Milwood Magnet School
8th grade, Social Studies
Curriculum Sequence Map
Timeline
Big Idea
(Overarching
Topic or Concept)
Marking Period 1
Week 1-6
Technological
Innovations
“E3: Making life Easy,
Effective and Efficient”
Enduring
Understanding
Political ideas and
decisions in United
States government have
a major impact on
social development.
Essential
Questions
How do we know if
innovations are upholding
the U.S.A.’s fundamental
rights and values?
Scaffolding
Questions
How do classroom rules
compare to the rules in
society and are they
important? (P.4.1, P.4.2)
How are individual rights
affected by growth in the
larger society?(F1.1
P3.1.1)
How did the U.S.’s
political(social) place in
the world form and why is
the U.S.A.’s political
history important
today?(F1.1, P3.1.1)
What are the rights we
have today?(U3.3.6,
U3.3.7)
What rights does the 4th
amendment
protect(U3.3.6, U3.3.7?
Marking Period 2
Week 7-12
Marking Period 3
Week 13-18
Marking Period 4
Week 19-24
Marking Period 5
Week 25-30
Global Food Chain
Bio-Fuel
“Sustaining and improving
food production regionally
and globally”
“Sustainable power for
human benefit”
Medical
Biotechnology
Environmental
Biotechnology
“Improving our Quality of
Life”
“Preserving and Restoring
our environment”
Marking Period 6
Week 30-36
Sustainable Systems
“Adopting a sustainable
quality lifestyle for
ourselves and our
posterity”
A sustainable future
requires everyone’s
efforts, ideas, and
determination.
Balancing liberty and
the common good is a
challenge for the United
States government, both
historically and
currently.
The principles of the
U.S. Constitution
impacts the
development of ideas
and laws in the
United States
There are multiple
perspectives about
Expansion and
development in society.
People can influence
our society and
government in either a
positive or negative
manner.
.
How is ensuring rights and
values “for all” a
challenge and issue for
governments?
How does our
framework for
government affect
social development?
How does perspective
shape interpretation of
the past?
How can people
influence society and
government?
Can governments
balance individuals’
pursuit of happiness
with the common good?
How does the U.S.A.’s
government regulate or
legislate to the demands
of the majority within
the framework of the
Constitution. (U3.3.4,
U3.3.7, P3.1.1)
How were the regions
of the United States
developing differently?
Why is this important
and what were the
effects of it? (U.4.2.1)
What Core Democratic
Values were respected or
violated based upon your
race and status in society?
What are the historic,
social and economic
perspectives regarding
Green Architecture?
Why did the Northwest
Ordinance set a precedent
for the admission of states
status as either “free” or
“slave” into the Union?
Why might people’s
perspectives differ, based
on socioeconomic status
or the ideal of individual
liberty (freedom)?
Will these differences in
norms and the institution
of slavery have lasting
consequences on race
relations in the United
States and specifically the
African American
community?
Analyze an excerpt from
President Lincoln’s
“House Divided” Speech
and explain how it
describes his feelings on
the need for States to
operate in a sustainable
manner regarding the
issue of slavery.
Is it right to change an
existing system for the
needs of the
moment(F1.1.2 and
U.3.3.1)? (Hook)
Was it appropriate for the
colonists to challenge the
British Government
(F1.1.1, F1.1.2, F1.1.3)?
What economic issues
were present in the
colonies before and after
forming their 1st National
Government?(U3.3.2,
F.1.1)
Why are there economic
problems in the world and
how do they affect the
common good of
society?(P3.1.1, U3.3.2)
How does the
Constitution regulate
the political processes
in the U.S.A.’s society?
(U3.3.4, U3.3.7, P3.1.1)
How are laws made?
(U3.3.4, U3.3.7, P3.1.1)
What policies are there
on U.S. energy
use?(P3.1.1)
How did U.S.’s political
parties form and how do
they influence society?
What are the different
perspectives on U.S.A.’s
westward expansion?
(U4.1.2,U4.2.3)
What economic factors,
social innovations nd
geographic conditions
contributed to the
institution of slavery?
(U4.2.1,)
How can quality of life
What CDV’s did the
abolitionist movement
uphold or violate?
Analyze President
Lincoln’s Gettysburg
address and explain how
Milwood Magnet School
8th grade, Social Studies
Curriculum Sequence Map
(U4.1.2, P3.1.1)
How does
Nanotechnology affect the
4th amendment rights?
(P3.1.1 U3.3.7)
Who makes the laws about
food labels? (P.3.1.1)
Why is the use of GMO’s
debatable based upon
personal ethics?(P3.1.1)
How do political
challenges now relate to
those that George
Washington spoke of in
his farewell address?
(P3.1.1, U4.1.1)
How do you challenge the
government appropriately,
if you have an issue with
their policies?(P.3.1.1,
F.1.1-F1.1.1-F1.1.3 and
U3.3.1-U3.3.3)
How did the Judicial
branch attain its power
in the National
government and why is
this important? (U4.1.4,
P3.1.1)
How do the values/ideals
found in the Declaration
of Independence and the
debates concerning
America’s 1st and 2nd
governments compare to
the actions carried out by
the “institution of
slavery”?(U4.2.2, U3.3.3)
What should the
policy(s) on biofuel be
and how would you use
this period of history’s
knowledge and the
Constitutional
framework to identify
and develop your
position? (U.3.1.1,
U.3.3.4,U.3.3.6,U.3.3.7,
U.4.1.1,U4.1.3,
U.4.1.4)
What social lessons can be
learned from this
historical period and used
to consider a perspective
on GMO’s?
(P3.1.1,F.1.1,F.1.2,F.1.3,U
.3.3.1, U.3.3.2,U.3.3.3,
U.3.3.7,U4.2.2)
GLCEs
improve for some while it
decreases for others, living
in the same society?
(P3.1.1, U4.2.1, U4.2.3)
What governmental
policies perpetuated the
American Indian
discrimination(U4.1.2)?
How did the abolitionist
movement grow and differ
in its methods?
his words tried to promote
the States to remain in a
Union with one another.
What were the effects
(responses) of (to) the
abolitionist movement?
How did political liberty
for African Americans
change following the civil
war and how did it change
again once the resistance
from Southern whites
intensified?
How can social groups
influence the government
and our society?
Is it important to make
decisions regarding
expansion and
development using our
Core Democratic Values?
(P.3.1.1,U4.1.2,U4.2.1
U4.2.2, U4.2.3,U4.2.4)
Is citizen involvement and
activism important for
society in the past as well
as at the present?
How can violations of
Core Democratic Values
prevent intended actions
of government from
occurring?
What lessons can be
learned from
Reconstruction and
applied to Green
architecture in
neighborhoods today?
P.4.1
P.4.2
P.3.1.1
P.3.2
K.1.8
P.4.1
P.4.2
P.3.1.1
P.3.2
K.1.8
P.4.1
P.4.2
P.3.1.1
P.3.2
K.1.8
P.4.1
P.4.2
P.3.1.1
P.3.2
K.1.8
P.4.1
P.4.2
P.3.1.1
P.3.2
K.1.8
P.4.1
P.4.2
P.3.1.1
P.3.2
K.1.8
F.1.1
U.3.3.4
F.1.1
F.1.2
U.3.3.4
U.3.3.6
U4.1.3
U.4.1.4
U5.1.4
U4.3.2
U5.2.3
U5.3.1
Milwood Magnet School
8th grade, Social Studies
Curriculum Sequence Map
U.3.3.6
U.3.3.7
Key Vocabulary
Norms(Chunk 1)
Rules (Chunk 1)
Power(Chunk 1)
Authority(Chunk 1)
Natural Rights(Chunk 1)
Liberty(Chunk 1)
Common Good(Chunk
1)
State of nature
Procedure
John Locke
Social Contract(Chunk1)
Consent of the governed
10 CDV’s
Boston Massacre
Accountability(Chunk 2)
Ethics (Chunk 2
Rights(Chunk 2)
Privileges(Chunk 2)
Bill of Rights(Chunk 2)
Citizen(Chunk 2)
Policy/Law/Act(Chunk
2)
Nanotechnology
Costs and Benefits
F.1.3
U.3.3.1
U.3.3.2
U.3.3.3
U.3.3.7
Declaration of
Independence
Navigation Acts
Stamp, Tea, sugar acts,
etc
Thomas Jefferson
King George III
Revolutionary War
Articles of
Confederation
Shay’s Rebellion
Protective tariffs
Economics
Opportunity cost
Supply and demand
Surplus
Shortage
Inflation
Scarcity
Framers
Constitutional
Convention
Representation
Delegates
Compromise(s):
-3/5ths
-Great
GMO’s
Famine
Formative
Assessments
-Class Opening activity,
i.e-Log in’s, bellwork,
Class Opening activity,
i.e-Log in’s, bellwork,
U.3.3.7
U4.2.2
U4.2.1
U4.2.2
U4.2.3
U4.2.4
U5.1.5
U5.2.1
U5.2.5
U5.3.2
U5.3.4
U6.1.1
3 Branches of
government:
-Legislative
-Executive
-Judicial
7 principles of the
Constitution
-Popular sovereignty
-Republicanism
-Federalism
-Limited Government
-Individual Rights
- Checks and
Balances
-Separation of
powers
Bill
Law
Senate
House of
Representatives
Veto
Biofuel
Incentives
Opportunity cost
Washington’s
Farewell Address
Political Parties
Judicial Review
Marbury Vs.
Madison
Louisiana Purchase
Louis and Clark
War of 1812
Manifest Destiny
Indian Policy
(Various Treaties e.gTreaty of Greenville)
Mexican War
Trail of Tears
Eli Whitney
Cotton Gin
Interchangeable Parts
Railroad
Erie Canal
Steam Boat
Missouri
Compromise
Transportation
Revolution
Regions
Perspective
Pioneer
Frontier
Free States
Slave states
Compromise of 1850
Kansas-Nebraska Act
Fugitive Slave act
Dred Scott v. Sanford
Underground
Railroad
Abolitionist
Harriet Tubman
Sojourner Truth
Frederick Douglass
Nat Turner
John Brown
Abraham Lincoln
Emancipation—
Proclamation
Industrial Revolution
Factories
Pollution
Ecosystem
Food Chain
Biodiversity
Invasive Species
Polychlorinatedbiphenyls
Republicans and
Democrats
Union
Confederacy
Civil War
Abraham Lincoln
Union
Gettysburg Address
Reconstruction
13th amendment
14th amendment
15th amendment
Freedman’s Bureau
Sharecroppers
Jim Crow Laws
Segregation
Plessy V. Ferguson
Black codes
Poll tax
Literacy test
Electricity
Thomas Edison
Sustainability
Renewable Vs. Nonrenewable resources.
Immigration
Discrimination
Depression
Recession
Class Opening
activity, i.e-Log in’s,
Milwood Magnet School
8th grade, Social Studies
Curriculum Sequence Map
Unit Summative
Assessment
etc.
-Thinking Maps
-Class exiting activities,
i.e-tickets out.
Pair and group
reflections on
scaffolded concepts.
Individual homework
and reading on essential
GLCE topics.
etc.
-Thinking Maps
-Class exiting activities,
i.e-tickets out.
Pair and group
reflections on
scaffolded concepts.
Individual homework
and reading on essential
GLCE topics.
bellwork, etc.
-Thinking Maps
-Class exiting
activities, i.e-tickets
out.
Pair and group
reflections on
scaffolded concepts.
Individual homework
and reading on
essential GLCE
topics.
 8th grade common
assessment—
Develop and
propose a
neighborhood
security plan and
explain why using
new
nanotechnologies or
not--supported by
individual rights—is
appropriate.
 8th grade common
assessment—Using
economic foundations
of supply and demand,
opportunity cost
(Costs/benefits, what
you give up for
making a decision),
and tariffs explain and
address why you
would use GMF’s on
your inherited farm or
not.
 8th grade
common
assessment—
Design a proposal
for a new public
policy and a brief
multimedia piece of
propaganda that
would try to
persuade others of
the positive aspects
of this proposal
regarding bio-fuel
usage in the United
States’ communities.
o Social Studies
Assessment—
Examine the policy
issue of
nanotechnology and
explain your
position on whether
or not it’s
innovations will
violate American’s
rights/values using
PowerPoint.
o Social Studies
Assessment—
Explain the specific
reasons why
economics affect
society. Using the
principles learned
apply them to the
historic failures or
successes of
society/government
based upon
economic systems.
o Social Studies
Assessment—
 8th grade common
assessment—
o
Social Studies
Assessment—
8th grade common
assessment—
Newspaper article on
findings of “the
effects of invasive
species”
8th grade common
assessment—
Persuasive research
project explaining
student’s position on
Green Architecture.
o
o
Social Studies
Assessment—
Social Studies
Assessment—
Milwood Magnet School
8th grade, Social Studies
Curriculum Sequence Map
Resources &
Materials
Additional
Information
The following GLCEs are taught and re-visited throughout the year in each semester: P.4.1, P.4.2, P.3.1, P.3.2, K.1.8.
Highlighted GLCEs and vocabulary indicate those that are essential.