2016-2017 ms studies instructional unit plan 1

2016-‐‑2017 Mississippi Studies Instructional Unit Plan

Grade: 8

Course: Mississippi Studies Term: 3 Weeks: 1-3

Unit Title: Mississippi’s Geographic Regions

MDE Content Standards: 1a. Identify the major (Chickasaw Choctaw, and Natchez) and minor (Biloxi, Tunica) Native American groups found living in Mississippi by the first European explorers in the region and discuss their governmental, economic and ecological systems. (DOK 1) 1c. Analyze the development of slavery in Mississippi including the various factors (economic, geographic, and social) that contributed to its development and explain the opposition to slavery in Mississippi. (DOK 2) 1f. Identify and locate major geographical features of Mississippi and how they contribute to the social and economic development of the state. (DOK 1)

Mississippi College and Career-Ready Standards: RH.8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally, etc.). RH.8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.8.9 Analyze the relationship between a primary and secondary source on the same topic WHST.8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.


WHST.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Big Ideas:

Ø Climate and natural resources have influenced the development of Mississippi and have affected the economic and social activities of its people.

Ø Mississippi is a distinctive and special geographical place with a unique location, geographical features, and culture, climate and water resources.

Essential Questions:

Ø How does where we live affect how we live?

Ø What makes Mississippi unique and different?

Performance Task(s):

Ø You have been hired by the Mississippi Welcome Committee to create an informational poster that will be displayed at all rest stops

along Mississippi’s interstate system. The objective of this advertising is to attract more people to Mississippi’s workforce by explaining the relationship between each region and its economy, culture, and development. The format will consist of a collage of pictures which represent various regions of Mississippi. You must first research each of the regions and find information regarding landforms, natural resources, economic activity, population, climate and physical features. As you do this research, collect pictures representative of the criteria for each region to use in your collage. Create a table to display the information you gather in your research. Write detailed descriptions from your research. Remember to address each of the topics listed. Think of a slogan for each of the regions which relate geography to the main economic activities. Make up with a similar slogan or term for each of Mississippi’s regions.


Resources:

Ø Mississippi Department of History and Archives Traveling Trunk: Mississippi River

Ø Primary Source Documents- https://drive.google.com/drive/folders/0B9RJKuHisjgtVWs0UTRYQjdIXzQ

Ø www.visitmississippi.org

Ø www.kidskonnect.com/states/mississippi

Ø www.50states.mrdonn.org/mississippi

Ø www.awesomeamerica.com/mississippi

Ø www.roadsideamerica.com/location/ms

Ø http://mshistorynow.mdah.state.ms.us/articles/295/geography-of-mississippi - 5 themes

Ø http://mdah.state.ms.us/new/wp-content/uploads/2014/08/Forgotten-Mississippi-Towns.pdf - MDAH


Grade: 8 Course: Mississippi Studies Term: 3 Weeks: 4-6

Unit Title: Mississippi Early Beginnings

MDE Content Standards: 1a. Identify the major (Chickasaw, Choctaw, and Natchez) and minor (Biloxi, Tunica) Native American groups found living in Mississippi by the first European explorers in the region and discuss their governmental, economic and ecological systems. (DOK 1) 1b. Describe the social, economic and political context of Mississippi when it was held by France, England and Spain and describe the process by which the Mississippi territory was admitted to the United States. (DOK 1) 1c. Analyze the development of slavery in Mississippi including the various factors (economic, geographic, and social) that contributed to its development and explain the opposition to slavery in Mississippi. (DOK 2) 1d. Trace the events that led to the secession of Mississippi from the Union in 1861 and explain why certain groups opposed the secession. (DOK 1) 1e. Compare and contrast the four constitutions of Mississippi and explain the reasons for their development. (DOK 2) 1f. Identify and locate major geographical features of Mississippi and how they contribute to the social and economic development of the state. (DOK 1)

Mississippi College and Career-Ready Standards: RH.8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally, etc.). RH.8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.8.7 Integrate visual information (e.g., in charts graphs, photographs, videos, or maps) with other information in print and digital text.

RH.8.9 Analyze the relationship between a primary and secondary source on the same topic WHST.8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.


4c. Compare and contrast the development and resulting impact of civil rights movements (e.g., women’s suffrage, African American liberation, Native American citizenship and suffrage, immigration rights, etc.) in Mississippi. (DOK 2) 5a. Identify and analyze the economic development over time of major industries in Mississippi (including but not limited to agricultural production, manufacturing, rise of machines, boll weevil, development of natural resources, international investments, the Great Migration, etc.). (DOK 3) 6c. Analyze the impact of religious traditions upon the daily lives of Mississippians from the era of European exploration to the present. (DOK 3)

WHST.8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.8.1 a/b/e Write an argument focused on a discipline-specific content that introduce, supports and conclude a claim about a topic of issue, acknowledging and distinguish the claim from alternate or opposing claim, and organize the reasons and evidence logically.

Big Idea(s):

Ø The topography, natural resources, and climate of Mississippi influenced the culture, economy, and lifestyle of its inhabitants causing Mississippi to be home to people of various backgrounds and cultures.

Ø Europeans used natural resources of Mississippi to promote their wealth and power.

Ø Rivalries eventually led to the removal of European powers and the creation of the United States.


Ø What role did European powers play in the settlement of Mississippi?

Ø What were the effects of European rule on the people in Mississippi?

Ø What were the political, social, and economic factors that led to European exploration?



Ø You have been hired at the Museum of Mississippi History to design a mural concept detailing the state of Mississippi from the Native American time period to statehood. You are not required to actually draw the mural, but will need to provide at least 10 artifacts/examples/symbols to represent the state during this time that will be included into the mural. Your artifacts/examples should express the state and culture of Mississippi during the time period you are exemplifying. After reading about and researching Mississippi’s early beginnings, create a brochure with a summary of each artifact/example which will be displayed near the mural to help visitors understand the history of Mississippi during this time period. Use evidence from at least two texts to support your analysis of the state.

Ø While studying genealogy, you discover that one of your ancestors was a prominent politician living in Mississippi just before the Civil War. Write a report about your findings. Detail the political structure of Mississippi during antebellum times, different rule of the territorial control, and the Native American tribal systems. Be sure to include Spanish, French, and British rule that took place within the state. Make comparisons to the political structure during these different periods of rule and organizational territorial control. Support your findings with textual evidence and include what conclusions can be drawn.


Resources:

• http://mdah.state.ms.us/new/wp-content/uploads/2013/08/MMakers.pdf - Metropolis Makers MDAH

• http://mdah.state.ms.us/new/wp-content/uploads/2014/08/Trading-with-the-Choctaws.pdf - MDAH

• http://mdah.state.ms.us/new/wp-content/uploads/2014/08/Mississippis-1817-Constitution-v.-U.S.-Constitution.pdf -MDAH

• http://mdah.state.ms.us/new/wp-content/uploads/2013/08/Mississippi-Under-British-Rule.pdf -MDAH

• http://mdah.state.ms.us/new/wp-content/uploads/2014/08/The-Rapalje-Family-Notebook-revised.pdf -MDAH

• http://mshistory.k12.ms.us/index.php?id=300

• http://mdah.state.ms.us/timeline/

• https://en.wikipedia.org/wiki/Choctaw_Trail_of_Tears - Click on Note #2 for additional primary source

• http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3545

• https://history.state.gov/milestones/1830-1860/indian-treaties


Grade: 8


Unit Title: Mississippi in Transition

MDE Content Standards: 1e. Compare and contrast the four constitution of Mississippi and explain the reasons for their development. (DOK 2) 3b. Cite evidence of the growing international diversity of the Mississippi population by identifying the various immigrant groups in Mississippi during the 20th and 21st centuries and analyze their motivations (or push-pull factors) for migrating to the state. (DOK 2) 4a. Compare and contrast de facto segregation and de jure segregation in Mississippi from 1890 to the present, including the rise of Jim Crow era events and actors (i.e., Ross Barnett, James Eastland, the integration of University of Mississippi, Sovereignty Commission, etc.), and their impact on Mississippi’s history and contemporary society. (DOK 2) 4b Identify and explain the significance of the major actors, groups and events of the Civil Rights Movement in the mid- 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party, COFO, CORE, etc.). (DOK 2)

Mississippi College and Career-Ready Standards: RH.8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally, etc.). RH.8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.8.9 Analyze the relationship between a primary and secondary source on the same topic. WHST.8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.


WHST.8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Big Ideas:

Ø In the 1800’s the nation expanded and debate over slavery grew, leading to war between the northern and southern states. Mississippi was

the scene of much fighting as both the North and the South sought to control the Mississippi River.

Ø As a result of the Civil War, many changes occurred in Mississippi’s political, social, and economic systems.


Ø How did the Civil War affect culture in Mississippi?

Ø How was the Mississippi River significant during the Civil War?

Ø What challenges and conflicts led to between the northern and southern states?


Ø Select two leaders of Mississippi to write a debate that may have occurred between them. (Leaders should include those who affected the forming of Mississippi from 1890-1920.) Search for philosophical, social, economic, and/or political differences. The debate should include each leader’s position on race, education, economy, and government. Students will make use of a visual aide: poster, map, graph, or multimedia to demonstrate deeper understanding. The speech should be supported with evidence from a primary and secondary source.


Resources:

• Mississippi Department of Archives and History

http://mdah.state.ms.us/new/wp-content/uploads/2013/08/MMakers.pdf - Metropolis Makers MDAH

• http://mdah.state.ms.us/new/wp-content/uploads/2013/08/OCM-Road-to-Vote.pdf - Road to Vote MDAH

• http://mdah.state.ms.us/oldcap/Thorns-Troubles.pdf - Civil War in MS MDAH

• http://mdah.state.ms.us/new/wp-content/uploads/2014/08/CCC-and-Bridges-Lesson.pdf MDAH

• https://chnm.gmu.edu/courses/122/recon/code.html MS Black Code


• Primary Source Documents- https://drive.google.com/drive/folders/0B9RJKuHisjgtVWs0UTRYQjdIXzQ


Grade: 8


Unit Title: Mississippi in the 20th Century

MDE Content Standards: 2a. Identify and describe the duties of the three branches of state government in Mississippi. (DOK 1) 3a. Cite evidence of the growing international diversity of the Mississippi population by identifying the various immigrant groups in Mississippi during the 20th and 21st centuries and analyze their motivations (or push-pull factors) for migrating to the state. (DOK 2)

Mississippi College and Career-Ready Standards: RH.8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally, etc.). RH.8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.8.7 Integrate visual information (e.g., in charts graphs, photographs, videos, or maps) with other information in print and digital text.

RH.8.9 Analyze the relationship between a primary and secondary source on the same topic.


WHST.8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Big Ideas:

Ø The Great Depression brought many challenges and hardships to the state and country.

Ø The educational system in Mississippi improved with the establishment of junior colleges and other educational advancements.

Ø Mississippi experienced the most dramatic changes in its history in the areas of agriculture, civil rights, and politics after World War II.



Ø How did the Great Depression affect people in Mississippi?

Ø What advancements improved life in Mississippi during the 20th century?


Ø Your family is moving to Mississippi in search of employment after World War I. Trace the difficulty for various races in Mississippi to

find jobs after World War I during the Great Depression, and beyond. Research migration statistics and records of regions and industries during this time period which employed workers. After reading and researching migration, employment and statistics after the war, write a journal entry on what the person may have experienced. Create a graph detailing the migration and population trends that took place in Mississippi during this time. Note if there any engineering advancements during this time which made work easier or required fewer people working.

Ø (Activity Throughout the Unit)-Create a timeline of events detailing Mississippi’s Governors from World War I to the conclusion of World War II. Include key information (names, dates, political party, etc.) and various achievements/events they presided over as governor. Include obstacles these men faced during their time in office and how it affected their tenure. Provide information detailing what Mississippi and the United States was encountering during this time period and how they are connected (if applicable).


Resources:

• http://mdah.state.ms.us/new/wp-content/uploads/2013/08/OCM-Road-to-Vote.pdf - Road to Vote MDAH

• http://mdah.state.ms.us/new/wp-content/uploads/2014/08/The-Foner-Freedom-Summer-Papers.pdf - Civil Rights

• http://www.history.com/topics/black-history/black-history-milestones

• http://digilib.usm.edu/crmda.php - Civil Rights in MS Digital Archive

• http://americanradioworks.publicradio.org/features/mississippi/

• http://mshistory.k12.ms.us/articles/62/the-civil-rights-movement-in-mississippi-on-violence-and-nonviolence

• Primary Source Documents- https://drive.google.com/drive/folders/0B9RJKuHisjgtVWs0UTRYQjdIXzQ

• http://mshistorynow.mdah.state.ms.us/articles/53/medgar-evers-and-the-origin-of-the-civil-rights-movement-in-mississippi

• http://visitmississippi.org/sitepages/history-and-heritage#civil-rights



Grade: 8


Unit Title: Contemporary Mississippi

MDE Content Standards: 2a. Identify and describe the duties of the three branches of state government in Mississippi. (DOK 1) 3a. Cite evidence of the growing international diversity of the Mississippi population by identifying the various immigrant groups in Mississippi during the 20th and 21st centuries and analyze their motivations (or push-pull factors) for migrating to the state. (DOK 2) 3b. Cite evidence of the growing international diversity of the Mississippi population by identifying the various immigrant groups in Mississippi during the 20th and 21st centuries and analyze their motivations (or push-pull factors) for migrating to the state. (DOK 2)

Mississippi College and Career-Ready Standards: RH.8.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally, etc.). RH.8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.8.7 Integrate visual information (e.g., in charts graphs, photographs, videos, or maps) with other information in print and digital text.

RH.8.9 Analyze the relationship between a primary and secondary source on the same topic.


WHST.8.1a/b/e Write an argument focused on a discipline-specific content that introduce, supports and conclude a claim about a topic of issue, acknowledging and distinguish the claim from alternate or opposing claim, and organize the reasons and evidence logically. WHST.8.2. a/c Write informative/explanatory texts, including the narration of historical events that develop a relevant topic clearly, organize ideas, concepts, and information into appropriate categories. Making sure to use appropriate and varied transition to create cohesion and clarify relationship among ideas and concepts.

Big Ideas:

Ø The economic activities of a society are divided into four parts. In Mississippi, agriculture and forestry are important primary industries. The economic activities we take part in affect our environment.

Ø Geography, migration patterns, and industries continue to influence the economic and social development of Mississippi.


Ø You have been hired as a consultant to “sell” the state of Mississippi to potential foreign investors regarding future job opportunities and industries as a means to entice them to locate their operation in Mississippi. Research at least three regions of the state and determine which industry would reflect best for that region. Include ethnical minority statistics in your report/presentation with the hope that you can attract more diversity to the state. Your task after finding the best industry is to research companies and write a persuasive letter to the company CEO detailing why Mississippi is the best location for a new factory or industrial plant.

Ø You have been selected to serve as a page at the Mississippi State Capitol, and your teacher wants you to report your experience to the class. Detail the offices you visited and their roles. Create a detailed flyer showing the path of a potential bill as it travels through the capitol leading up to it becoming a Mississippi law. Describe the three branches of government and their role in deciding how a bill becomes a law.


Resources:

• Mississippi Department of History and Archives Traveling Trunk: Mississippi River

• Mississippi History Now

• www.visitmississippi.org

• http://mdah.state.ms.us/new/wp-content/uploads/2014/08/The-Great-Flood-of-1927.pdf - Natural Disaster


• http://www.isjl.org/mississippi-encyclopedia.html


Grade: 8


Unit Title: Mississippi and Government

MDE Content Standards: 1e. Compare and contrast the four constitutions of Mississippi and explain the reasons for their development. (DOK 2) 2a. Identify and describe the duties of the three branches of state government in Mississippi. (DOK 1) 2b. Examine the various forms of local governments (i.e., city managers, municipal supervisors, mayor/city council, etc.) and evaluate how they help meet the needs of local communities. (DOK 2) 4b. Identify and explain the significance of the major actors, groups and events of the Civil Rights Movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party, COFO, CORE, etc.). (DOK 2)

Mississippi College and Career-Ready Standards: RH.8.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH.8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). WHST.8.1a Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s), and organize the reasons and evidence logically. (WHST.8.1a) WHST.8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. WHST.8.2a. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.


Big Ideas:

Ø A written constitution sets forth the terms and limits of a government’s power.

Ø Local governments are created by the state, and the major function of local government is to provide for the people as listed in constitution.


Ø Why is there a need for a constitution?

Ø Does separation of powers create a deadlock?

Ø How and why do we provide checks and balances on government power?


Ø You are a delegate at the 1890 MS State Constitutional Convention. You will research and portray a member present and their stance on

various subjects. This performance task examines the major changes to the Mississippi Constitution in 1890 to disenfranchise blacks. The teacher will assign students parts to portray at the 1890 Mississippi State Constitutional Convention. The students will research the positions of their individuals. Students will be graded according to their ability to debate the topics, stay in character, and make convincing arguments. Students’ research of primary sources will be used to gather information on their position on:

• Disenfranchisement • Poll taxes • Literary test • Equality • Reconstruction & Post Reconstruction Period in Mississippi 1875-1890

Prepare an opening statement they will outline their stance on the positions stated above. In addition, each of these will be debated as you support your position on the issues. Students will debate these issues from the perspective of the person they are portraying. In addition, you are to write a letter “home” explaining and supporting your opinions.


Resources:

• Maps, Primary source documents (The Federal and State Constitution), political cartoons, Mississippi Department of Archives and

History • https://drive.google.com/drive/folders/0B9RJKuHisjgtVWs0UTRYQjdIXzQ • www.governor.state.ms.us. www.Is.state.ms.us. www.mssc.state.ms.us • www2.ed.gov/free-rss • Jackson Weekly Clarion Ledger, March 13, 1890. • PBS, "The Rise and Fall of Jim Crow, Jim Crow Stories, Williams v. Mississippi", PBS,

http://www.pbs.org/wnet/jimcrow/stories_events_williams.html (accessed October 26, 2006). • http://historyengine.richmond.edu/episodes/view/2827 • http://mdah.state.ms.us/oldcap/DirectingDemocracy.pdf - Old Capital MDAH

• http://mdah.state.ms.us/new/wp-content/uploads/2014/08/Mississippis-1817-Constitution-v.-U.S.-Constitution.pdf - MDAH



Grade: 8

Course: Mississippi Studies Term: 4 Week: 9

Unit Title: Mississippi and the Arts

MDE Content Standards: 6a. Examine the cultural impact of Mississippi artists, musicians and writers on the state, nation and world. (DOK 2) 6b. Analyze the ways Mississippians have adapted to change and continue to address cultural issues unique to the state (e.g., the establishment of historical and commemorative markers for Civil Rights Movement and Confederate icons). (DOK 3) 6c. Analyze the impact of religious traditions upon the daily lives of Mississippians from the era of European exploration to the present. (DOK 3)

Mississippi College and Career-Ready Standards: RH.8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally, etc.). RH.8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.8.9 Analyze the relationship between a primary and secondary source on the same topic. WHST.8.2. a/c Write informative/explanatory texts, including the narration of historical events that develop a relevant topic clearly, organize ideas, concepts, and information into appropriate categories. Making sure to use appropriate and varied transition to create cohesion and clarify relationship among ideas and concepts.


Big Ideas:

Ø Mississippi’s culture has been created by the folk ways and formal cultures of many diverse people.

Ø The culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society.


Ø How does movement and migration impact cultural diffusion?

Ø How do customs and traditions contribute to the formation of culture?


Ø Select “Mississippi’s Top Ten” influences and construct a children’s picture book detailing your choices. Research Mississippians and construct a “top ten” list detailing why they should be included in your book. The people can be influential for various reasons but your book should provide information detailing their impact on Mississippi and the world. Be sure to cite evidence from at least two primary sources and one secondary source.

Ø William Faulkner said “To understand the world, you must first understand a place like Mississippi.” What did he mean by that statement? Analyze the quotation, and construct an informative essay linking Mississippi’s influence to the global world based on the cultural icons that call Mississippi home. Be sure to site evidence and relevant information from at least two sources.


Resources:

• Mississippi Department of History and Archives Traveling Trunk: Mississippi River

• Mississippi History Now- http://mshistory.k12.ms.us/

• Mississippi Department of History and Archives Videos: The Land Where the Blues Began [MSM1] and In the Search of Robert Johnson [FM8]

• www.visitmississippi.org

• www.mcsr.olemiss.edu/~egibp/faulkner/faulkner.htm

• www.eudorawelty.org

• www.bbkingmuseum.org/

• www.elvis.com

• http://www.arts.state.ms.us/folklife/view-by-region.php - folk life directory

• http://mdah.state.ms.us/new/wp-content/uploads/2014/03/Developing-a-Living-History-Character.pdf - Can be used for all units MDAH • http://mdah.state.ms.us/timeline/

• http://www.isjl.org/mississippi-encyclopedia.html - MS Jewish citizens