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Shrewsbury Borough School Social Studies Curriculum Guide: 2012

Grade 8

Marking Period 1:

Unit Theme 1: The Era of

Thomas Jefferson (1800-1815)

Unit Theme 2:

A Changing Nation (1815-1840)

Objectives:

Understand the goals and policies

of Thomas Jefferson as president.

Describe the significance of the

Louisiana Purchase and the

subsequent explorations of Lewis

and Clark.

Use a physical map to understand

the features and geography of the

Louisiana region.

Explain the conflicts abroad with

respect to the British, French and

the Barbary pirates of North

Africa.

Close Reading: Analyze

Jefferson’s inaugural address and

his philosophy on economics and

politics.

Marking Period 2:

Unit Theme 3: The North and

South Take Different Paths

(1800-1845)

Unit Theme 4: An Age of Reform

(1820-1860):

Objectives:

Describe how the Industrial

Revolution began and spread

throughout New England.

Name the various technologies and

inventors who were critical to the

Industrial Revolution.

Understand the rapid expansion of

cities, the change in transportation

and the wave of immigration

during the 1840s and 1850s.

Explain the changes in the slave

system, and how the cotton boom

resulted in a rapid expansion of the

institution.

Describe the movement of

Americans out west, as well as the

increase in canals and

transportation.

Marking Period 3:

Unit Theme 5:

Westward Expansion (1820-1860)

Unit Theme 6: The Nation Divided

(1846-1861) :

Objectives:

Describe the various Regions of

“The West” and the different

peoples who inhabited the region.

Understand the trails out west such

as those to Oregon, and the

different people who traveled along

them.

Explain the movement and reasons

for independence in Texas.

Describe how the United States and

Mexico came into conflict during

the mid 19th

century.

List the various peoples who

migrated west such as the “Forty-

Niners” and the Mormons, and

understand their experiences in the

new region.

Marking Period 4:

Unit Theme 7: The Civil War

(1861-186565)

Unit Theme 8: Reconstruction

And The New South (1863-96):

Objectives:

Differentiate between the states

that seceded from, and stayed loyal

to, the Union.

Understand the advantages and

disadvantages of both the Union

and Confederacy.

Describe how the average soldier

lived his daily life.

Examine the new technology that

changed the war.

Evaluate the early battles and

explain why the Confederates were

victorious.

List and describe the early battles

of the Civil War, both in the East

and the West.

Understand the causes of the War

of 1812 and the various battles and

different figures who had a major

impact on the war’s outcome.

Explain how the post-war period

resulted in increasing national

unity, an interconnected economy

and an increase in the power of the

federal government.

Evaluate President Monroe’s

foreign policy with regard to Latin

America and Canada.

Close Reading: Use facts and

evidence from primary sources to

enhance understanding of 19th

century American politics: Henry

Clay, John C. Calhoun and Daniel

Webster.

Describe the Age of Andrew

Jackson and the increasing

democratic values that swept the

nation during this era.

Identify the increasing Democratic

processes which changed the

American political system:

increasing voter rights, political

parties, nominating conventions,

and direct elections of the

President.

Identify the major parts of the

Missouri Compromise.

Close Reading: Analyze the

declaration from the Seneca Falls

Convention to distinguish fact from

opinion and enhance understanding

of the document.

Use a map to show the location of

both slave and free states following

the Missouri Compromise.

Understand the Reform movements

of the 19th

century with regard to

religion, prisons, temperance, and

education.

Explain the roots of the anti-

slavery movement and the growing

opposition to slavery, including the

Underground Railroad.

Close Reading: Examine 19th

century newspapers such as the

“Liberator” in order to enhance

understanding of the abolitionist

movement (Primary Sources).

Describe the struggle for women’s

rights and equality.

Understand the various authors,

painters, poets and musicians who

influenced American culture during

Understand the growing tensions

over slavery in the west, and how

various political figures attempted

to compromise with both sides.

Identify the significance of each

part of the Compromise of 1850.

View a virtual map of the United

States during the mid 1850s

following the Compromise of

1850. Observe the slave and free

states.

Describe how the compromises fell

apart and led to increasing violence

in the Kansas-Nebraska territories.

Close Reading: Read the

Congressional Bills for the

Compromise of 1850 and the

“Kansas Nebraska” Act to interpret

the intent of these Primary Sources.

Explain the emergence of the

Republican party.

Understand the significance of the

Dred Scott Decision, the Lincoln-

Douglas debates and John Brown’s

raid in Virginia.

Close Reading: Read and interpret

the 1857 Supreme Court decision

of “Dred Scott v. Sanford” and

Understand the Emancipation

Proclamation and its effect on the

war.

Describe how African American

troops volunteered and fought for

the Union.

Examine the divisions that

occurred in both the Union and

Confederacy during the war.

Evaluate the economic policies of

the Civil War.

Describe how women contributed

to the war effort.

Understand the battles that turned

the tide, and eventually ended the

war.

Close Reading: Read and interpret

Lincoln’s address at Gettysburg.

Close Reading: Read and analyze

President Lincoln’s Second

Inaugural Address. Use this

primary source to enhance

understanding of the progress of

the Civil War.

Examine the South’s collapse, and

examine the war’s toll.

Understand the impact of the

Indian Removal Act on the Native

Americans living east of the

Mississippi.

Explain Jackson’s war on the bank,

the Nullification Crisis and the end

of the Jackson era.

Lessons, Activities, & Student

Products:

Key ideas and details:

Students will organize information

from powerpoint presentations

through note-taking and oral

responses.

Students will research and present

reports on the philosophical views

of one major American figure:

Henry Clay, John C. Calhoun,

Andrew Jackson, or Daniel

Webster. The purpose of the

reports will be to defend the

specific figure’s view of American

society.

Students will be assigned an

individual state from the Louisiana

territory. They will use primary

sources on the web to describe the

the mid 19th

century (eg: Cooper,

Irving, Hawthorne, Emerson,

Thoreau, Melville, Alcott,

Longfellow).

Use a map to understand the

expansion of the U.S. during the

19th

century.


Products:


Students will organize

information from powerpoint

presentations through note-

taking and oral responses.

Students will use maps to

understand the expansion of the

U.S. during the 19th

century.

Students will present reports on

one of the different technologies of

the early-to-mid 19th

century and

how it impacted the process of

industrialization.

Students will research the various

social issues of the day: education,

prisons, slavery, temperance, and

industry. They will pair up and

explain the ruling of the Supreme

Court.

Describe why the election of

Abraham Lincoln as president led

to secession and war.

Close Reading: Read President

Lincoln’s first inaugural address

and analyze the intent of this

primary source.


Products:






Students will use maps to

understand the following:

Texas Independence, Mexican

Cession, Compromise of 1850,

Free and Slave states,

Kansas-Nebraska Act and the

Secession states 1860-61.

Students will conduct a mock

interview of a major figure in

American western history after

researching their biography.

Close Reading: Students will read


Products:






Students will use maps to locate

the major battles that occurred

from 1861-65.

Close Reading: Students will read,

and analyze for writer’s intent,

Lincoln’s Gettysburg Address.

Close Reading: Students will read,

and analyze for writer’s intent,

President Lincoln’s Second

Inaugural Address.

Students will conduct research to

state’s current features: location,

area, population, governor, etc.


Thomas Jefferson’s inaugural

speech and describe his view,

analyze his policies, and describe

how the text is presented.

21st Century Skills: Creativity & Innovation

Critical Thinking &

Problem Solving

Communication

Collaboration

debate the issue from two differing

views.


the declaration of the Seneca Falls

Convention and analyze the

purpose, the central idea, how it

was presented, and the authors’

views on the issues.

Close Reading: Students will

analyze a copy of the newspaper

“The Liberator” and analyze the

arguments of William Lloyd

Garrison. They will identify and

discuss the major arguments and

structure, and identify facts versus

opinions.


Critical Thinking &

Problem Solving

Communication

Collaboration

excerpts of diaries from persons

who lived or migrated out west

during the 19th

century. They will

identify the authors’ point of view,

purpose, and distinguish fact from

opinion.

Students will research the issue of

Union loyalty versus secession.

They will then pair up and create

a debate on the merits of secession,

discussing whether or not such an

act is constitutional.


and examine Sam Houston’s final

speech to the Texas Legislature.

Close Reading: Students will read, and analyze for writer’s intent,

President Lincoln’s First Inaugural

Address.


Critical Thinking &

Problem Solving

Communication

Collaboration

write the biography of an

influential person who affected the

Civil War period.

Students will role-play mock

reporters during the Civil War. In

groups of 2, they will write a

newspaper article on a major battle

that occurred. Using research, they

will write in the first person as if

they were there.

Students will role play: a wounded

veteran, a former slave owner and a

freedman following the Civil War.

In a first person narrative, they will

describe their war experiences and

what they see for the future.

Close Reading: Students will

examine the 13th

, 14th

and 15th

amendments to the Constitution

and describe their historical

significance.


Critical Thinking &

Problem Solving

Communication

Collaboration

Essential Questions:

How did Jefferson and Madison

deal with unresolved problems?

How did Jefferson chart a new

course for the government?

What was the importance of the

purchase and exploration of the

Louisiana Territory?

How did Jefferson respond to

threats to the security of the

nation?

What were the causes and effects

of the War of 1812?

How did the nation reflect a

growing sense of national pride

and identity?

How was the power of the

federal government

strengthened during the Era of

Good Feelings?

How did U.S. foreign affairs

reflect new national confidence?

How did the people gain more

power during the Age of Jackson?

Why did Jackson use force to


Why did Americans take

different paths in the early 1800s?

How did the new technology of the

Industrial Revolution change the

way Americans lived?

How did urbanization, technology,

and social change affect the North?

How did Americans move west,

and how did this intensify the

debate over slavery?

How did cotton affect the social

and economic life of the South?

How did reformers and writers

inspire change and spark

controversy?

How did key people bring about

reform in education and society?

How did abolitionists try to end

slavery?

How did the women’s suffrage

movement begin?

How did American literature

and art have an impact on

American life?


How did westward expansion

change the geography of the

nation and demonstrate the

determination of its people?

What cultures and ideas

influenced the development of

the West?

Why did people go west and what

challenges did they face?

What were the causes and effects

of the Texas War for Independence

and the Mexican-American War?

How did the Mormon settlement

and the gold rush lead to changes

in the West?

How did the nation try but fail to

deal with the growing sectional

differences?

How did the question of the

admission of new states to the

Union fuel the debate over slavery

and states’ rights?

Why did the Compromise of 1850

fail?

Why did the Lincoln-Douglas


Why did each side believe the

Civil War would be brief?

What were the advantages and

disadvantages of both the Union

and the Confederacy in the war?

What were the causes and the

effects of the Emancipation

Proclamation?

Why was the South victorious in

the early battles?

How did the Civil War affect

people, the economy, and

politics in both the North and

South?

How did Lincoln and the

generals turn the tide of war in

1863?

What were the short- and long-

term effects of the Civil War?

How did the federal government

try to solve key problems facing

the nation in the post-Civil War

period?

What were the effects of

Reconstruction?

remove Native Americans from

the Southeast?

How did old issues take a new

shape in the conflict over a

national bank and tariffs?

debates and John Brown’s raid

increase tensions between the

North and South?

Why did the election of Abraham

Lincoln spark the secession of

southern states?

Materials:

Textbook; Prentice Hall

“America: A History of Our

Nation”

Powerpoint presentations

Smartboard Technology

Transparencies

DVD: “American History”

Interactive Textbook and

Worksheets

Audio CD

Computers in the library

Speeches from: Jefferson’s

Inaugural; Jackson and Calhoun

on secession, Clay on Missouri

Compromise

Materials:



Nation”



Transparencies



Worksheets

Audio CD


Copies of: Seneca Falls

Convention and the Liberator

Copies of William Lloyd

Garrison’s newspaper

Materials:



Nation”



Transparencies



Worksheets

Audio CD


Copies of: Lincoln’s First

Inaugural address

Copies of Diaries of persons who

migrated west

Copies of Sam Houston’s final

public speech

Materials:



Nation”



Transparencies



Worksheets

Audio CD


Copies of the Gettysburg Address

Copies of Lincoln’s Second

Inaugural address

Assessment:

Students will take both tests and

quizzes in order to accurately

reflect on their understanding of

the Ages of both Thomas Jefferson

and Andrew Jackson.

Students will present maps and

reports of individual states.

Students will debate and defend the

policies of various American

figures from the early 19th

century.

Assessment:




the North and South differentiating

their societies, and the various

reform movements of the 19th

century.

Students will debate prominent

nineteenth century issues from

different sides: education,

prohibition, prisons, slavery, etc.,

and will be assessed according to

scoring rubric.

Students will be assessed on their

presentations of their reports on a

major technology of the early-mid

19th

century and how it affected the

course of American society.

Assessment:




the West and the sectional

divisions over slavery that led to

the Civil War.

Students will conduct an interview

of a major 19th

century western

figure to show their depth of

knowledge of the individual, and

will be assessed according to

scoring rubric.

Students will present arguments

and posters, debating whether they

favor or are against secession, and

will be assessed according to

scoring rubric.

Assessment:




the Civil War and reconstruction.

Students will identify major battles

by presenting a first-hand

reporter’s account of the fighting.

Students will present papers and

posters on major individuals from

the Civil War era.

Students will describe the

viewpoints of many individuals

during and following the Civil

War.

NJCCCS:

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.

4. Expansion and Reform

Westward movement, industrial

growth, increased immigration,

the expansion of slavery, and the

development of transportation

systems increased regional

tensions.

A.Civics, Government, and

Human Rights

6.1.8.A.4.a

Explain the changes in America’s

relationships with other nations by

analyzing policies, treaties, tariffs,

and agreements.

6.1.8.A.4.b

Analyze how the concept of

Manifest Destiny influenced the

NJCCCS:














global communities.







tensions.

6.1.8.C.4.b

Explain how major technological

developments revolutionized land

and water transportation, as well as

the economy, in New Jersey and

nation.

6.1.8.C.4.c

Analyze how technological

innovations affected the status and

social class of different groups of

people, and explain the outcomes

NJCCCS:














global communities.







tensions.


Human Rights

6.1.8.A.4.a

Explain the changes in America’s

relationships with other nations by

analyzing policies, treaties, tariffs,

and agreements.

6.1.8.A.4.b

Analyze how the concept of

Manifest Destiny influenced the

NJCCCS:














global communities.

5. Civil War and Reconstruction

The Civil War resulted from

complex regional differences

involving political, economic, and

social issues, as well as different

views on slavery.

The Civil War and

Reconstruction had a lasting

impact on the development of the

United States.


Human Right

6.1.8.A.5.a.

Explain how and why the

Emancipation Proclamation and the

Gettysburg Address continue to

impact American life.

acquisition of land through

annexation, diplomacy, and war.

6.1.8.A.4.c

Assess the extent to which voting

rights were expanded during the

Jacksonian period.

B.Geography, People, and the

Environment

6.1.8.B.4.a

Assess the impact of the Louisiana

Purchase and western exploration

on the expansion and economic

development of the United States.

6.1.8.B.4.b

Map territorial expansion and

settlement, as well as the locations

of conflicts with and removal of

Native Americans.

C.Economics, Innovation, and

Technology

6.1.8.C.4.a

Analyze the debates involving the

National Bank, uniform currency,

and tariffs, and determine the

extent to which each of these

economic tools met the economic

challenges facing the new nation.

that resulted.

History, Culture, and

Perspectives

6.1.8.D.4.a

Analyze the push-pull factors that

led to increases in immigration,

and explain why ethnic and cultural

conflicts resulted.

6.1.8.D.4.b

Explore efforts to reform

education, women’s rights, slavery,

and other issues during the

Antebellum period.

6.1.8.D.4.c

Explain the growing resistance to

slavery and New Jersey’s role in

the Underground Railroad.

acquisition of land through

annexation, diplomacy, and war.

Geography, People, and the

Environment

6.1.8.B.4.b

Map territorial expansion and

settlement, as well as the locations

of conflicts with and removal of

Native Americans.


Perspectives

6.1.8.D.4.a

Analyze the push-pull factors that

led to increases in immigration,

and explain why ethnic and cultural

conflicts resulted.

6.1.8.A.5.b

Compare and contrast the

approaches of Congress and

Presidents Lincoln and Johnson

toward the reconstruction of the

South.

B.Geography, People, and the

Environment

6.1.8.B.5.a

Determine the role of geography,

natural resources, demographics,

transportation, and technology in

the progress and outcome of the

Civil War.

C.Economics, Innovation, and

Technology

6.1.8.C.5.a

Assess the human and material

costs of the Civil War in the North

and South.

6.1.8.C.5.b

Analyze the economic impact of

Reconstruction on the South from

different perspectives.


Perspectives

6.1.8.D.5.a

Prioritize the causes and events that

led to the Civil War from different

perspectives.

6.1.8.D.5.b

Analyze critical events and battles

of the Civil War and determine

how they contributed to the final

outcome of the war.

6.1.8.D.5.c

Examine the roles of women,

African Americans, and Native

Americans in the Civil War.

6.1.8.D.5.d Analyze the effectiveness of the

13th, 14th, and 15th Amendments

to the United States Constitution

from multiple perspectives.

CCSS:

English Language Arts

Standards » Reading:

Informational Text » Grade 8

Comprehension and

Collaboration:

RI.8.2. Determine a central idea of

a text and analyze its development

over the course of the text,

including its relationship to

supporting ideas; provide an

objective summary of the text.

RI.8.3. Analyze how a text makes

connections among and distinctions

between individuals, ideas, or

events (e.g., through comparisons,

analogies, or categories).


Standards » Writing » Grade 8

Research to Build and Present

Knowledge:

W.8.7. Conduct short research

projects to answer a question

(including a self-generated

question), drawing on several

sources and generating additional

related, focused questions that

allow for multiple avenues of

exploration.

CCSS:




Comprehension and

Collaboration:

RI.8.1. Cite the textual evidence

that most strongly supports an

analysis of what the text says

explicitly as well as inferences

drawn from the text.












Craft and Structure:

RI.8.4. Determine the meaning of

words and phrases as they are used

in a text, including figurative,

connotative, and technical

meanings; analyze the impact of

specific word choices on meaning

and tone, including analogies or

CCSS:




Comprehension and

Collaboration:

























CCSS:




Comprehension and

Collaboration:

























W.8.8. Gather relevant information

from multiple print and digital

sources, using search terms

effectively; assess the credibility

and accuracy of each source; and

quote or paraphrase the data and

conclusions of others while

avoiding plagiarism and following

a standard format for citation.

W.8.9. Draw evidence from literary

or informational texts to support

analysis, reflection, and research.


Standards » Speaking &

Listening » Grade 8

Presentation of Knowledge and

Ideas:

SL.8.4. Present claims and

findings, emphasizing salient

points in a focused, coherent

manner with relevant evidence,

sound valid reasoning, and well-

chosen details; use appropriate eye

contact, adequate volume, and

clear pronunciation.

SL.8.5. Integrate multimedia and

visual displays into presentations to

clarify information, strengthen

claims and evidence, and add

interest.

allusions to other texts.

RI.8.5. Analyze in detail the

structure of a specific paragraph in

a text, including the role of

particular sentences in developing

and refining a key concept.

RI.8.6. Determine an author’s point

of view or purpose in a text and

analyze how the author

acknowledges and responds to

conflicting evidence or viewpoints.




Knowledge:








exploration.






















Knowledge:








exploration.






















Text Types and Purposes:

W.8.2. Write

informative/explanatory texts to

examine a topic and convey ideas,

concepts, and information through

the selection, organization, and

analysis of relevant content.

Introduce a topic clearly,

previewing what is to follow;

organize ideas, concepts, and

information into broader

categories; include formatting (e.g.,

headings), graphics (e.g., charts,

tables), and multimedia when

useful to aiding comprehension.

Develop the topic with relevant,

well-chosen facts, definitions,










Ideas:













interest.








Comprehension and

Collaboration:

SL.8.1. Engage effectively in a

range of collaborative discussions

(one-on-one, in groups, and

teacher-led) with diverse partners

on grade 8 topics, texts, and issues,

building on others’ ideas and

expressing their own clearly.

Come to discussions prepared,

having read or researched material

under study; explicitly draw on that

preparation by referring to

evidence on the topic, text, or issue

to probe and reflect on ideas under

discussion.

Follow rules for collegial

discussions and decision-making,

track progress toward specific

goals and deadlines, and define

individual roles as needed.

Pose questions that connect the

ideas of several speakers and

concrete details, quotations, or

other information and examples.

Use appropriate and varied

transitions to create cohesion and

clarify the relationships among

ideas and concepts.

Use precise language and domain-

specific vocabulary to inform about

or explain the topic.

Establish and maintain a formal

style.

Provide a concluding statement or

section that follows from and

supports the information or

explanation presented.

W.8.3. Write narratives to develop

real or imagined experiences or

events using effective technique,

relevant descriptive details, and

well-structured event sequences.

Engage and orient the reader by

establishing a context and point of

view and introducing a narrator

and/or characters; organize an

event sequence that unfolds

naturally and logically.

Use narrative techniques, such as

dialogue, pacing, description, and

reflection, to develop experiences,

respond to others’ questions and

comments with relevant evidence,

observations, and ideas.

Acknowledge new information

expressed by others, and, when

warranted, qualify or justify their

own views in light of the evidence

presented.

SL.8.2. Analyze the purpose of

information presented in diverse

media and formats (e.g., visually,

quantitatively, orally) and evaluate

the motives (e.g., social,

commercial, political) behind its

presentation.

SL.8.3. Delineate a speaker’s

argument and specific claims,

evaluating the soundness of the

reasoning and relevance and

sufficiency of the evidence and

identifying when irrelevant

evidence is introduced.





Ideas:






events, and/or characters.

Use a variety of transition words,

phrases, and clauses to convey

sequence, signal shifts from one

time frame or setting to another,

and show the relationships among

experiences and events.

Use precise words and phrases,

relevant descriptive details, and

sensory language to capture the

action and convey experiences and

events.

Provide a conclusion that follows

from and reflects on the narrated

experiences or events.


Knowledge:








exploration.













interest.











Comprehension and

Collaboration:

SL.8.1. Engage effectively in a

range of collaborative discussions

(one-on-one, in groups, and

teacher-led) with diverse partners

on grade 8 topics, texts, and issues,

building on others’ ideas and

expressing their own clearly.

Come to discussions prepared,

having read or researched material

under study; explicitly draw on that

preparation by referring to

evidence on the topic, text, or issue

to probe and reflect on ideas under

discussion.

Follow rules for collegial

discussions and decision-making,

track progress toward specific

goals and deadlines, and define

individual roles as needed.

Pose questions that connect the

ideas of several speakers and

respond to others’ questions and

comments with relevant evidence,

observations, and ideas.

Acknowledge new information

expressed by others, and, when

warranted, qualify or justify their

own views in light of the evidence

presented.

SL.8.2. Analyze the purpose of

information presented in diverse

media and formats (e.g., visually,

quantitatively, orally) and evaluate

the motives (e.g., social,

commercial, political) behind its

presentation





Ideas:













interest.

CCSS:

Reading and Writing Standards

for Literacy in History/Social

Studies 6-8:

Key Ideas and Details:

RH.6-8.1. Cite specific textual

evidence to support analysis of

primary and secondary sources.

RH.6-8.2. 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.6-8.3. 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).

Craft and Structure

RH.6-8.4. 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.6-8.6. 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).

CCSS:



Studies 6-8:










opinions.





raised or lowered).

Craft and Structure





studies.





facts).

CCSS:



Studies 6-8:










opinions.





raised or lowered).

Craft and Structure





studies.





facts).

CCSS:



Studies 6-8:










opinions.





raised or lowered).

Craft and Structure





studies.





facts).

Integration of Knowledge and

Ideas

RH.6-8.7. Integrate visual information

(e.g., in charts, graphs, photographs,

videos, or maps) with other

information in print and digital texts.

RH.6-8.8. Distinguish among fact,

opinion, and reasoned judgment in a

text.

RH.6-8.9. Analyze the relationship

between a primary and secondary

source on the same topic.

Writing

WHST.6-8.4. Produce clear and

coherent writing in which the

development, organization, and style

are appropriate to task, purpose, and

audience.

WHST.6-8.5. With some guidance and

support from peers and adults,

develop and strengthen writing as

needed by planning, revising, editing,

rewriting, or trying a new approach,

focusing on how well purpose and

audience have been addressed.

WHST.6-8.6. Use technology,

including the Internet, to produce and

publish writing and present the

relationships between information and

ideas clearly and efficiently.


Ideas







text.




Writing





audience.














Ideas







text.




Writing





audience.














Ideas







text.




Writing





audience.














Knowledge

WHST.6-8.7. Conduct short research


(including a self-generated question),

drawing on several sources and

generating additional related, focused

questions that allow for multiple

avenues of exploration.

WHST.6-8.8. Gather relevant

information from multiple print and

digital sources, using search terms

effectively; assess the credibility and

accuracy of each source; and quote or

paraphrase the data and conclusions

of others while avoiding plagiarism

and following a standard format for

citation.

WHST.6-8.9. Draw evidence from

informational texts to support analysis

reflection, and research.


Knowledge
















citation.





Knowledge
















citation.





Knowledge
















citation.




shrewsbury borough school social studies curriculum … studies/grade 8 social studies... ·...

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