Last updated: 6/15/2016

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Social Studies-8th Grade -September

Social Studies: Reconstruction/A Changing Society


8.1 Reconstruction: Reconstruction and the New South

  • As the Civil War ended, Americans faced the problem of how to reunite the nation
  • Disagreements over Reconstruction led to conflict in the government and in the South
  • With the end of Reconstruction, African Americans in the South lost many of the rights they had gained

8.2 A Changing Society: The West Transformed

  • Miners and railroad builders helped bring new settlers to the West and link it to the rest of the nation.
  • As settlers poured into the West, Native Americans struggled to maintain their way of life.
  • An extensive cattle industry developed in the West to provide meat for the nation.
  • Many western settlers took up farming and adapted their lives to meet many new challenges.

Reconstruction:  Reconstruction and the New South

What were the short-term and long-term effects of the Civil War?

  • How did the government try to solve key problems facing the nation after the Civil War?
  • How did disagreements over Reconstruction lead to conflict in government and in the South?
  • What were the effects of Reconstruction?

Changing Society: The West Transformed

How did the growth of big business affect the development of the West?

  • How did mining and railroads draw people to the West?
  • What were the consequences of conflict between the Native Americans and white settlers?
  • What factors led to boom and bust in the cattle industry?
  • How did farmers on the Plains struggle to make a living?
(1) SS.8.1 RECONSTRUCTION: Regional tensions following the Civil War complicated efforts to heal the nation and to redefine the status of African Americans.
(1) SS.8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the Progressive movement and increased calls for reform.
(1) SS.I.1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
(1) SS.I.5 Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

College, Career, and Civil Life (C3) Skills

Dimension 1: Developing Questions and Planning Inquiries

  • D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.

Dimension 2: Applying Discliplinary Concepts and Tools

  • Civics D2.Civ.8.6-8. Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.
  • Civics D2. Civ.10.6-8. Explain the relevance of personal interests and perspectives, civic virtures, and democratic principles when people address issues and problems in government and civil society.
  • Economics D2.Eco.6.6-8. Explain how changes in supply and deomand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.
  • Geography D2.Geo.2.6-8. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics.
  • Geograpy D2. Geo7.6-8. Explain how changes in transporation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices.
  • History D2.His.15.6-8. Evaluate the relative influence of various causes of events and developments in the past.
  • History D2.His.16.6-8. Organize applicable evidence into a coherent argument about the past.

Dimension 3: Evaluating Sources and Using Evidence

  • D3.4.6-8. Develop claims and counterclaims while pointing out the strenghts and limitations of both.

Dimension 4: Communicating Conclusions & Taking Informed Action

  • D4.2.6-8. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.

National Council for the Social Studies: Essential Skills for Social Studies

  • Use chapter and section headings, topic sentences, and summary sentences to select main ideas
  • Detect cause and effect realtionships
  • Use context clues to gain meaning
  • Recognize and understand an increasing number of social studies terms
  • Use various parts of a book (index, table of contents, etc.)
  • Evaluate sources of information-print, visual, electronic
  • Use annotations to prepare summaries
  • Listen for information
  • Follow directions
  • Locate places on map and globe
  • Interpret graphs
  • Note cause and effect relationships

8.1 Reconstruction: Reconstruction and the New South

  • amnesty
  • freedman
  • black codes
  • scalawag
  • carpet bagger
  • impeachment
  • poll tax
  • literacy test
  • grandfather clause
  • segregation
  • sharecropper

 8.2 A Changing Society: The West Transformed

  • vigilante
  • subsidy
  • transcontinental railroad
  • travois
  • tepee
  • reservation
  • open range
  • cattle drive
  • vaquero
  • cow town
  • cattle kingdom
  • homesteader
  • sod
  • sodbuster
  • sooner
  • grange
  • exoduster
  • farm cooperatives
  • inflation
  • Do Nows
  • Socrative entrance/exit tickets
  • Polls
  • Interative readings
  • Graphic organizers
  • Thinking maps
  • Common Core Protocols
  • Comprehension Checks
  • Writing Assessments
  • Map Quiz
  • Section Quiz
  • J. Dodge differentiated activities
  • Chapter test
  • 25 Quick Formative Assessments - Judy Dodge
  • America: History of our Nation - Prentice Hall
  • A Short History of Reconstruction- Eric Foner
  • New York State K-12 Social Studies Field Guide- Example Unit Reconstruction
  • Common Standards for ELA & Literacy in History/Social Studies- Text Exemplar- Whitman, Walt. "O'Captain! My Captain!"
  • Lincoln Assassination Conspiracy Theories
  • Reconstruction Junction Chester Comix
  • "Cause of Attack: None Whatever" Primary Source Activity
  • West Transformed Chapter Collage
  • "I will fight no more." Chief Joseph
  • "Gold Seekers Changed the Lives of Natives Forever" Don Baumgart
  • Quizlet






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