Last Updated on Saturday, December 03, 2011 at 10:03 PM
Drakes Creek Middle School shared their middle school Social Studies Curriculum Map and the description below.
Drakes Creek Middle School
8th GradeSocial Studies Curriculum Map
Drakes Creek Middle School developed curriculum maps to make maximum use of instructional time and to intentionally plan when, what, how long, and how each content unit would be addressed. Teachers first designed individual maps, using the Program of Studies, Core Content, past planning guides and resource materials. Over time, it became obvious that if all students in the school were to be offered equal access, that content teachers needed to plan a common map. Thus, the next step involved content grade level teachers working together to create one map. This provided an opportunity for important dialogue between content teachers, sharing effective instructional strategies, negotiating which content needed more or less time, identifying critical vocabulary terms, collaborating in designing appropriate open response items for each unit. These maps have created a unified approach to content, regardless of who teaches the class. These maps are reviewed annually and changes are usually made. More efforts are being made now in the direction of vertical mapping, to ensure that any gaps or overlaps are appropriately addressed. Teachers use maps as a long-term guide for instruction. Many say that it has made their day-to-day work much easier. They know from the beginning where they're headed and approximately how much time they have to address each content piece. The mapping process highlights the need to make every instructional day count.
For more information about this map, please contact David Hutchison, Principal, at Drakes Creek Middle School.
Drakes Creek Middle School
8th Grade Social Studies
|
Weeks |
Unit/ Topic |
Core Content |
Essential Question(s) |
Activities |
Resources |
|
1-2 |
5 Themes of Geography |
4.1.1-2, 4.2.1-4.2.3, 4.3.1-2, 4.4.1-4.4.4 |
What role did geography play in the early development of the US. |
Create pneunomic for 5 themes; Analyze 5 themes for song/movie/culture posters; Open response strategies |
Maps, globes, atlas, Cultural posters, "Am. History the Early Years" (p. 1-26), History Alive (1.1, 1.2, 2.1, 2.2, 2.3, 2.4) |
|
3-4 |
Native Americans |
2.1.1, 2.2.1, 2.3.1, 2.4.1-2; 4.2.1-3; 4.3.1-2; 4.4.1-4; 5.2.1, 5.3.1-2 |
How did the American's physical landscape affect NA and colonial settlements? What were the cultural contributions made by various early NA civilizations? |
Categorize NA cultural groups in geographic regions. Create skits and collage for NA groups. Chart cultural aspects of Aztecs, Mayas, and Incas. |
500 Nations video, "Am. History the Early Years" (p. 36-52), History Alive (3.1, 3.2, 3.3, 3.4) |
|
5-9 |
Exploration/Colonization |
2.1.1-2, 2.3.1, 2.4.1-2, 4.1.1-2, 4.2.1-3, 4.3.1-2, 4.4.1-4, 3.4.3, 3.3.1, 5.1.1-3, 5.2.1, 5.3.5 |
What motivated explorers? How can we view explorations and colonization through multiple perspectives? In what ways has conflict resulted form the migration and settlement of people in the US? |
Sunken ship simulation; Create monument to explorer; Interactive slide show examining perspectives; Create fictitious colony; Create brochure about colony; Songs for Jamestown/Plymouth; Create journal/quilt piece about colonial culture |
Slides, A&E Biography on Columbus, Atocha, "Am. History the Early Years" (p. 60-168), History Alive (4.1, 4.2, 4.3) |
|
10-11 |
Economics |
3.1.1-2; 3.2.1-2; 3.3.1-3, 3.4.1-3 |
What are the major types of economic systems? How did economics issues influences the development of the US? |
Lost at Sea, Creating production equations, Mock shopping, Visual on production/distribution/consumption, Supply/demand auction, Chart personal/national/international economic activities, Corn Market game, Reality Store |
Teacher-created material, "Understanding Economics," "Economics: Concepts & Applications," "Economics At Work," "From US History: Eyes on the Economy," "Life SKills For Today's World" |
|
12-15 |
American Revolution |
1.1.1-2, 2.4.1-2, 3.1.1, 3.3.1, 4.3.2, 4.4.2-3, 5.1.1-3, 5.2.2 |
What were contributing factors and effects of the American Revolution? How can the American Revolution be viewed from multiple perspectives? |
Loyalist/Patriot debate, Newspaper for French/Indian War & causes of Am. Rev, Analyzed Common Sense, Prioritized list of events leading to Am. Rev, Propaganda memo, Examine Declaration of Indep, Visual representations of parts,Chart battles, |
American Revolution, Volume 2/4 1776; slides; Primary sources, "Am. History the Early Years" (p. 178-238), History Alive (1.1, 1.2, 1.3, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4) |
|
16-21 |
Constitution |
1.1.1-3, 1.2.1-2, 1.3.1-2, 5.1.1-3, 5.2.2, 2.4.1-2, 4.3.2, 4.4.2 |
How is the US Constitution a "living document?" What functions do various divisions of our government serve? |
Meet the Press conference, Experience frustration with the Articles, 25 ?s on the Constitution, Metaphors on the Constitution, Chart 3 branches, Examine compromises, Newspaper articles on Bill of Rights, Analyze Supreme Court cases, |
School House Rocks- "How a Bill Becomes Law"/"Preamble", Bill Moyers "The Constitution as a Dynamic Document," Local trial video, Lincoln logs, Mock Congress, We the People materials, "Am. History the Early Years" (p. 248-296) |
|
|
Constitution continued |
|
|
|
History Alive (1.1, 1.2, 1.3, 2.2, 2.3, 2.4, 2.5, 3.3., 5.1, 5.2) |
|
22-23 |
Federalist Era |
1.1.1-2, 1.2.2, 2.4.1, 5.1.1-3 |
How did the Federalist/Republicans leadership shape the early US? |
Hamilton/Jefferson debate, Cabinet meeting on early Presidents, Illustrated timeline, |
"Am. History the Early Years" (p. 324-435), History Alive (4.1, 4.2) |
|
24-27 |
Manifest Destiny |
1.2.1-2, 1.3.1, 2.2.1, 2.4.1-2, 3.2.2, 3.3.1, 3.1.1-2, 4.1.2, 4.2.1-3, 4.3.1-2, 4.4.1-4, 5.1.1-2, 5.2.3 |
How "just" was Manifest Destiny? What were the long/short term effects of Manifest Destiny? |
Slide interpretations, journal entries, Commemrative stamp, Tall Tale about the West, Win/lose/draw, Do's/don't on Oregon Trail, Collage, Pan for gold, Map trail |
White House video, America's Westward Expansion, "Am. History the Early Years" (p. 442-462), History Alive (1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 4.4, |
|
28-29 |
Social Reform |
1.1.2-3, 1.2.2, 2.1.1, 2.2.1, 2.3.1, 5.1.1-3, 5.2.3-4 |
How did social reform affect change in US? How successful were they in their quest to affect cultural/political change? |
Create video show, Analyze statements from women reformers, Interpret Declaration of Rights |
slides, primary sources, Internet, "Am. History the Early Years" (p. 472-493), History Alive (5.1, 5.2) |
|
30-35 |
Civil War/Reconstruction |
1.1.1-2, 1.3.2, 2.1.1, 2.2.1, 2.4.1-2, 3.1.1, 3.2.1., 3.3.1-3, 3.4.1-3, 4.22-3, 4.3.2, 4.4.1-3, 5.1.1-3, 5.2.4 |
What events led to the Civil War? What did different groups contribute to the Civil War? |
Web organizers, Battle charts, Timeline, Compare/contrast North & South, Debate over secession/slavery, Compare features of North/South, Flow charts, Graph data, Civil War newspaper, Letter to Editor |
"Civil War-The Cause," Ken Burns- "Civil War," "Gettysburg," "Am. History the Early Years" (p. 508-622), History Alive (1.1, 1.2, 2.1, 2.2, 2.3, 3.1) |
Note: If you'd like to use this map or amend it to suit your needs, please check below for a handy Microsoft Word version. Just click on the Word icon to open it on your computer, then choose Word's Save As command to save it locally.
