8th Grade Civics & U.S. History: Syllabus & Pacing Guide

Civics & U.S. History
Grade Eight
Mr. Pitts-Dilley


Course Overview

The primary goals of this course are to have students improve their English skills in the four domains: speaking, listening, writing and reading as well as higher order thinking skills, learn and interpret the U.S. Constitution, The Bill of Rights, how the U.S. government functions and make connections between their daily lives and U.S. socio-economic political policies in a critical way. Students will study how the three branches of government interact via its systems of checks and balances and federalism. Although this is not technically a U.S. history course, students will also be taught and exposed to U.S. and Western history so they can understand the historical background that lead to the development of the United States as a nation and be better prepared for high school history and the history MCAS:

9th Grade: U.S History 1
10th Grade: U.S. History 2
11th Grade: European History 2

Students will not be expected to memorize random facts. Instead, students will be expected to read, write, infer, analyze, discuss, and debate how the U.S. government and history have shaped and continue to shape people’s lives including the Magna Carta, the Independence War, Mexican-American War, Civil War, Spanish-American War, Women’s Suffrage Movement, WWII, Civil Rights Movement, Cold War, Vietnam War, 9-11 Terrorist Attack, Iraqi Wars and immigration. Students will leave eighth grade having improved their proficiency in English and appreciation for world, history, and multiculturalism. This class is structured utilizing the “workshop” approach to teaching and learning. Within this model, students and teacher will learn and teach each other. This course also focus is giving students opportunities to become better citizens. Students are expected to complete four major projects during the school year including presidential election, Boston Harbor Islands program, recycling and helping a shelter for homeless, abused women or orphans. Moreover, students are asked to make reading and watching the news a habit.


Content Objectives—Civics & U.S. History:

By the end of the school year students will be able to:

• Analyze the historical world background prior to the arrival of Pilgrims including the Magna Carta and Divine Right.
• Analyze the roots and causes of the Independence War including “Taxation without Representation”
• Identify the Constitution as the supreme law of the land and analyze the ratification struggles including the Great (Connecticut) Compromise & the Three-Fifths Compromise
• Analyze the importance and magnitude of the Bill of Rights
• Analyze how the system of checks and balances and federalism function and how these interactions affect people’s lives: past and present
• Analyze how the Mexican-American War, Civil War, Spanish-American War, Women’s Suffrage Movement, and WWII shaped U.S. history
• Analyze the struggles, battles, victories and legacies of the Civil Rights Movement
• Analyze what it means to be a U.S. citizens and a Latino in a pluralistic society
• Identify and debate the difference in between American Mosaic & Melting Pot
• Identify and analyze the works of our forgotten heroes such as Frederick Douglas, Cesar Chavez and Sojourner Truth
• Analyze and debate important current and historical issues such as school uniforms, immigration policy, Welfare Reform, Japanese Interment Camps & the upcoming presidential election
• Analyze primary sources and interpret its historical relevance: Who gets what, when, how and why?
• Analyze how ethnic and religious minorities, slaves, non-citizens and women have been treated through out U.S. history
• Analyze and debate the historical magnitude of Frederick Douglass speech: “Power concedes nothing without demand. It never has and it never will.”
• Identify community problems and work in projects that will help our community such
• Participate in the Boston Islands Harbor Project
• Follow the upcoming presidential election and analyze the roles of political parties in the United States: Past & Present including the limited role of third parties
• Compare & Contrast Republicans & Democrats
• Analyze the American Legal System including criminal, juvenile and civil justice
• Interpret & analyze political cartoons & Internet parodies
• Identify the difference in between homogeneous & heterogeneous
• Identify the meaning of hegemony
• Analyze post-Cold War U.S. foreign policy


Reading Materials:

• Civics: Government & Economics in Action (Textbook, Primary)
• We The People (Textbook, Primary)
• Nickel and Dimed (Book): Written by Barbara Ehrenreich (selected pages)
• A People’s History of the United States (Book) Written by Howard Zinn (selected pages)
• A Young’s People’s History of the United States: Columbus to the Spanish-America War (Volume 1) written by Howard Zinn & adapted by Rebecca Stefoff (selected pages)
• A Young’s People’s History of the United States: Class Struggle to the War on Terror (Volume 2) written by Howard Zinn & adapted by Rebecca Stefoff (selected pages)
• You can’t be Neutral on a Moving Train (Auto-Biography) Written by Howard Zinn (selected pages)


Language Objectives:

By the end of the school year students will be able to:

• Read, mark text, use graphic organizers and learn to read for a purpose
• Identify strategies such as Cornell Notes and outlines to make notes
• Identify how to use technology in the classroom
• Identify how to use Internet and library research appropriately (no plagiarism)
• Identify the difference in between note taking and note making
• Listen, Speak, discuss and debate important issues
• Read and analyze primary sources and interpret historical relevance: Who gets what, when, how and why? Who does not?
• Learn how to use graphic organizers such as Venn diagrams, Identity Charts and T-Charts to help students write drafts and understand main ideas
• Use PowerPoint, Microsoft Word and other digital and non-digital technologies to show how much the students have learned
• Write well-written and thoughtful short and long essays with title, introduction, body, strong details, and conclusion
• Each student will improve their own English language proficiency level in the four domains: reading, writing, listening and speaking
• Use very limited Spanish to foster English language development

Products & Behavior Outcomes:

• Students are expected to read and respond to a do now question every day
• Students are expected to answer critical thinking questions every day
• Students are expected to keep a well organized notebook
• Students will complete several projects throughout the school year
• Students will take and pass the city wide midterm and final with a grade of C or better
• Students will participate orally and in writing everyday
• Students will work as a team everyday
• Students will become better citizens
• Students will improve their English proficiency so they can succeed in high school and beyond
• Students will develop a greater appreciation for a bi cultural and bilingual United States and multicultural and multilingual world
• Students will work to promote the Boston Harbor Islands to Elementary Schools
• Students will work to promote the Boston Harbor Islands to the Latino Population of Boston


Pacing Guide: 208 Civics in Action

Dates: Chap Topics, Assessments, Films, Projects & Field Trips

Sept. 4 to October 3.

• Chapters 1-3
• Class Rules, History Notebooks, Checking Grades and Class Blog
• Main Ideas: What Does it Mean to be an American? A Portrait of Americans,
American Society and Its Values, The Meaning of Citizenship
• Film: Walk Out
• Assessment: Online Questions & Unit Exam
• Civics Project: Recycling & Boston Harbor Islands Community Clean Up
• Field Trip: Boston Harbor Islands

Oct. 6 to Oct 17:

• Chapter 8, 22, and 23
• Main Idea: Vote! Political Parties in Our Democracy. Voting and Elections. Two-Party System: Pros & Cons
• Film: Bullworth
• Assessment: Online Questions & Unit Exam
• Civics Project: Recycling, Organizing for Mock Election Day (Creating Ballots, Making Posters and Making Voting Booths) & Boston Harbor Power Point

Oct. 20 to November 7:

• Chapters 4.2, 5.3, 6.2, 8, 9, 10, 11.1, and 12.3
• Main Idea: The Constitution. Roots of American Government. Shay’s Rebellion. American Revolutionary War. The Supreme Law of the Land. The Federal Government: The Legislative, Executive, and Judicial Branches. Federalism: One Nation & Fifty States. Conflict & Cooperation Between Governments.
• Film: The Patriot
• Assessment: Online Questions and MIDTERM!
• Civic Projects: Recycling, Boston Harbor Teaching Practice and Election Day

Nov. 10 - Nov. 28:

• Chapters 6 and 7
• Main Idea: The Bill of Rights and Beyond. The Bill of Rights. Our Enduring Constitution. Japanese Relocation Camps & The Patriot Act
• Film: Iron Angels
• Assessment: Online Questions & Exam
• Civics Project: Recycling & Teaching the Little Curley about the Harbor

Dec. 1 - Dec. 23:

• Choices in Little Rock Curriculum
• Main Idea: Choices in Little Rock: Individual & Society, Dividing a Nation, Segregation & Its Consequences, Choices in Little Rock, The “Lost Year”, Legacies, Civil Disobedience and “I Have a Dream”.
• Films: Boycott, Earnest Green Story, Little Rock Now: 50 years Later, Glory, Mendez vs. Westminster and Eye of the Storm.
• Assessment: Online Questions
• Reading: 54th Glory Regiment
• Civics Project: Recycling & Homeless Shelter
• Christmas Break Final Exam Review Package

Jan. 5-14:

• Chapters: 19 and 20
• Main Ideas: The American Legal System, Laws and Our Society, and Criminal and Juvenile Justice
• Film: Hard Times at Douglas High
• Assessment: Online Questions
• Civics Project: Recycling & teaching about the Boston Harbor at the Hernandez

Jan. 15-23:

• Chapters: 24.1-.2, pp. 663-5
• Main Ideas: The U.S. and the World, What is Foreign Policy?, Making Foreign Policy, Today’s Challenges and Review for the final exam.
• Assessment: Online Questions & FINAL EXAM!
• Civics Project: Recycling and teaching about the Boston Harbor at the Hernandez.

Exam Dates:

• Mid-Course Assessments: November 3-7
• Final: Mid. January

Classroom Preparation:

• Students should come to class on time and ready to learn.
• They are required to have their Social Studies Interactive Notebook and pencils and/or pens with them at all times.
• I expect all students to become familiar with the rules and regulations handed out by the school (Scholars Program) and Boston Public Schools.
• Students should be in school everyday and on time.

Homework:

Homework for this class is given almost daily. The purpose of homework is to emphasize the objectives and goals that are presented in class each day. Students who complete homework everyday will most likely pass the class and get prepared for social studies classes in later middle school years, high school and beyond. Most homework will be reading assignments. It is imperative that your children improve their reading skills. The lack of reading and writing literacy skills is a major factor in students’ failure at the high school level.

Teacher Conferences:

I am available nearly every day to meet students before or after school in my homeroom (208). Parents may meet with me any day. I am here to work with you so your child, leave the Curley ready for a successful career in high school and college. I request that parents make appointments to meet with me when I am not teaching a class; however, I understand that the world that we live in today is very fast pace and that parents may have more than one job. Although I encourage parents to set up conference times, I have an open door policy.

Class Website:

All homework and other assignments, class announcements and helpful resources can be found at http://www.curleyhistorypage.blogspot.com

You can also email any questions or concerns to
ppittsdilley@boston.k12.ma.us

You can check your child’s grades and work at www.snapgrades.net
A password will be provided during the October 16th Parent Open House
At Snap grades you will be able to monitor your child’s progress on a daily basis

You can also reach the Curley School at
617-635-8176

Grading:

Numerical and letter grades will be used. Remember that this is a half year course. Your child cannot afford to do poorly in the first term.

• Tests and Quizzes account for 10% of a student’s grade each quarter.
• Homework: 20% of a student’s grade each quarter.
• Notebook: Notebook taking is the task that most incoming high school students do not complete well. Your child will leave the Curley with the ability to take good notes, which is essential for high school and college. The notebook is 20% of s student’s grade each quarter.
• Class participation: This is a course, which focus on personal responsibility, leadership, group work and character. Students who do not contribute positively to the class will not pass this course.
• Midterm and Finals: This is a semester class: only two terms. The midterm will be in November and the final will be in January. These count to 25% of a student’s grade in a quarter.
• Online questions: Your children will be expected to complete several online questions at the class blog: www.curleyhistorypage.blogspot.com
The Online question is 25% of the grade.