grade 8: unit 1 · 4 educational technology standards 8.1.8.a.2, 8.1.8.b.1, 8.1.8.c.1, 8.1.8.e.1...
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Grade 8: Unit 1
Social Studies Curriculum
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Course Description
Where the seventh grade curriculum focuses on World History, eighth grade highlighted selections from American history;
specifically the following five units, the Origins of American Democracy and the Founding Fathers, the Declaration of Independence
and the Revolutionary War, The Constitution and the Bill of Rights, Native Americans: Tribes, Land and Relationships with
Government 1776-1900, and finally Civil Rights: Race, Gender and Equality.
As a means of reinforcing essential content and skill acquisition, the use of grade level appropriate complex thinking types, strategies
of critical thinking, creative thinking, problem solving and the metacogative process will be a key component in assisting students to
gather and reinforce the essential knowledge being presented throughout the school year.
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Pacing Guide
The five-unit Eighth Grade curriculum is designed as a full-year (four-marking period) course. As such, each unit breakdown as
follows:
Unit 1: Origins of American Democracy and the Founding Fathers 7 weeks
Unit 2: Declaration of Independence and the Revolutionary War 7 weeks
Unit 3: The Constitution and the Bill of Rights 7 weeks
Unit 4: Native Americans: Tribes, Land and Relationships with Government 1776-1900 7 weeks
Unit 5: Civil Rights: Race, Gender and Equality in the U.S. 8 weeks
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Educational Technology Standards
8.1.8.A.2, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.E.1
Technology Operations and Concepts
Create a document (e.g., newsletter, reports, personalized learning plan, business letter or flyer) using one or more digital
applications to be critiqued by professionals for usability.
Example of Use: Using advanced features of a word processing document, create a resume for one of the founding fathers.
Creativity and Innovation
Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.
Example of Use: Use a web-based service to create a full-color advertisement for an invention that came about during the Scientific
Revolution.
Communication and Collaboration
Participate in an online learning community with learners from other countries to understand their perspectives on a global problem
or issue and propose possible solutions.
Example of Use: Collaborate with an online learning community to discuss various interpretations of “religious freedom”. Create a
collage to compare these interpretations.
Research and Information Literacy
Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem.
Example of Use: Gather and analyze data to compare and contrast two selected works from the Enlightenment. Write a brief report summarizing the similarities and differences.
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.
They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and
reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a
student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee Career-ready individuals understand the obligations and responsibilities of being a member of a community,
and they demonstrate this understanding every day through their interactions with others. They are
conscientious of the impacts of their decisions on others and the environment around them. They think about
the near-term and long-term consequences of their actions and seek to act in ways that contribute to the
betterment of their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater good.
Example of Use: Government Essay: Is having a government necessary? Why? Students respond in 3-5-
paragraph essay, citing no less than 3 ideas covered in class.
CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and
education to be more productive. They make connections between abstract concepts with real-world
applications, and they make correct insights about when it is appropriate to apply the use of an academic skill
in a workplace situation
Example of Use: Research voter participation rates in national elections. Have them summarizing their
findings by creating charts, graphs or other forms of graphic representations.
Predict turnouts for the next national election, rooting in a scientific hypothesis and citing historical data.
Career Ready Practices
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make
maximum use of their own and others’ time. They are excellent writers; they master conventions, word
choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
Example of Use: Debate: Moderate a debate between two groups – pro- representative democracy and pro-
direct democracy. Have students research both and be prepared to defend either side.
CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they
contribute those ideas in a useful and productive manner to improve their organization. They can consider
unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas
and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources
and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to
bring innovation to an organization.
Example of Use: Create a comic book cover for a story about the Founding Fathers.
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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies
Assistive Technology
Computer/whiteboard
Tape recorder
Spell-checker
Audio-taped books
Tests/Quizzes/Grading
Extended time
Study guides
Shortened tests
Read directions aloud
Behavior/Attention
Consistent daily
structured routine
Simple and clear
classroom rules
Frequent feedback
Organization
Individual daily planner
Display a written agenda
Note-taking assistance
Color code materials
Time/General
Extra time for assigned
tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture
notes/outline
Processing
Extra Response time
Have students verbalize
steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Comprehension
Precise step-by-step
directions
Short manageable tasks
Brief and concrete
directions
Provide immediate
feedback
Small group instruction
Emphasize multi-sensory
learning
Recall
Teacher-made checklist
Use visual graphic
organizers
Reference resources to
promote independence
Visual and verbal
reminders
Graphic organizers
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
Leveled Text
Chunking text
Choice Board/Menu
Tiered Instruction
Small group instruction
Sentence starters/frames
Writing scaffolds
Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
Tiered learning centers
Tiered questioning
Data-driven student partnerships
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Enrichment Accommodate Based on Students Individual Needs: Strategies
Adaption of Material and Requirements
Evaluate Vocabulary
Elevated Text Complexity
Additional Projects
Independent Student Options
Projects completed individual or with Partners
Self Selection of Research
Tiered/Multilevel Activities
Learning Centers
Individual Response Board
Independent Book Studies
Open-ended activities
Community/Subject expert mentorships
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Assessments
Suggested Formative/Summative Classroom Assessments
Timelines, Maps, Charts, Graphic Organizers
Unit Assessments, Chapter Assessments, Quizzes
DBQ, Essays, Short Answer
Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
Projects, Portfolio, Presentations, Prezi, Gallery Walks
Homework
Concept Mapping
Primary and Secondary Source analysis
Photo, Video, Political Cartoon, Radio, Song Analysis
Create an Original Song, Film, or Poem
Glogster to make Electronic Posters
Tumblr to create a Blog
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New Jersey Student Learning Standards, Grade 8/12
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students
to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and
global communities.
A. Civics, Government, and Human Rights
6.1.8.A.2.a: Determine the roles of religious freedom and participatory government in various North American colonies.
6.1.12.A.2.a: Assess the importance of the intellectual origins of the Foundational Documents (i.e., Declaration of
Independence, the Constitution, and Bill of Rights) and assess their importance on the spread of democracy around the
world.
D. History, Culture, and Perspectives 6.1.8.D.3.b: Explain why the Declaration of Independence was written and how its key principles evolved to become
unifying ideas of American democracy.
6.1.8.D.3.c: Analyze the impact of George Washington as general of the American revolutionary forces and as the first
president of the United States.
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about
how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
A. Civics, Government, and Human Rights
6.1.8.A.4.c: Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta,
parliament, the development of habeas corpus, and an independent judiciary) on modern democratic thought and
institutions.
D.History, Culture, and Perspectives
6.2.12.D.2.d: Analyze the impact of new intellectual, philosophical, and scientific ideas on how humans viewed
themselves and how they viewed their physical and spiritual worlds.
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Grade: 8 Unit: I Topic : Origins of American Democracy and the
Founding Fathers Eighth grade students will be introduced to the origins of American
democracy, by examining the roots of scientific and enlightened
thought back in Europe, and then transition to an examination of
the influencial documents back in medieval England and colonial
America. An analysis of the contributions and influences of our
Founding Fathers will also be considered, as well as an
examination of the history and intentions of our Founding Fathers.
NJSLS: 6.1.8.A.2.a, 6.1.8.D.3.b, 6.1.8.D.3.c, 6.1.12.A.2.a, 6.2.8.A.4.c, 6.2.12.D.2.d
ELA NJSLS: RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.6, RH.6-8.7, RH.6-8.9, WHST.6-8.1, WHST.6-8.2, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections Explain how humans were
affected by new intellectual,
philosophical and scientific
ideas with the advent of:
The Renaissance
Reformation
Scientific Revolution
Enlightenment
Standard: 6.2.12.D.2.d,
RH.6-8.1, RH.6-8.2,
WHST.6-8.2, WHST.6-8.9
What does “progress” mean
to you?
What does it mean to be
“enlightened”?
Is reform necessary? If so,
how often?
Gallery Walk
Students will walk through a
class gallery of humanist
pieces of art stemming from
the Renaissance. Students
collaborate, answer and ask
questions left for the next
group at a station.
Map Creation
Create and label a map with
notable events and years of
the major themes covered-
assign a different color for
each – Renaissance,
Scientific Revolution,
The Renaissance
http://worldhistory.abc-
clio.com/Search/Display/309
403?terms=renaissance
Reformation
http://worldhistory.abc-
clio.com/Search/Display/309
402?terms=reformation
Scientific Revolution
http://worldhistory.abc-
clio.com/Search/Display/309
404?terms=scientific+revolu
tion
Art:
Create a full-color
advertisement for an
invention that came about
during the Scientific
Revolution.
Standard: 1.3.8.D.3
English-Language Arts:
Read, compare and contrast
two selected works from the
Enlightenment. Write a brief
report summarizing the
similarities and differences.
Standard: NJSLSA.R2.
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections Reformation, Enlightenment.
Graphic Organizer:
Create a graphic organizer
comparing and contrasting
the Renaissance,
Reformation, Enlightenment
and Scientific Revolution.
Enlightenment
http://worldhistory.abc-
clio.com/Search/Display/309
354?terms=enlightenment
Assess the influences of
medieval English legal
practices and concepts on
modern American
democracy. Consider,
among others:
Magna Carta
Parliament
Habeas Corpus
Mayflower Compact
Common Law
Virginia House of
Burgesses
Thomas Hobbes
John Locke
Jean-Jacques
Rousseau
Standard: 6.2.8.A.4.c,
RH.6-8.1, RH.6-8.4,
WHST.6-8.1, WHST.6-8.8
Is freedom something
humans naturally desire?
Is government necessary for
societies? Or can they
sustain without dictated
order?
To what extend is
democracy good for people?
To what extend does it
become problematic?
Government Essay:
Is having a government
necessary? Why? Students
respond in 3-5-paragraph
essay, citing no less than 3
ideas covered in class.
Graphic Organizer:
Compare and contrast the
Mayflower Compact, Magna
Carta and the English Bill of
Rights. Connect any
similarities to influences in
American Democracy.
Interviews:
If Locke, Rousseau and
Hobbes were alive, what
questions would you have
for them? Have students
take on their roles and
others ask questions. All
students should research
likely answers.
Magna Carta
http://americangovernment.
abc-
clio.com/Topics/Display/118
4521?sid=1525654&cid=27
&oid=1525654&useConcept
=False
Parliament
http://worldhistory.abc-
clio.com/Search/Display/311
773?terms=parliament
Habeas Corpus
http://worldhistory.abc-
clio.com/Search/Display/144
5258?terms=habeas
Mayflower Compact
http://worldhistory.abc-
clio.com/Search/Display/309
055?terms=mayflower+com
pact
English Bill of Rights:
http://worldhistory.abc-
clio.com/Search/Display/308
875?terms=english+bill+of+r
ights
Common Law
English-Language Arts:
Compare Hobbes’ Leviathan
and Locke’s Second Treatise
of Government; summarize
an, compare and contrast in
a short essay.
Standard: NJSLSA.R6.
Performance Art:
Write and perform a sketch of
a likely discussion that would
have taken place while
planning the Mayflower
Compact.
Standard: 1.3.12.C.1
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
http://worldhistory.abc-
clio.com/Search/Display/310
276?terms=common+law
Virginia House of
Burgesses
http://worldhistory.abc-
clio.com/Search/Display/312
224?terms=virginia+house
Thomas Hobbes
http://worldhistory.abc-
clio.com/Search/Display/314
744?terms=thomas+hobbes
Thomas Hobbes,
Leviathan
http://worldhistory.abc-
clio.com/Search/Display/308
949?terms=leviathan
John Locke
http://worldhistory.abc-
clio.com/Search/Display/314
923?terms=john+locke
John Locke, Second
Treatise of Government
(1960)
http://worldhistory.abc-
clio.com/Search/Display/309
030?terms=second+locke
Jean-Jacques Rousseau
http://worldhistory.abc-
clio.com/Search/Display/318
205?terms=jean+rousseau
Jean-Jacques
Rousseau, Origen of
Inequality
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections Among Men
http://worldhistory.abc-
clio.com/Search/Display/309
176?terms=jean+rousseau
Weigh the importance of
religious freedom and
participatory government
among the American
colonies.
Standard: 6.2.8.A.2.a,
RH.6-8.7, WHST.6-8.7
What does “religious
freedom” mean to you?
Explain.
Why is it important for many
people to worship without
interference from the
government?
Can religion play a role in
our government or laws?
Can citizens be trusted to
have an active role in their
government?
Venn Diagram:
Create a Venn Diagram
showing similarities and
differences between
representative democracy
and direct democracy.
Debate
Moderate a debate between
two groups – pro-
representative democracy
and pro-direct democracy.
Have students research both
and be prepared to defend
either side.
Religion in the Colonies:
Students will research
dominant religious affiliations
of pre-Colonial and Colonial
settlers. Report out findings,
teacher moderates
discussion about importance
of religious freedom and
diversity. Compare/contrast
to modern-American
religious diversity.
Religious Freedom
http://worldhistory.abc-
clio.com/Search/Display/310
997?terms=religious+freedo
m
Virginia Statute of
Religious Freedom:
http://worldhistory.abc-
clio.com/Search/Display/325
607?terms=religious+freedo
m
U.S. Government’s Role of
the Citizen:
http://countrystudies.us/unit
ed-states/government-
18.htm
Government of the
People:
u
http://iipdigital.usembassy.g
ov/st/english/publication/200
8/06/20080624224512eaifa
s6.541079e-
02.html#axzz3eZMbglXQ
Art:
Create a collage interpreting
your own definition of
“religious freedom”
Standard: 1.3.8.D.4
Math:
Research voter participation
rates in national elections.
Have them summarizing their
findings by creating charts,
graphs or other forms of
graphic representations.
Predict turnouts for the next
national election, rooting in a
scientific hypothesis and
citing historical data.
Standard: 8.F.B.5
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections Determine the intellectual
origins of our nation’s
foundational documents and
explain how their key
principals evolved into
American democracy.
Consider:
Declaration of
Independence
Constitution
Bill of Rights
Standard: 6.1.8.D.3.b, 6.1.12.A.2.a, RH.6-8.6, RH.6-8.9, WHST.6-8.9
When does it become
necessary for people to
“declare their
independence”?
Why, in your opinion, has
the United States
Constitution been able to
remain active longer than
any other nation’s?
Are rights something that
need to be written into law?
Are any rights universal and
necessary for all societies?
To what extent are our
foundation documents
still relevant and
discussed/debated
today? Explain.
Modern Day Application of
the Declaration of
Independence:
Using a copy of the
Declaration, use different
colors to highlight the text for
the following categories:
present in today’s
democracy, not present in
today’s democracy, unsure.
Elicit discussion.
Intellectual Origin
Scavenger Hunt:
Students use the text of the
three foundational
documents and research
their intellectual origins. Can
be done in library or
computer lab, scavenger
hunt-style.
Graphic Organizer: Create
a graphic organizer showing
the transitions and
connections between the
Declaration of Independence,
Constitution and Bill of
Rights.
Declaration of
Independence
http://americangovernment.
abc-
clio.com/Search/Display/165
0448?terms=declaration+of
+independence
Declaration of
Independence for Kids
http://www.historyforkids.org
/learn/northamerica/after150
0/government/declaration.ht
m
Constitution
http://americangovernment.
abc-
clio.com/Search/Display/168
2389?terms=constitution
The U.S. Constitution for
Kids:
http://www.congressforkids.
net/Constitution_delegates.
htm
Bill of Rights
http://americangovernment.
abc-
clio.com/Search/Display/138
6705?terms=bill+of+rights
More Bill of Rights
Resources: http://kids.laws.com/bill-of- rights
English-Language Arts:
Compare and contrast the
primary resources of the
three foundational
documents to that of a
summary. Analyze
relationship, looking
specifically for any important
facts or details lost in the
secondary depiction.
Standard: NJSLSA.R6.
Art:
Create a PSA marketing one
of the central themes of the
three foundational
documents.
Standard: 1.3.8.D.5
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NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections Identify, compare and
contrast the contributions of
our nation’s “Founding
Fathers”. Consider, among
others:
George Washington
Benjamin Franklin
Alexander Hamilton
John Adams
Thomas Jefferson
Samuel Adams
Thomas Paine
Standard: 6.1.8.D.3.c,
RH.6-8.2, RH.6-8.6,
WHST.6-8.2, WHST.6-8.9
To what extent is being
first a difficult prospect?
Are leaders born or
made? Explain.
What does “being a
visionary” mean to
you?
Do any present day
leaders, in your
opinion, deserve the
notoriety that our
Founding Fathers
do? Explain and
justify?
Flow Chart Design:
After researching the
relationship of no less
than 10 Founding
Fathers, have students
create a flow chart,
depicting the relationship
each had with others.
Founding Fathers Q&A: Students are assigned
one Founding Father for
which they’ll be
responsible for
researching and being
prepared to speak “as”
them in a Q&A session.
Teacher will elicit
discussion by providing
topics that the “Founding
Fathers” can discussion
and share their opinion
on.
Super Hero
Founding Fathers:
Ask students to consider
based on what they
learned and read about,
what “super power” would
each founding father have
and why?
Perhaps consider connecting this to the Art- based interdisciplinary
activity.
George Washington
http://americangovernment. abc-
clio.com/Search/Display/197
265?terms=george+washin gton
Benjamin Franklin
http://americangovernment. abc- clio.com/Search/Display/196
158?terms=benjamin+frankli n
Alexander Hamilton
http://americangovernment. abc-
clio.com/Search/Display/196
272?terms=alexander+hami lton
John Adams
http://americangovernment. abc-
clio.com/Search/Display/195
556?terms=john+adams
Thomas Jefferson
http://americangovernment. abc-
clio.com/Search/Display/196
422?terms=thomas+jefferso n
Samuel Adams
http://americangovernment. abc-
clio.com/Search/Display/195
558?terms=samuel+adams
Thomas Paine
http://americangovernment. abc-
clio.com/Search/Display/196
824?terms=thomas+paine
Art:
Create a comic book cover
for a story about the
Founding Fathers
Standard: 1.3.8.D.5
English-Language Arts:
Students will write short
biography about a Founding
Father of their choice.
Ideally, no two individuals are
repeated among students.
Have students share their
information in a roundtable-
style exhibition.
Standard: NJSLSA.W3.
18
NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections Getting to Know the
Founding Fathers
http://constitutioncenter.org/l
earn/educational-
resources/historical-
documents/founding-fathers
Fun Facts of the Founding
Fathers
http://www.brighthubeducati
on.com/history-homework-
help/113603-learn-about-
six-great-americans-our-
founding-fathers/
18
Unit Vocabulary
Baron de Montesquieu
Benjamin Franklin
Charter compact
Citizen
Colony
Common Law
Common Sense
Democracy
Direct Democracy
English Bill of Rights
George Washington
Government
Jean-Jacques Rousseau
John Adams
John Hancock
John Locke
Magna Carta
Mayflower Compact
Monarch
Parliament
Precedent
Repeal
Representative democracy
Sam Adams
The Proclamation of 1763
Thomas Hobbes
Thomas Jefferson
Thomas Paine
Virginia House of Burgesses
18
Suggested Project - Choose 1
Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade,
slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact
this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons
designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will
engage the learners within your classroom.
Topics/People to Study Suggested Activity Resource
James Armistead Lafeyette Preform a play based on the life of James
Armistead Lafeyette.
http://www.njamistadcurriculum.net/history/unit/establishment-
new-nation/content/3524/7048
Florida Maroon Societies
Compare and contrast the various views
of the British and Spanish on African
Americans
http://www.njamistadcurriculum.net/history/unit/establishment-
new-nation/content/3768/6981
Slavery During the Revolution Slavery During the Revolution
PowerPoint
http://www.njamistadcurriculum.net/history/unit/establishment-
new-nation/navigations/3511
An Address to Miss Phillis Wheatly by
Jupiter Hammon 1778
Theatrical Reading of African American
Poetry
http://www.njamistadcurriculum.net/history/unit/establishment-
new-nation/content/3521/7136
Amistad Additional Resources
The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.
http://www.njamistadcurriculum.net/
All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found
on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and
password.
The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive
Curriculum units contain the following topics:
1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)
2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)
3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)
4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)
9. Post Reconstruction and the origins of the Progressive Era
10. America Confronts the 20th
Century and the emergent of Modern America (1901-1920)
11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization
and Global Conflict (1921-1945)
12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA
of reform. (1946-1970)
13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st
Century (1970-Present)
The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the
topics covered:
1. Intro 2. Activities
3. Assessments
4. Essentials
5. Gallery
6. Gallery 11. Tools 7. Griot
8. Library
9. Links
10. Rubrics
All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.
Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.
Topics/People to Study Suggested Activity Resource
Anti-Jewish Legislation in Pre-War Germany Students will examine the anti-Semitic
legislation in pre-war Germany and create a
law brief in which they declare these laws
unconstitutional. Students will present their
briefs to the class using slides
https://encyclopedia.ushmm.org/content/en/article/anti-
jewish-legislation-in-prewar-germany
The First Concentration Camps
Students will explore the origins of
concentration camps in Nazi Germany.
Students will create a map of concentration
camps and the affected groups
https://encyclopedia.ushmm.org
/content/en/article/concentration-camps-1933-39
Jewish Population of Europe in 1933
Students will research the Jewish population
of Europe in 1933 in order to create a
demographic profile of the European Jewish
population. Students will write a diary entry
as a Jewish teenager at this time
https://encyclopedia.ushmm.org/
content/en/article/jewish-population-of-europe-in-
1933-population-data-by-country
Aftermath of World War I
Students will examine the aftermath of
World War I and determine its affects on the
political environment. Students will write a
research paper detailing the effects of the
First World War on minority populations
https://encyclopedia.ushmm.org/
content/en/article/world-war-i-aftermath
DBQ’s
Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create an
argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich in content,
ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice with complex text and
engage in high level critical thinking.
A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School District website.
To access the resources, please visit the DBQ/Research tab on the Social Studies page.