subject: social studies, 9 weeks timeframe: 1 week level/grade… grade ss 08-09.pdf · ·...

Subject: Social Studies, 8th Grade

Calendar: 1st 9 weeks Timeframe: 1 week Level/Grade: 8th

Unit Objectives:Upon completing this unit of study, students will:

• identify and analyze the significance if the following dates: 1607, 1776, 1787, 1803, and 1861-1865.

• Identify the 5 major eras in US History through 1877 and describe the significance of each.• Apply absolute and relative chronology by the sequencing of important individuals, events, and time

periods.

Lesson 1: Students will define the following dates, and describe the significance of each:• 1607—founding of Jamestown, Virginia, first permanent English colony in America• 1776—Declaration of Independence• 1787—United States Constitution written• 1803—Louisiana Purchase• 1861-1865—Civil War

Lesson 2: Students will define and describe the importance of the following 5 major eras in US History:• Colonization• Revolution• Constitution• Expansion• Civil War

Lesson 3: Students will be able to distinguish between absolute and relative chronology.

Activity Type:Create a timeline of these 5 important dates.

TEKS:

8.1 (A) identify the major eras in U.S. history through 1877 and describe their defining characteristics;

8.1 (B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

8.1 (C) explains the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.

Materials:*chart paper*markers

SE Modifications:*oral quizzes if needed*shortened assignments if needed

Resources:*textbook

TA TEKS:8.2A, 8.2C, 8.3A, 8.3C

GT Modifications:

Dallas Morning News Paper articles

Evaluation Methods:Students will create a timeline showing the 5 important dates.Students will organize events from own life using both absolute and relative chronology.Quiz over significance of 5 major eras and 5 important dates in US History.

Subject: Exploration Calendar: 1st 9 weeks Timeframe: 1 week Level/Grade: 8th

Unit Objectives:

Upon completing this unit, students will be able to analyze the reasons for European exploration of North America.

Lesson 1: Students will analyze events in Europe that led to the exploration of North America.• Renaissance• Invention of printing press• Development of large nation-states in Europe• New inventions in naval navigation• Desire to reach Asia• Crusades

Lesson 2: Students will identify the importance of the following European explorers: Leif Eriksson, Christopher Columbus, Amerigo Vespucci, Prince Henry, Vasco da Gamma, Ferdinand Magellan, Hernan Cortes, Francis Drake, Henry Hudson, and Jacques Cartier.Students will be able to place these explorers in chronological order.

Activity Type:Index cards describing importance of each European explorer

TEKS:

8.1 (B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

8.2 (A) identify reasons for European exploration and colonization of North America

8.10 (B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

Materials:* Index cards* Textbook* Map Pencils, Pens

SE Modifications:*shortened assignments*oral testing if needed

Resources:*maps*textbook

TA TEKS:8.4A, 8.4B, 8.5C

GT Modifications:*extra activities/projects* Composition book describing some of the most famous explorers* Dallas Morning News

Evaluation Methods:*Timeline*Maps*Quizzes*TAKS quizzesExam

Subject: Colonization Calendar: 1st 9 weeks Timeframe: 6 weeks Level/Grade: 8th

Unit Objectives:Upon completing this unit, students will:

• Analyze the reasons for European colonization of the New World.• Describe the major areas of colonization of colonization in the New World by European countries.• Explain the reasons for the growth of representative government in the colonial era.

Activity Type:Group research of a colony on a poster board

TEKS:

8.1 (A) identify the major eras in U.S. history through 1877 and describe their defining characteristics

8.1 (B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods

8.1 (C) explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.

8.2 (A) identify reasons for European exploration and colonization of North America; and

8.2 (B) compare political, economic, and social reasons for establishment of the 13 colonies.

8.3 (A) explain the reasons for the growth of representative government and institutions during the colonial period;

8.3 (B) evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and

8.4 (C) describe how religion contributed to the growth of representative government in the American colonies.

Materials:*maps*internet*library*encyclopedias*handouts*worksheets*markers/map colors

SE Modifications:*shortened assignments*limited answer choices*oral testing if needed*peer helping

Resources:*computer lab/internet*library (books about *colonies; encyclopedias)*maps*textbook

TA TEKS:8.7A, 8.7C, 8.7B, 8.1A, 8.1B

GT Modifications:*extend project*extra activities* Dallas Morning News paper activities

Evaluation Methods:Rubric for Colony Power Point presentation TAKS quizzesExams

Subject: Conflicts in the Colonies

Calendar: 1st 9 weeks and beginning of 2nd 9 weeks

Timeframe: 2 weeks Level/Grade: 8th

Unit Objectives:

Upon completing this unit, students will:• analyze the relationship between English colonists and American Indians.• explore the causes and effects of the French and Indian War on the British colonies.• analyze the reasons for movement to the frontier.• describe the Proclamation of 1763 and analyze its effectiveness.• analyze the conflict over taxes levied by the British government.• identify and analyze the political and economic causes of the American Revolution.

Activity Type:Timelines* Cause-Effect Chart on French and Indian War* Chart on Proclamation of 1763 & Pontiac’s Rebellion

TEKS:8.1 (A) identify the major eras in U.S. history through 1877 and describe their defining characteristics;8.1 (B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and8.1 (C) explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.8.4 (A) analyze causes of the American Revolution, including mercantilism and British economic policies following the French and Indian War;8.4 (B) explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;8.4 (C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris.

8.11 (C) analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States.

8.12 (A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries.

8.21 (B) evaluate the contributions of the Founding Fathers as models of civic virtue.

8.22 (B) describe the importance of free speech and press in a democratic society

8.23 (B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, and Elizabeth Cady Stanton.

Materials:*chart paper*maps*handouts*worksheets*markers/map colors

SE Modifications:*shortened assignments if needed*limited answer choices*oral testing if needed*extra time if needed

Resources:*textbook* “Adventure Tales of America”*maps

TA TEKS:8.1E, 8.3C, 8.1F, 8.6B

GT Modifications:*extra discussion*extra project on differences between French & British colonies in North America * D.M.N. activity

Evaluation Methods:QuizzesTAKS QuizzesTestMain Idea Activities* Page 161: Group Activity

Subject: American Revolution

Calendar: 2nd 9 weeks Timeframe: 2 weeks Level/Grade: 8th

Unit Objectives:

Upon completing this unit, student will:• explain the roles of significant individuals during the American Revolution.• define and explain the significance of important events during the American Revolution.• describe the actions taken by the First Continental Congress.• analyze the accomplishments of the Second Continental Congress.• explain the ways that geography affected the early battles of the American Revolution.• evaluate the influence of Thomas Paine’s Common Sense on the Colonies.• Identify the main ideas stated in the Declaration of Independence.• examine the Patriot’s advantages and disadvantages at the beginning of the Revolutionary War.• examine the major battles of the American Revolution.• identify how foreign nations and individuals aided the Patriots.• explain the effects of geography on the outcome of the war.• explain the events that finally ended the war.

Activity Type:*Read My Brother Sam is Dead*Treaty of Paris Scorecard*Memorize Intro to Declaration of Independence*Graphic organizer on two battles that affected the colonies’ dispute with Britain*Chart-Advantages/Disadvantages of Patriots *Timeline Project*Composition Book-Am. Rev. topics

TEKS:

8.1 (A) identify the major eras in U.S. history through 1877 and describe their defining characteristics;

8.1 (B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

8.1 (C) explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.

8.4 (B) explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;

8.4 (C) explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris.

8.6 (E) identify areas that were acquired to form the United States.


8.12 (A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries.

8.16 (A) identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government.

8.16(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.

8.20 (A) define and give examples of unalienable rights.

8.21 (B) evaluate the contributions of the Founding Fathers as models of civic virtue

8.22 (B) describe the importance of free speech and press in a democratic society


Materials:*Novel—My Brother Sam is Dead*chart paper*markers/map colors*maps*internet*handouts*worksheets

SE Modifications:*shortened assignments if needed*peer help/paired reading*extra time if needed

Resources:*My Brother Sam is Dead*textbook* “Adventure Tales of America”*maps*library*computer lab

TA TEKS:8.1A, 8.3E, 8.7E, 8.7G, 8.7J

GT Modifications:*project on My Brother Sam is Dead*extra activities/projectsD.M.N. activities

Evaluation Methods:Composition book Timeline Project showing major events of American RevolutionBook Project about a topic concerning the American RevolutionMain Idea Activities sheetsTAKS QuizzesExams

Subject: Articles of Confederation

2nd 9 weeks Timeframe: 2 weeks Level/Grade: 8th

Unit Objectives:

Upon completing this unit, students will:• describe the ideas and documents that shaped American beliefs about government.• evaluate how state constitutions contributed to the development of representative government.• list the powers held by the central government under the Articles of Confederation.• explain the accomplishments of the Northwest Ordinance.• examine the various problems that arose under the Articles of Confederation.

Activity Type:* Chart the strengths and weaknesses of the Articles* Graphic organizer charts* project on ratifying the Articles of Confederation & Constitution

TEKS:

8.5 (A) describe major domestic problems faced by the leaders of the new Republic such as maintaining national security, creating a stable economic system, setting up the court system, and defining the authority of the central government.

8.6 (A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States.

8.16 (B) summarize the strengths and weaknesses of the Articles of Confederation.

8.30 (D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants.

Materials:*chart paper*markers/map colors

SE Modifications:*shortened assignments if needed*extra time if needed*limited answer choices if needed*oral testing if needed

Resources:*textbook* “Adventure Tales of America”

TA TEKS:8.11A,B,C, 8.10C

GT Modifications:*class discussion*extra project/ activities* D.M.N. activity

Evaluation Methods:QuizzesTAKS quizzesExam

Subject: The Constitution Calendar: 2nd 9 weeks Timeframe: 2 weeks Level/Grade: 8th

Unit Objectives:

Upon completing this unit, students will:• analyze the major issues of the Philadelphia Convention of 1787.• analyze the compromises made during the Philadelphia Convention• analyze the major principles of the US Constitution.• summarize the process required to amend the Constitution.• summarize the Bill of Rights.• compare and contrast the division of powers.• analyze the checks and balances in the US government.

Activity Type:*Chart the differences between the Articles and Constitution* Internet Activity: U.S. Citizenship Test*Memorize the intro to the Constitution (i.e. “the Preamble”)*Chart the arguments made by Federalists and Antifederalists*Chart the separation of powers and the checks between the 3 branches of government*Composition book*Project on the rights & responsibilities of citizenship

TEKS:

8.4 (D) analyze the issues of the Philadelphia Convention of 1787, including major compromises and arguments for and against ratification.

8.5 (A) describe major domestic problems faced by the leaders of the new Republic such as maintaining national security, creating a stable economic system, setting up the court system, and defining the authority of the central government.

8.5 (C) explain the origin and development of American political parties.

8.16 (A) identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government.

8.16 (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.

8.16 (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

8.17 (A) summarize the purposes for and processes of changing the U.S. Constitution.

8.18 (A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason.

8.20 (A) define and give examples of unalienable rights;

8.20 (B) summarize rights guaranteed in the Bill of Rights.

8.22 (C) summarize a historical event in which compromise resulted in a peaceful resolution.

Materials:*“We the People”*Chart paper*Markers, crayons, glue, etc.*Internet*Library

SE Modifications:*more time if needed*shortened assignments*oral testing if needed

Resources:*textbook*“We the People”*“Adventure Tales of America”*internet*library

TA TEKS:8.12C, 8.12D, 8.1C, 8.1D, 8.1H, 8.3B, 8.5B

GT Modifications:*extra activities/projectsD.M.N. activities

Evaluation Methods:QuizzesTAKS quizzesBill of Rights quiz/examExamsComposition book

Subject: New Nation/Westward Expansion

Calendar: 2nd 9 weeks Timeframe: 1 ½ weeks

Level/Grade: 8th

Unit Objectives:

Upon completing this unit, students will:• explain why Americans chose George Washington as their first president.• identify the expectations Americans had of their new government• identify the challenge Alexander Hamilton faced as secretary of the treasury and the issues his plans

raised• analyze the concept of Manifest Destiny.• describe the political, economic and social effects of Manifest Destiny.• analyze the relationship between the concept of Manifest Destiny and westward expansion.

Activity Type:*foldable chart on pros & cons of moving west*chart movement west* Analyze the Mexican War* discuss the War of 1812* Differences in the Republican & Federalists policies* timeline- events leading to the Louisiana Purchase

TEKS:

8.5 (A) describe major domestic problems faced by leaders of the new Republic

8.5 (E) trace the foreign policies of Presidents Washington through Monroe and explain the impact of Washington’s Farewell Address and the Monroe Doctrine

8.7 (A) analyze the impact of tariff policies on sections of the United States before the Civil War

8.13 (A) analyze economic differences among different region of the United States

8.6 (C) analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation;

8.6 (D) explain the major issues and events of the Mexican War and their impact on the United States.

8.6 (E) identify areas that were acquired to form the United States.

8.11 (A) locate places and regions of importance in the United States during the 18th and 19th centuries;

8.11 (B) compare places and regions of the United States in terms of physical and human characteristics; and


8.12 A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries;

8.12 (B) describe the consequences of human modification of the physical environment of the United States; and

8.12 (C) describe how different immigrant groups interacted with the environment in the United States during the 18th and 19th centuries.

Materials:*maps*handouts*worksheets* Video CNN presents: America: Yesterday & today

SE Modifications:*shortened assignments*oral testing if needed*extra time if needed*limited answer choices*peer helping


TA TEKS:8.5A, 8.8C, 8.9B

GT Modifications:*extra discussion*extra activities* D.M.N. activities

Evaluation Methods:*quizzes*TAKS quizzes*Main Idea Activities*tests

Subject: Industrial Revolution

Calendar: 3rd 9 weeks Timeframe: 1 week Level/Grade: 8th

Unit Objectives:

Upon completing this unit, students will:• analyze the causes of the Industrial Revolution.• identify the significant inventions made during this time period.• discuss the affect of the scientific and technological innovations on daily life.• explain the trend toward urbanization.

Activity Type:*chart the causes and effects of Industrial Revolution*timeline of major inventions

TEKS:

8.14(A) analyze the War of 1812 as a cause of economic changes in the nation; and

8.14(B) identify the economic factors that brought about rapid industrialization and urbanization.

8.15(A) explain why a free enterprise system of economics developed in the new nation; and

8.15 (B) describe the characteristics and the benefits of the U.S. free enterprise system during the 18th and 19th centuries.

8.24 (A) identify selected racial, ethnic, and religious groups that settled in the United States and their reasons for immigration;

8.24 (B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs;

8.24 (C) identify ways conflicts between people from various racial, ethnic, and religious groups were resolved;

8.24 (D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity.

8.28 (A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, and the Bessemer steel process;

8.28 (B) analyze the impact of transportation systems on the growth, development, and urbanization of the United States;

8.28 (C) analyze how technological innovations changed the way goods were manufactured and marketed, nationally and internationally; and

8.28 (D) explain how technological innovations led to rapid industrialization.

8.29 (A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history;

8.29 (B) describe how scientific ideas influenced technological developments during different periods in U.S. history; and

8.29 (C) identify examples of how industrialization changed life in the United States.

Materials:*maps*chart paper*markers, crayons*handouts*worksheetsvideo CNN: Rebuilding the Riverboats



TA TEKS:8.10A, 8.10D, 8.10E, 8.12A

GT Modifications:*extra discussion*extra activitiesD.M.N. activities


Subject: Reform Movements

Calendar: 3rd 9 weeks Timeframe: 1 week Level/Grade: 8th

Unit Objectives:

Upon completing this unit, students will:• examine the effects of the Second Great Awakening on Americans.• discuss the causes and effects of increased immigration during the 1840s and 1850s.• analyze the causes and effects of the growth of US cities.• evaluate the impact of reform movements during the 1900s.• explore the significance of the abolitionist movement.• identify the goals of the women’s rights movement.

Activity Type:*chart causes & effects of increased immigration*Journal entry on types of reform movements* project on the underground railroad* Reason for growth of U.S. cities during the time period*report about abolitionist or leader of women’s suffrage

TEKS:

8.24(A) identify selected racial, ethnic, and religious groups that settled in the United States and their reasons for immigration;

8.24(B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs;


8.24 (D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and

8.24 (E) identify the political, social, and economic contributions of women to American society.

8.25 (A) describe the historical development of the abolitionist movement; and

8.25 (B) evaluate the impact of reform movements including public education, temperance, women's rights, prison reform, and care of the disabled.

8.26 (B) describe religious influences on immigration and on social movements, including the impact of the first and second Great Awakenings.

Materials:*maps*handouts*worksheets*markers*chart paper


Resources:*textbook* “Adventure Tales of America”*maps*computer lab—internet*library

TA TEKS:8.1A, 8.3B, 8.8c, 8.12D

GT Modifications:*extra discussion*extra activities


Subject: A Divided Nation Calendar: 3rd 9 weeks Timeframe: 3 weeks Level/Grade: 8th

Unit Objectives:

Upon completing this unit, students will:• explain the effects of the Mexican War on the slavery debate.• examine the main conditions of the Compromise of 1850 and the views expressed for against it.• analyze why the Fugitive Slave act was controversial in the North.• explain how different regions of the country reacted to the Kansas-Nebraska Act.• describe the ways people tried to settle the conflict over slavery in Kansas.• analyze the effect of the Kansas-Nebraska Act on US political parties.• explain the significance of the Dred Scott Case.• examine how Abraham Lincoln and Stephen Douglas differed in their views on slavery.• describe American’s reactions to John Brown’s raid on Harper’s Ferry.• analyze the factors that led to Lincoln’s victory in the presidential election of 1860.• examine the reasons why some southern states decided to leave the Union.

Activity Type:*compare & contrast North and South* timeline of the Texas Revolution *compare & contrast lives of African American workers in northern factories with lives of slaves in the South*biographical report*video CNN: An American portrait on Frederick Douglass

TEKS:

8.7 (A) analyze the impact of tariff policies on sections of the United States before the Civil War;

8.7 (B) compare the effects of political, economic, and social factors on slaves and free blacks;

8.7 (C) analyze the impact of slavery on different sections of the United States; and

8.7 (D) compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster.

8.13 (A) identify economic differences among different regions of the United States;

8.13 (B) explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery; and

8.13 (C) analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history.

8.18 (A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason; and

8.18 (B) describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War.

8.19 (A) summarize the issues, decisions, and significance of landmark Supreme Court cases including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and

8.19 (B) evaluate the impact of selected landmark Supreme Court decisions including Dred Scott v. Sandford on life in the United States.

8.22 (A) identify different points of view of political parties and interest groups on important historical and contemporary issues;

8.22 (B) describe the importance of free speech and press in a democratic society; and

8.22 (C) summarize a historical event in which compromise resulted in a peaceful resolution.

8.23 (A) analyze the leadership qualities of elected and appointed leaders of the United States such as Abraham Lincoln, John Marshall, and George Washington; and



Materials:*maps*handouts*worksheets*markers*chart paper*markers/map colors*internet


Resources:*textbook* “Adventure Tales of America”*maps*library*computer lab—internet

TA TEKS:8.7C, 8.8D, 8.19A, 8.4C

GT Modifications:*extra discussion*extra activities*extra project* D.M.N. activities

Evaluation Methods:*quizzes*TAKS quizzes*Main Idea Activities*tests*rubric for reports

Subject: Reconstruction Calendar: 3rd 9 weeks and part of 4th 9 weeks

Timeframe: 4 weeks Level/Grade: 8th

Unit Objectives:

Upon completing this unit, students will:• analyze the effect that the end of the Civil War had on African Americans in the South.• compare and contrast the views of Abraham Lincoln, Congress, and Andrew Johnson on

Reconstruction.• describe the efforts of the Republican’s to protect the civil rights of African Americans.• describe the reforms carried out by Reconstruction governments.• analyze the factors that led to the end of Reconstruction.• examine how southern laws and governments changed after Reconstruction ended.• describe how southern agriculture changed after the Civil War.• discuss some popular forms of southern culture during and after Reconstruction.

Activity Type:*Before & After chart*Timeline*Webquest* Video: the life of Lincoln* Discuss attempts to protect African American civil rights* type of reconstruction reforms* Analyze the case of Plessy v. Ferguson

TEKS:

8.9 (A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments;

8.9 (B) describe the economic difficulties faced by the United States during Reconstruction; and

8.9 (C) explain the social problems that faced the South during Reconstruction and evaluate their impact on different groups.

8.23 (A) analyze the leadership qualities of elected and appointed leaders of the United States such as Abraham Lincoln, John Marshall, and George Washington; and



8.24 (D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and


Materials:*maps*chart paper*internet*handouts*markers/map colors

SE Modifications:*shortened assignments*limited answer choices*peer helping*oral testing if needed

Resources:*textbook*internet*maps

TA TEKS:8.5A, 8.7A, 8.11C, 8.12D, 8.2A, 8.3C

GT Modifications:*extend project*extra activities* D.M.N. activities

Evaluation Methods:*rubric for web quest*quizzes*exams

subject: social studies, 9 weeks timeframe: 1 week level/grade… grade ss 08-09.pdf · ·...

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