did new political alliances have on peace in the world? Rebuilding of Europe and Japan
Compare/Contrast the rebuilding of Japan and Germany after World Sputnik United Nations Warsaw Pact
War II
Describe the origins of the Cold War NATO Containment Brinkmanship
Describe the impact of the Cold War on the United States H-Bomb Fallout Cold War
Summarize the outcomes of World War II Nuremburg Trials Marshall Plan Truman Doctrine
Explain the fear of Communism in the United States/Capitalism in the Israel McCarthyism Space Race
Soviet Union
Explain how new political/military alliances affected peace around the Cuban Missile Crisis Arms Race CIA
world
19
The Korean War and the 1950s
Identify the role of the United States in the Korean War:
a. Communist containment
S1.C9.PO3
b. Military involvement
c. Resolution of conflict
S1.C9.PO5 Describe life (e.g., transportation, communication, technology, medical entertainment, growth of suburbs) in the US during the
Postwar period
Describe the following events of the Korean War:
a. Chinese involvement
S2.C9.PO11 b. UN police actions
c. Containment of Communism
d. Partition of Korea at the 38th Parallel
S4.C2.PO2 Explain the factors that contribute to political and social change in various world regions (e.g., USSR/Russia, Israel, European Union,
China, Korea, Germany)
Describe the aspects of culture (e.g., literacy, occupations, clothing, property rights) related to beliefs and understandings that
S4.C2.PO6
influence the economic, social, and political, activities of men and women
S4.C2.PO7 Describe how changes in technology, transportation, communication, and resources affect economic development
6-8.RH.2
audience.
Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy
Life in the United States changed dramatically after World War II
The fear of the spread of Communism led the United States into war in Korea
How did US foreign policy influence postwar American culture? 38th Parallel
What impact did changes in technology and culture have on life in the Containment
United States?
Why did the United States get involved in the Korean War? Life in postwar America
How did the Korean War affect US foreign policy? Korean War
American Dream/counter culture
20
Describe how technology changed life in the United States after World Rock n Roll Communism Bracero
War II
Explain the influence the pop culture had on society in the US after Liberal Moderate 38th Parallel
World War II
Analyze the policies and results of why the United States fought the Beatniks Suburbs Baby Boom
Korean War
Sunbelt
Civil Rights
Describe the importance of the following civil rights issues and events:
a. Jim Crow Laws
b. Nonviolent protests
S1.C9.PO6
c. Desegregation
d. Civil Rights Act of 1964
e. Voting Rights Act of 1965
S2.C8.PO16 Examine human rights issue during the 20th century (e.g., Apartheid, genocide, famine, disease)
Describe the impact that the following Acts had on increasing the rights of
groups and individuals: a. Civil Rights Act of 1964
S3.C3.PO9 b. Voting Rights Act of 1965
c. Indian Rights Act of 1968
d. Americans with Disabilities Act
Describe the impact that the following had on rights for individuals and groups:
a. Jim Crow Laws literacy test, poll taxes, Grandfather Clause
b. Civil Rights Movement (i.e., Martin Luther King Jr., Rosa Parks)
S3.C4.PO5
c. Desegregation military, schools, transportation, sports
d. United Farm Workers (i.e., Csar Chavez)
e. National Organization from Women (NOW) Equal Right Amendment (ERA)
6-8.RH.2
21
audience.
The Civil Rights movement caused dynamic changes in American culture, politics, and jurisprudence
The Civil Rights movement thrust many ordinary American into positions of leadership
Great advancements occurred in the areas of voting rights, equal housing, and desegregation in the 1950s and 1960s
In what ways did the Civil Rights movement evolve throughout the Desegregation
50s, 60s, and 70s?
What was the overall impact the Civil Rights movement had on life in Jim Crow Laws
the US?
What was the goal of the Civil Rights movement and how were the United Farm Workers
goals achieved?
How did the Supreme Court affect the Civil Rights movement? Leaders
What impact did various acts have on the rights of groups and Protests
individuals?
Identify the origins of the Civil Rights Movement Integration Segregation Nonviolent protest
Compare/Contrast different Civil Rights Leaders National Farm Workers SNCC SCLC
Describe the different methods used by activist during the Civil Rights Sit-in Freedom Riders MLK
movement
Describe the impact the Supreme Court had on the Civil Rights Rosa Parks Csar Chavez ERA
movement
Analyze the goals and outcomes of the Civil Rights movement NOW Civil Rights Act of Voting Rights Act of 1965
1964
March on Washington Freedom Summer Great Society
The Vietnam War
Identify the role of the United States in the Vietnam conflict:
a. Containment of Communism Domino Theory
b. Gulf of Tonkin Resolution
S1.C9.PO4
c. Tet Offensive
d. Anti-war protests
e. Vietnam Peace Accords
22
Describe how the following impacted the Vietnam War:
a. Historical relationship of China and Vietnam
b. French Indochina War
S2.C8.PO12
c. Containment of Communism
d. Ho Chi Minh Trail
e. Conflict resolution
Examine the fall of Communism and the unification of European nations:
a. Germany reunification, Berlin Wall torn down
S2.C8.PO13 b. Russia Gorbachev, Glasnost, and Perestroika
c. Union of Soviet Socialists Republics countries regained independence
d. European Union formed
S3.C5.PO3 Identify US and world foreign policies (e.g., economic sanctions, arms reduction agreements) resulting from the Cold War
Identify the factors (e.g., breakup of USSR, unification of Germany, cheap labor forces, outsourcing of services, oil industry) that
S4.C4.PO4
influence the location, distribution and interrelationships of economic activities in different regions
6-8.RH.2
audience.
The Vietnam War Caused many societal in the United States
The Vietnam War has had a lasting effect on the US Military and intervention
Why did the United States get involved in the Vietnam War? Limited War
How did United States citizens react to the escalation of the Vietnam Anti-War movement
War?
How did anti-war protests influence the Vietnam War? Domino Theory
What was lasting effect of the Vietnam War on American society? Vietnam Peace Accords
Identify the origins of the Civil Rights Movement French Indochina Viet Cong DMZ
Compare/Contrast different Civil Rights Leaders Ho Chi Minh Trail Escalation Napalm
Describe the different methods used by activist during the Civil Rights Agent Orange Tet Offensive Gulf of Tonkin Resolution
movement
Describe the impact the Supreme Court had on the Civil Rights
23
movement
Analyze the goals and outcomes of the Civil Rights movement
Contemporary United States

S1.C10.PO1 Describe events (e.g., opening of foreign relations with China, Watergate, resignation) of the presidency of Richard Nixon
S1.C10.PO2 Describe events (e.g., succession to presidency, pardoning of Nixon) of the presidency of Gerald Ford
S1.C10.PO3 Describe events (e.g., Camp David Peace Accords, Iran Hostage Crisis) of the presidency of Jimmy Carter
S1.C10.PO4 Describe events (e.g., Star Wars, Iran-Contra Affair) of the presidency of Ronald Reagan
S1.C10.PO5 Describe events (e.g., Persian Gulf War, Berlin Wall falls) of the presidency of George H.W. Bush
S1.C10.PO6 Describe events (e.g., economic growth, impeachment) of the presidency of William Clinton
S1.C10.PO7 Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush
Examine the fall of Communism and the unification of European nations:
e. Germany reunification, Berlin Wall torn down
S2.C8.PO13 Russia Gorbachev, Glasnost, and Perestroika
g. Union of Soviet Socialists Republics countries regained independence
h. European Union formed
Describe the following events in the Middle East during the 20 th and
21st centuries: a. Creation of Israel
b. Conflicts between Israeli and Palestinian governments
S2.C8.PO14
c. Camp David Peace Treaty
d. Persian Gulf War
e. Iraq War
S2.C8.PO15 Compare independence movements in various parts of the world (e.g., India/Pakistan, Latin America, Africa, Asia) during the 20 th
century
S3.C5.PO3 Identify US and world foreign policies (e.g., economic sanctions, arms reduction agreements) resulting from the Cold War
Identify the factors (e.g., breakup of USSR, unification of Germany, cheap labor forces, outsourcing of services, oil industry) that
S4.C4.PO4
influence the location, distribution and interrelationships of economic activities in different regions
6-8.RH.2
audience.
24
Current events and issues continue to shape our nation and our involvement in the global community
The nations of the contemporary world are shaped by their cultural and political past
The fall of the Soviet Union has profound and last effects on the United States and the world
How did the fall of the Soviet Union impact the United States and the Fall of the Soviet Union
world?
How has the United States role as a superpower evolved since the fall Conflict in the Middle East
of the USSR?
How have different presidencies shaped the United States and world? The events of the modern presidency
What changes has the US made in its foreign policy since the end of Changing US Foreign policies
the Cold War?
Describe the events that led to the fall of the Soviet Union Terrorism Middle East Gorbachev
Examine the fall of communism and the reunification of Europe European Union Iraq/Afghanistan Wars Persian Gulf
Describe the events in the Middle East during the 20th and 21st Star Wars Iran-Contra 9/11
centuries
Analyze the events of the past presidents and examine how they Watergate Iran Hostage Crisis impeachment
changed the US
25
26
27
28
Social Studies Standard Articulated by Grade Level
Eighth Grade
Eighth Grade History Strands emphasize the historical foundations and democratic principles that framed our Constitution
and led to our form of democracy. The history of World War II to the contemporary world is also studied.
Strand 1: American Strand 2: Strand 3: Strand 4: Strand 5:

History World History Civics/Government Geography Economics
Concept 1: Research Concept 1: Research Concept 1: Concept 1: The World Concept 1:
Skills for History Skills for History Foundations of in Spatial Terms Foundations of
PO 1. Construct charts, PO 1. Construct charts, Government PO 1. Construct maps, Economics
graphs, and narratives using graphs and narratives using PO 1. Describe how the charts, and graphs to PO 1. Explain how limited
historical data. historical data. following philosophies and display geographic resources and unlimited
PO 2. Interpret historical PO 2. Interpret historical documents influenced the information. PO 2. Identify human wants cause
data displayed in graphs, data displayed in graphs, creation of the Constitution: purposes and differences of people to choose some
tables, and charts. tables, and charts. a. Magna Carta maps, globes, aerial things and give up others.
PO 3. Construct timelines PO 3. Construct timelines b. English Bill of Rights photographs, charts, and PO 2. Analyze how
(e.g., presidents/ world (e.g., presidents/ world c. Montesquieus separation of satellite images. scarcity, opportunity costs,
leaders, key events, people) leaders, key events, PO 3. Interpret maps, charts, and trade-offs, influence
power
of the historical era being people) of the historical era and geographic databases decision-making. PO 3.
d. John Lockes theories
studied. being studied. using geographic information. Analyze how individuals,
natural law, social contract
PO 4. Formulate questions PO 4. Formulate questionse. PO 4. Locate physical and governments and
Mayflower Compact
that can be answered by that can be answered by cultural features (e.g., businesses make choices
Declaration of
historical study and historical study and continents, cities, countries, based on the availability of
Independence
research. research. bodies of water, landforms, resources.
g. Articles of
PO 5. Describe the PO 5. Describe the mountain ranges, climate PO 4. Apply Adam Smiths
Confederation ideas of a market economy
difference between a primary difference between a zones) throughout the world.
PO 2. Analyze the purpose to:
source document and a primary source document PO 5. Interpret thematic
(e.g., weaknesses of the a. property rights
secondary source document and a secondary source maps, graphs, charts, and
Articles of Confederation) b. freedom of enterprise
and the relationships document and the databases depicting various
between relationships between aspects of the United States
and world regions. (Apply to
i.e. - (abbreviation for that is) precedes a specific list of items in which all of the items should be used; i.e. examples will be used in a testing situation
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used
in a testing situation
Adopted 9/26/05
Standards Based Teaching and Learning Updated 5/22/06
29
Eighth Grade
italicized performance objectives - a performance objective repeated verbatim from year to year; it is understood that the depth, complexity, and difficulty level
developmentally match the grade level expectations
Arizona Department of Education 1

them. them. and outcome (e.g., regions studied.) c. competition
PO 6. Determine the PO 6. Determine the compromises) of the __________________ d. consumer choice
credibility and bias of credibility and bias of Constitutional Convention. e. limited role of government
PO 3. Analyze the struggle Concept 2: Places
primary and secondary primary and secondary PO 5. Describe the impact
sources PO 7. Analyze sources (e.g., Federalists Papers, and Regions
of the availability and
cause and effect PO 7. Analyze cause and Bill of Rights) between the PO 1. Identify common
distribution of natural
relationships between and effect relationships federalists and the characteristics of
resources on an economy.
among individuals and/or between and among antifederalists over the contemporary and historical
individuals and/or historical ratification of the regions on the basis of __________________
historical events. PO 8.
Analyze two points of view events. PO 8. Analyze two Constitution. climate, landforms, Concept 2:
points of view on the same ecosystems, and culture. PO Microeconomics
on the same historical event. __________________ 2. Explain the factors that
historical event. PO 1. Identify the functions
__________________ Concept 2: Structure contribute to political and
____________________ and relationships among
Concept 2: Early of Government social change in various various institutions (e.g.,
Concept 2: Early world regions (e.g.,
Civilizations PO 1. Describe the business firms, banks,
Civilizations following principles on USSR/Russia, Israel,
No performance objectives government agencies,
at this grade. No performance objectives which the Constitution (as European Union, China,
at this grade. Korea, Germany). labor unions, corporations)
_____________________ the Supreme Law of the
_____________________ PO 3. Examine relationships that make up an economic
Concept 3: Land) was founded: a.
and interactions (e.g., Middle system.
Exploration and Concept 3: World in federalism (i.e.,
enumerated, reserved, and East Conflicts, NATO, PO 2. Explain the impact
Colonization Transition No
European Union) among of government investment
performance objectives at concurrent powers)
No performance objectives b. popular sovereignty regions. in human capital: a.
at this grade. this grade. PO 4. Identify how the role health (e.g.,
c. Separation of Powers
__________________ ____________________ of the media, images, and immunizations)
d. checks and balances
Concept 4: advertising influences the b. education (e.g., college
Concept 4: e. limited government
Renaissance and flexibility (i.e., Elastic perception of a place. PO5. grants, loans)
Revolution and New c. training of people
Reformation Clause, amendment Describe how a place
Nation
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Eighth Grade

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31
Eighth Grade
(Note: The American No performance objectives process) changes over time. (Connect (e.g., Job Corps) PO
Revolution was taught in at this grade. PO 2. Differentiate the roles with content studied.) 3. Explain the impact of
Grade 5. The Foundations _____________________ and powers of the three _____________________ government investment in
and Structure of American Concept 5: branches of the federal Concept 3: Physical physical capital (e.g.,
Government are taught in Encounters and government. NASA, transportation). PO
Grade 8, Strand 3.) PO 3. Explain the electoral Systems 4. Describe how income
PO 1. Analyze the following
Exchange (Science Strands are
process (e.g., primary and for most people is
events which led to the No performance objectives summarized below as they determined by the value of
general elections, electoral
at this grade.
American Revolution: a. Tea college). apply to Social Studies the goods and services
Act __________________ PO 4. Explain how a content in Grades K-8. they sell.
b. Stamp Act Concept 6: Age of candidate can be elected These concepts are PO 5. Describe the impact
c. Boston Massacre Revolution president (e.g., reinforced in Social of entrepreneurs (e.g., Bill
d. Intolerable Acts No performance objectives AdamsJackson, Hayes- Studies classes, but Gates, Martha Stewart,
e. Declaration of at this grade. Tilden, Bush-Gore) without assessed through Oprah Winfrey, Ted Turner
Independence PO 2. __________________ receiving a majority of Science.) Connect with: Donald Trump)
Describe the significance of popular vote. Science Strand 3 Concept 1 in the free enterprise
Concept 7: Age of PO 5. Describe the line of
key events of the Analyze risk factors of and system.
Revolutionary War: a. Imperialism succession to the PO 6. Analyze how
possible solutions to chemical
major battles (e.g., No performance objectives presidency as stated in the investment in physical
at this grade. and biological hazards.
Lexington, Saratoga, 25th Amendment. capital (e.g., factories,
_____________________ _____________________
Trenton) _____________________ medical advancements,
b. aid from France Concept 8: World at Concept 3: Concept 4: Human new technologies) leads to
c. surrender at Yorktown PO 3. War Functions of Systems economic growth. PO 7.
Describe the impact of the (Note: WW I was taught in Government PO 1. Identify the push and Describe how competition
following key individuals on Grade 7.) pull factors (e.g., economic (e.g., Microsoft/Apple,
the Revolutionary War: PO 1. Compare the ways conditions, human rights
PO 1. Review the rise of WalMart/Target) affects
a. Benjamin Franklin the federal and Arizona conditions, famines, political
totalitarianism in Europe supply
governments operate: strife/wars, natural disasters,
following World War I.
changes in technology) that
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Eighth Grade

Strand 1: Strand 2: Strand 3: Strand 4: Strand 5:
American History World History Civics/Government Geography Economics
b. Thomas Jefferson PO 2. Analyze the major a. three branches drive human migrations. and demand from the
c. George Washington causes of World War II: b. Constitution PO 2. Describe the effects vantage point of the
d. Patrick Henry a. aggressive search for c. election process (e.g., (e.g., economic, consumer and producer.
e. Thomas Paine resources by Japan congressional and environmental, cultural, PO 8. Describe how
King George III PO 4. b. political ideologies of legislative districts, political) of human market prices provide
Describe the significance of Fascism and Nazism propositions, voter migrations on places and incentives to buyers and
the following documents: c. resentment toward the registration) regions. PO 3. Describe sellers.
a. Declaration of Treaty of Versailles PO 3. PO 2. Compare the the characteristics and PO 9. Describe how
Trace the series of process of how a bill locations of various cultures protection of private
Independence
invasions and conquests in becomes a law at the throughout the world. property rights provides
b. Articles of Confederation
the European and Pacific federal and state level. PO 4. Identify the factors incentives to conserve and
c. Constitution (e.g., breakup of USSR, improve property (e.g.,
Theaters in World War II. PO 3. Describe the
d. Bill of Rights unification of Germany, cheap resale market).
PO 4. Describe the following forms of
PO 5. Explain the influence labor forces, outsourcing of ____________________
following events leading to direct democracy in
of the following individuals in services, oil industry) that Concept 3:
the Allied victory: Arizona: a. initiative
the establishment of a new influence the location, Macroeconomics
a. D-Day Invasion b. referendum
government: distribution and
b. Battle of the Bulge c. recall process PO 4. PO 1. Identify the
a. Thomas Jefferson interrelationships of economic
c. Japanese defeat in Iwo Compare the roles and organization and functions
b. James Madison activities in different regions.
Jima and Okinawa relationships of different of the Federal Reserve
c. John Adams levels of government PO 5. Explain how System.
d. Benjamin Franklin PO 6. d. atomic bombing of cooperation contributes to
(e.g., federal, state, PO 2. Identify the
Describe how one nation Hiroshima and political, economic, and social
county, city/town, tribal). effects of inflation on
evolved from thirteen Nagasaki organization (e.g., United
PO 5. Describe the society. PO 3. Analyze
colonies: PO 5. Describe how racism Nations, European Union,
significance of the the governments role in
a. Constitutional and intolerance contributed Amendments to the NAFTA). economic recovery.
Convention to the Holocaust. Constitution. PO 6. Describe the aspects _____________________
b. George Washingtons PO 6. Summarize each of PO 6. Compare the adult of culture (e.g., literacy,
the following outcomes of occupations, clothing,
Concept 4: Global
presidency
World War II:
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33
Eighth Grade

c. creation of political parties a. redrawing of political and juvenile criminal justice property rights) related to Economics
(e.g., Federalists, boundaries in Europe systems. beliefs and understandings PO 1. Compare how
Whigs, Democratic- b. tensions leading to PO 7. Summarize the that influence the economic, private property rights
Republicans) Cold War significance of the following social, and political activities differ in market
Supreme Court cases: of men and women.
__________________ c. formation of the United (capitalism) economies
a. Marbury v. Madison versus command
Nations PO 7. Describe how
Concept 5: Westward b. Plessy v. Ferguson (communist) economies.
d. beginning of atomic age changes in technology,
Expansion e. rebuilding of Japan PO
c. Brown v. Board of transportation, PO 2. Identify the effects
No performance objectives Education communication, and of trade restrictions
7. Compare the
at this grade. d. Gideon v. Wainright resources affect economic between national and
rebuilding of Japan with
_____________________ e. Miranda v. Arizona development. world regions.
the rebuilding of
Concept 6: Civil War Germany following Korematsu v. United __________________ PO 3. Describe the role
and Reconstruction World War II. PO 8. States of the United States
No performance objectives
Concept 5: government in
Describe the following PO 8. Describe the impact
at this grade. events resulting from of the following executive Environment and influencing international
_____________________ World War II: orders and decisions: Society commerce in regions
Concept 7: a. Nuremburg Trial a. Executive Order 9066 PO 1. Describe how (e.g., studied. PO 4. Identify
Emergence of the b. Marshall Plan creation of deforestation, desertification) interdependence (e.g.,
humans modify ecosystems. North American Free
Modern United c. NATO / Warsaw Pact internment camps on
PO 2. Describe why (e.g., Trade Agreement,
States No d. creation of United U.S. soil b. Manhattan
resources, economic European Union,
performance objectives at Nations Project
livelihood) humans modify International Monetary
this grade. e. creation of Israel PO 9. c. use of Atomic Bomb
ecosystems. Fund/ World Bank)
Describe the spread of PO 9. Describe the
_____________________ PO 3. Explain how changes between nations.
Communism after World impact that the following
Concept 8: Great Acts had on increasing in the natural environment _____________________
War II:
Depression and World the rights of groups and can increase or diminish its Concept 5: Personal
a. China Mao Tse-tung
War II and Chinese individuals: capacity to support human Finance
(Note: The Great Revolution a. Civil Rights Act of 1964 activities.
Adopted 9/26/05
34
Eighth Grade
Depression was taught in b. Korea 38th parallel b. Voting Rights Act of PO 4. Explain how
and division of country 1965
Adopted 9/26/05
35
Eighth Grade

Grade 7 and World War II c. Cuba Fidel Castro c. Indian Rights Act of technology positively and PO 1. Explain how scarcity
in Arizona was introduced and Cuban Missile 1968 negatively affects the influences personal
in Grade 4.)) Crisis d. Americans with environment. financial choices (e.g.,
PO 1. Review the impact of d. Vietnam Ho Chi Disabilities Act PO 5. Analyze changing budgeting, saving,
the Great Depression on the Minh PO 10. Describe ideas and viewpoints on the investing, credit).
United States. __________________ best use of natural PO 2. Describe types of
the impact of the Cold
PO 2. Explain how Pearl Concept 4: Rights, resources (e.g., value of oil, personal investments
War (i.e., creation of
Harbor led to United States the Iron Curtain, arms Responsibilities, and water use, forest (e.g., saving accounts,
involvement in World War II. management). PO 6. stocks, mutual funds,
race, space race) that Roles of Citizenship
PO 3. Explain the impact of Explain how societies and bonds, retirement funds,
led to global PO 1. Describe the
World War II on economic governments plan for and land). PO 3. Describe
competition. PO 11. benefits of community
recovery from the Great respond to natural disasters the role of the stock
Describe the following service.
Depression. (e.g., evacuation routes, market in personal
events of the Korean PO 2. Discuss the
PO 4. Explain how the changing farming investing.
War: character traits (e.g.,
following factors affected the techniques, warning PO 4. Describe various
a. Chinese involvement respect, responsibility,
U.S. home front during World systems). forms of credit. (e.g.,
b. U.N. police actions fairness, involvement) that
War II: ___________________ personal loans, credit
a. war bond drives c. containment of are important to the cards, lines of credit,
Communism preservation and Concept 6:
b. war industry mortgages, auto loans).
c. women and minorities in thed. partition of Korea at the improvement of Geographic PO 5. Analyze the,
work force 38th Parallel constitutional democracy in Applications advantages,
d. rationing PO 12. Describe how the the United States PO 3. PO 1. Describe ways disadvantages, and
e. internment of Japanese-, following impacted the Describe the importance geographic features and alternatives to consumer
German-, and Italian - Vietnam War: of citizens being actively conditions influence history. credit.
Americans a. historical relationship of involved in the democratic (Connect to time periods PO 6. Analyze the costs
PO 5. Describe Arizonas China and Vietnam process (i.e., voting, studied as well as current and benefits of producing
contributions to the war b. French Indochina War student government, events.) a personal budget. PO 7.
effort: c. containment of involvement in political PO 2. Describe ways Create a personal budget
Communism decision making, different groups of people to include fixed and
d. Ho Chi Minh Trail analyzing (i.e., Native Americans,
e. conflict resolution
Adopted 9/26/05
36
Eighth Grade

Adopted 9/26/05
37
Eighth Grade
a. Native American Code PO 13. Examine the fall of issues, petitioning public Hispanics, retirees) create and variable expenses. PO 8.
Talkers Communism and the officials). shape the same environment. Identify the benefits of
b. Ira Hayes unification of European PO 4. Explain the PO 3. Use geographic future financial planning.
c. mining nations: obligations and knowledge and skills (e.g.,
d. training bases a. Germany responsibilities of recognizing patterns,
e. POW and internment reunification, Berlin citizenship: mapping, graphing) when
Wall torn down a. upholding the discussing current events.
camps
PO 6. Summarize the b. Russia Gorbachev, Constitution
United States role in the Glasnost and b. obeying the law
following events: Perestroika c. paying taxes
a. D-day invasion c. Union of Soviet Socialist d. registering for selective
b. battles of the Pacific Republics countries service
c. development and use of the regained independence e. jury duty
atomic bomb d. European Union PO 5. Describe the impact
d. V-E Day / V-J Day PO 7. formedPO 14. Describe that the following had on
Analyze the following the following events in rights for individuals and
individuals significance to the Middle East during groups:
the 20th and 21st a. Jim Crow Laws
World War II:
a. Franklin D. Roosevelt centuries: literacy test, poll taxes,
b. Dwight Eisenhower a. creation of Israel Grandfather Clause
c. George Patton b. conflicts between Israeli andb. Civil Rights Movement
d. Douglas MacArthur Palestinian governments (i. e., Martin Luther
e. Harry Truman c. Camp David Peace King, Jr., Rosa Parks)
Treaty c. desegregation - military,
Eleanor Roosevelt schools,
d. Persian Gulf War
_________________ e. Iraq War PO 15. Compare transportation, sports
Concept 9: Postwar d. United Farm Workers
United States (i. e., Csar Chavez)
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Eighth Grade

PO 1. Describe the independence movements e. National Organization for
following origins of the Cold in various parts of the world Women (NOW) Equal
War: a. Western fear of (e.g., India/ Pakistan, Latin Rights
communist expansion America, Africa, Asia) Amendment (ERA)
b. Soviet fear of capitalist during the 20th century. PO _____________________
influences 16. Examine human Concept 5:
c. development of nuclear rights issues during the 20th Government
weapons century (e.g., Apartheid, Systems of the World
d. Truman Doctrine PO 2. genocide, famine, disease). (Note: Students were
Describe the impact of the introduced to different
__________________
Cold War on the United forms of government in
States: Concept 9: Grades 6 and 7.) PO 1.
a. McCarthyism Contemporary World Compare the different world
b. arms race PO 1. Describe current governments and
c. space race events using information ideologies:
d. Cuban Missile Crisis from class discussions anda. dictatorship
various resources (e.g., b. totalitarian (fascist,
e. creation of the CIA
newspapers, magazines, Nazis)
PO 3. Identify the role of the television, Internet, books, c. democracy
United States in the Korean maps). d. Socialism
War: PO 2. Identify the
a. Communist containment e. Communism
connection between current PO 2. Explain U.S. and
b. military involvement and historical events and world foreign policies
c. resolution of conflict PO 4. issues studied at this grade leading to the Cold War: a.
Identify the role of the United level using information from Truman Doctrine
States in the Vietnam
class discussions and b. NATO
Conflict:
various resources (e.g., c. Warsaw Pact
a. containment of
newspapers, magazines,
Communism Domino
Adopted 9/26/05
39
Eighth Grade

Theory television, Internet, books, d. Marshall Plan PO 3.
b. Gulf of Tonkin maps). Identify U.S. and world
Resolution PO 3. Analyze how world foreign policies (e.g.,
c. Tet Offensive events of the late 20th economic sanctions, arms
d. anti-war protests century and early 21st reduction agreements)
e. Vietnam Peace Accords century affected, and resulting from the Cold
PO 5. Describe life (e.g., continue to affect, the War.
transportation, social, political, geographic,
communication, technology, and economic climate of the
medical, entertainment, world (e.g., terrorism,
growth of suburbs) in the U.S. globalization, conflicts,
interdependence, natural
during the Post War period.
disasters, advancements in
PO 6. Describe the
science and technology and
importance of the following
environmental issues).
civil rights issues and events:
a. Jim Crow Laws
b. nonviolent protests
c. desegregation
d. Civil Rights Act of 1964
e. Voting Rights Act of
1965
_________________
Concept 10:
Contemporary United
States
PO 1. Describe events (e.g.,
Adopted 9/26/05
40
Eighth Grade

Adopted 9/26/05
41
Eighth Grade
opening of foreign relations

with China, Watergate,
resignation) of the
presidency of Richard Nixon.
succession to presidency,
pardoning of Nixon) of the
presidency of Gerald Ford.
Camp David Peace Accords,
Iran Hostage Crisis) of the
presidency of Jimmy Carter.
Star Wars, Iran-Contra Affair)
of the presidency of Ronald
Reagan.
Persian Gulf War, Berlin Wall
falls) of the presidency of
George H.W. Bush.
economic growth,
impeachment) of the
presidency of William
Clinton.
September 11 Terrorist
Attacks, Afghanistan, Iraq
e.g. - (abbreviation for for example) precedes a list of examples provided as options; other examples may be appropriate but not included; e.g. examples may be used in a
testing situation
Adopted 9/26/05
42
Eighth Grade

War) of the presidency of
George W. Bush.
PO 8. Describe current
events using information
from class discussions and
various resources (e.g.,
television, Internet, books,
maps).
PO 9. Identify the
connection between current
and historical events and
issues studied at this grade
level using information from
class discussions and
various resources (e.g.,
television, Internet, books,
maps).
PO 10. Describe how key
political, social, geographic,
and economic events of the
late 20th century and early
21st century affected, and
continue to affect, the United
States.
testing situation
Adopted 9/26/05
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Eighth Grade

Concept Descriptors
Strand 1: American History

A study of American History is integral for students to analyze our national experience through time, to recognize the relationships of events and people,
and to interpret significant patterns, themes, ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the
lessons of American History to their lives as citizens of the United States. Concept 1: Research Skills for History
Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and
secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the
interrelatedness of events. These performance objectives also appear in Strand 2: World History. They are intended to be taught in conjunction with
appropriate American or World History content, when applicable. Concept 2: Early Civilizations Pre 1500
The geographic, political, economic and cultural characteristics of early civilizations made significant contributions to the later development of the United
States.
Concept 3: Exploration and Colonization 1500s 1700s

The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the U.S. Concept 4:
Revolution and New Nation 1700s 1820
The development of American constitutional democracy grew from political, cultural, and economic issues, ideas, and events. Concept 5:
Westward Expansion 1800 1860
Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the U.S. Concept 6:
Civil War and Reconstruction 1850 1877
Regional conflicts led to the Civil War and resulted in significant changes to American social, economic, and political structures.
Concept 7: Emergence of the Modern United States 1875 1929 Economic, social, and cultural changes transformed the
U.S. into a world power. Concept 8: Great Depression and World War II 1929 1945
Domestic and world events, economic issues, and political conflicts redefined the role of government in the lives of U.S. citizens. Concept 9:
Postwar United States 1945 1970s
Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy.
Concept 10: Contemporary United States 1970s Present

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Eighth Grade
testing situation

Current events and issues continue to shape our nation and our involvement in the global community.
Strand 2: World History

A study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and
to interpret significant patterns, themes, ideas, beliefs, and turning points in American and world history. Students should be able to apply the lessons of
World History to their lives as citizens of the United States and members of the world community. Concept 1: Research Skills for History
Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and
secondary sources effectively students obtain accurate and relevant information. An understanding of chronological order is applied to the analysis of the
interrelatedness of events. These performance objectives also appear in Strand 1: American History. They are intended to be taught in conjunction with
appropriate American or World History content, when applicable. Concept 2: Early Civilizations
The geographic, political, economic and cultural characteristics of early civilizations significantly influenced the development of later civilizations.
Concept 3: World in Transition

People of different regions developed unique civilizations and cultural identities characterized by increased interaction, societal complexity and
competition.
Concept 4: Renaissance and Reformation

The rise of individualism challenged traditional western authority and belief systems resulting in a variety of new institutions, philosophical and
religious ideas, and cultural and social achievements. Concept 5: Encounters and Exchange
Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection among societies world wide, transforming and
creating nations.
Concept 6: Age of Revolution Concept 7: Age of Imperialism

Intensified internal conflicts led to the radical overthrow of traditional governments and created new political and economic systems.
Industrialized nations exerted political, economic, and social control over less developed areas of the world. Concept 8:
World at War
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Eighth Grade
Global events, economic issues and political ideologies ignited tensions leading to worldwide military conflagrations and diplomatic confrontations in a
context of development and change.
testing situation
Concept 9: Contemporary World

The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the
global community.
Strand 3: Civics/Government
The goal of the civics strand is to develop the requisite knowledge and skills for informed, responsible participation in public life; to ensure, through
instruction, that students understand the essentials, source, and history of the constitutions of the United States and Arizona, American institutions and
ideals (ARS 15-710). Students will understand the foundations, principles, and institutional practices of the United States as a representative democracy
and constitutional republic. They will understand the importance of each person as an individual with human and civil rights and our shared heritage in the
United States. Students will understand politics, government, and the responsibilities of good citizenship. Citizenship skills include the capacity to
influence policies and decisions by clearly communicating interests and the ability to build coalitions through negotiation, compromise, and consensus. In
addition, students will learn that the United States influences and is influenced by global interaction. Concept 1: Foundations of Government
The United States democracy is based on principles and ideals that are embodied by symbols, people and documents. Concept 2:
Structure of Government
The United States structure of government is characterized by the separation and balance of powers. Concept 3:
Functions of Government
Laws and policies are developed to govern, protect, and promote the well-being of the people. Concept 4:
Rights, Responsibilities, and Roles of Citizenship
The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nations history.
Concept 5: Government Systems of the World
Different governmental systems exist throughout the world. The United States influences and is influenced by global interactions.
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Eighth Grade
Strand 4: Geography
The goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earths places and regions and how
people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a
spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will
interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns
testing situation

have changed over time and are important to governments and economies, geographic reasoning will enhance students understanding of history, civics,
and economics.
Concept 1: The World in Spatial Terms Concept 2: Places and Regions Concept 3: Physical Systems
The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments.
Places and regions have distinct physical and cultural characteristics.
Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems. These processes affect the
distribution of resources and economic development. Science Strands are summarized as they apply to Social Studies content in Grades K-8. In High
School, the Performance Objectives are a summary of skills and content for grades 9 -12. These concepts are reinforced in Social Studies classes, but
assessed through Science. Concept 4: Human Systems
Human cultures, their nature, and distribution affect societies and the Earth.
Concept 5: Environment and Society

Human and environmental interactions are interdependent upon one another. Humans interact with the environment- they depend upon it, they modify
it; and they adapt to it. The health and well-being of all humans depends upon an understanding of the interconnections and interdependence of human
and physical systems. Concept 6: Geographic Applications
Geographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past, the present, and to plan for the
future.
Adopted 9/26/05
47
Eighth Grade
Strand 5: Economics
The goal of the economics strand is to enable students to make reasoned judgments about both personal economic questions and broader questions of
economic policy. Students will develop an economic way of thinking and problem solving to understand and apply basic economic principles to decisions
they will make as consumers, members of the workforce, citizens, voters, and participants in a global marketplace. This will prepare students to weigh
both short-term and long-term effects of decisions as well as possible unintended consequences. The study of economics explains historical
developments and patterns, the results of trade, and the distribution of income and wealth in local, regional, national, and world economies. Students will
be able to analyze current issues and public policies and to understand the complex relationships among economic, political, and cultural systems .
testing situation
Concept 1: Foundations of Economics

The foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different
methods of allocation of goods and services. Concept 2: Microeconomics
Microeconomics examines the costs and benefits of economic choices relating to individuals, markets and industries, and governmental policies .
Concept 3: Macroeconomics
Macroeconomics examines the costs and benefits of economic choices made at a societal level and how those choices affect overall economic well being.
Concept 4: Global Economics Concept 5: Personal Finance

Patterns of global interaction and economic development vary due to different economic systems and institutions that exist throughout the world.
Decision-making skills foster a persons individual standard of living. Using information wisely leads to better informed decisions as consumers, workers,
investors and effective participants in society.
Adopted 9/26/05
48
Eighth Grade
testing situation
Adopted 9/26/05
49

Curriculum Mapping With Purpose

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Curriculum Mapping With Purpose

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CURRICULUM MAPPING

SED 544: Creating Classroom

(Revised June 2015)

How to Use the Unit Documents

Key Concepts and Vocabulary

Student Friendly Objectives

New Nation Constitution Postwar United The Vietnam War

Sleep Mini Lesson

Why Sleeping is Important for students during testing.

Deep sleep helps mice make memories, new experiments show

How students should eat for testing week.

Student Friendly Objectives Vocabulary

The Rise of Totalitarianism

Contemporary United States

Strand 1: American Strand 2: Strand 3: Strand 4: Strand 5:

Arizona Department of Education 1

Arizona Department of Education 2

Arizona Department of Education 3

Arizona Department of Education 4

Arizona Department of Education 5

Strand 1: Strand 2: Strand 3: Strand 4: Strand 5:

Arizona Department of Education 6

Arizona Department of Education 7

Arizona Department of Education 8

Arizona Department of Education 9

Strand 1: American Strand 2: Strand 3: Strand 4: Strand 5:

opening of foreign relations

Arizona Department of Education 10

Strand 1: American Strand 2: Strand 3: Strand 4: Strand 5:

Arizona Department of Education 11

Strand 1: American History

Concept 3: Exploration and Colonization 1500s 1700s

Concept 10: Contemporary United States 1970s Present

Arizona Department of Education 12

Strand 2: World History

Concept 3: World in Transition

Concept 4: Renaissance and Reformation

Concept 6: Age of Revolution Concept 7: Age of Imperialism

Arizona Department of Education 13

Concept 9: Contemporary World

Arizona Department of Education 14

Concept 5: Environment and Society

Arizona Department of Education 15

Concept 1: Foundations of Economics

Concept 4: Global Economics Concept 5: Personal Finance

Arizona Department of Education 16

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