|Name of Course:
||Social Studies 8
|Social Studies 8 is a yearlong course in which students learn about United States history through the Reconstruction. While learning about the history of our country, students will gain an understanding of historical events in early American history, democratic principles, individual rights, and government institutions. Students will do this through the exploration of the content areas of Social Studies and by using an inquiry-based approach to answering unit compelling questions to become better social science thinkers.
- SS.8.7: Independently, construct arguments using claims and evidence from multiple sources.
- SS.8.8: Construct responses to compelling questions supported by reasoning and evidence while acknowledging the strengths and weaknesses of the explanations.
- SS.8.13: Explain the powers and responsibilities of citizens, political parties, and the media in a variety of governmental and nongovernmental contexts.
- SS.8.14: Examine and explain the origins, functions, and structure of government with reference to the US Constitution and other founding documents, branches of government, bureaucracies, and other systems and its effectiveness on citizens.
- SS.8.17: Use historical evidence to evaluate the state of regional economies throughout early American history.
- SS.8.18: Explain how the physical and human characteristics of places and regions influence culture.
- SS.8.22: Explain how and why prevailing social, cultural, and political perspectives changed during early American history.
- SS.8.23: Explain multiple causes and effects of events and developments in early American history.
|Title: Discovering Our Past: A History of the United States Early Years
Author: Joyce Appleby, Alan Brinkley, Albert S. Broussard, James M. McPherson, and Donald A. Ritchie
Publisher: McGraw Hill Education
Instructional Practices & Support
|Instructional practices will be aligned to the National Institute for Excellence in Teaching (NIET) Framework.
Teachers will maximize classroom time to provide instructional opportunities that are targeted and tailored to student needs. Students will experience high-quality instruction which includes:
- A classroom culture that adheres to productive classroom norms and relationships
- High quality tasks that lend to authentic engagement
- Productive discussions where students make sense, justify and generalize
Classroom Management Procedures
|Classroom management procedures will be aligned to the multi-tiered system of support framework, Positive Behavior Intervention and Support (PBIS) to build an emotionally safe, positive and engaging environment. Teachers will understand, support and implement orchestration of the elements in the classroom:
- Establish positive ongoing teacher-student relationships
- Establish, post, and teach rules and procedures regularly
- Implement proactive strategies and interventions
- Use of acknowledgment system with specific immediate praise, and feedback
- Manage student behavior with a continuum of corrective strategies
- Students will be given multiple opportunities to demonstrate proficiency following additional instruction and ongoing assessment,
- Multiple data points will be used to determine the reported grade (formative and/or summative)
- Ongoing assessments may be given in a format different than the original and re-assessment will be given when students demonstrate new learning
- The time frame of ongoing assessments will be determined by the team and individual teachers based on student progress.
- Late work will be accepted without penalty within the unit of study.
- Extra credit will not be factored into grading.