Last updated: 6/15/2016

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Social Studies- 8th Grade- April

Social Studies: Domestic Politics and Reform


8.9 Domestic Politics and Reform: The Civil Rights Era

  • The case Brown v. Board of Education of Topeka and the Montgomery bus boycott were two early milestones in the civil rights movement.
  • The activism of the Warren Court and the reforms of Presidents Kennedy and Johnson expanded the role of the federal government.
  • During the 1960s, the civil rights movement won major victories but also fragmented into moderate and radical factions.
  • Among the citizens who organized to seek change were women, Latinos, Native Americans, older Americans, and people with disabilities.

8.9 Domestic Politics and Reform: The Civil Rights Era

How did the civil rights movement change the nation?

  • What key events marked the beginning of the civil rights movement in the 1950s?
  • What was the "Great Society"?
  • How did the civil rights movement gain movement?
  • What other groups were swept up in the spirit of reform?
(1) SS.8.9 DOMESTIC POLITICS AND REFORM: The civil rights movement and the Great Society were attempts by people and the government to address major social, legal, economic, and environmental problems. Subsequent economic recession called for a new economic program.
(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.4 Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.
(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

  • D1.3.6-8. Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.

Dimension 2: Applying Disciplinary Concepts and Tools

  • Civics D2.Civ.2.6-8. Examine specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).
  • Civics D2.Civ.9.6-8.Compare deliberative processes used by a wide variety of groups in various settings.
  • Civics D2.Civ.11.6-8. Differentiate among procedures for making decisons in the classroom, school, civil society, and local, state, and national government in terms of how civic purposes are intended.
  • Economics D2.Eco.11.6-8.  Use appropriate data to evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.
  • Geography D2.Geo.4.6-8. Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
  • History D2.His.2.6-8. Classify series of historical events and developments as examples of change and/or continuity.

Dimension 3: Evaluating Sources and Using Evidence

  • D3.1.6-8.  Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

Dimension 4: Communicating Conclusions & Taking Informed Action

  • D4.5.6-8. Critique the structure of explanations.

NCSS Essential Skills for Social Studies

  • Distinguish between the fact and opinion; recognize propaganda
  • Use context clues to gain meaning
  • Adjust speed of reading to suit purpose
  • Write reports
  • Interpret graphs
  • Interpret history through artifacts
  • Group data in categories according to appropriate criteria
  • State relationships between categories of information
  • Detect bias in data presented in various forms: graphics, tabular, visual print
  • Form opinion based on critical examination of relevant information
  • Reinterpret events terms of what might have happened, and show the likely effects on subsequent events
  • Communicate orally and in writing
  • Estimate the adequacy of the information
  • Make decision based on the data obtained
  • Keep informed on issues that affect society



8.9 Domestic Politics and Reform: The Civil Rights Era

  • integration
  • boycott
  • reinforce
  • welfare
  • domestic
  • civil disobedience
  • sit-in
  • ghetto
  • affirmative action
  • bilingual
  • mandatory retirement


  • Do Now Questions
  • Socrative Entrance/Exit Tickets
  • Polls
  • Interactive Readings
  • Graphic Organizers
  • Thinking Maps
  • Common Core Protocols
  • Comprehension Assessments
  • Writing Assessments
  • Map Quiz
  • Quizzes
  • J. Dodge Differentiated Activities
  • Marzano Strategies
  • Primary Source Documents
  • Document Based Questions
  • Political Cartoons
  • Constructed Response Questions
  • Chapter Test
  • 25 Quick Formative Assessments - Judy Dodge
  • America: History of our Nation - Prentice Hall
  • OneNote
  • Interactive Reading
  • Common Core State Standards for ELA & Literacy in History/Social Studies- Text Exemplar- Taylor, Mildred D. Roll of Thunder, Hear My Cry.  From Chapter 9.
  • Common Core State Standards for ELA & Literacy in History/Social Studies- Text Exemplar- Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. From the Introduction:  "Why They Walked"
  • DBQ- NYS- Civil Rights
  • Remember the Titans - Gregory Allen Howard
  • Quizlet
  • Chapter Collage



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