Social Studies Middle School Guide

2026-2027

Social Studies Middle School

​What’s New and Updated in​ ​Middle School Social Studies​

​What’s New​ ​This section contains a listing of pages in the map that are new this year.​ ​Page Number​ ​Description​

​3​

​Link to Instructional Playbook​

​50​

​Historical thinking and News Literacy Crosswalk​

​57​

​AI guide for Secondary Social Studies​

​61​

​Digital Tools for Social Studies​

​63​

​National History Day in CSD​

​64​

​Student talk strategies for Social Studies​

​107​

​Benchmark Information Page​

​108​

​Additional Resource Links​

​What’s Updated​ ​This section contains a listing of pages in the page that have received substantial content updates for this​ ​year.​ ​Page Number​ ​Description​

​Throughout​

​Updated links to the​​Social Studies CSD Middle School​​Drive​

​Updated information and link to​ ​Social Studies Assessments​

​Throughout​

CSD Instructional Playbook

The Instructional Playbook can be used to enhance instruction by accessing comprehensive, research-based approaches aligned with Canyons School District’s Multi-Tiered System of Supports (MTSS) Framework. This resource supports high quality teaching, safe and supportive learning environments, data-driven decision making, and tiered interventions. It includes evidence-based strategies, instructional planning tools, behavioral supports, and guides for professional growth—all aimed at boosting student achievement and classroom effectiveness. The playbook promotes intentional planning, collaboration, and consistent implementation of best practices across classrooms and grade levels.

Click on the picture below to access the document and explore the full range of tools and strategies available.

6th - World History

​6th World​ ​History​

​YEAR AT A GLANCE​

​NOTE: Standards found in multiple units, may be taught as part of multiple units or where the PLC determines they best fit.​

​Unit 1​

​Unit 2​

​Unit 3​

​Unit 4​

​Unit 5​

​Unit 6​

​10-12 Weeks​ ​September -​ ​November​

​3-4 Weeks​ ​November -​ ​December​

​Suggested​ ​Pacing​

​7-9 Weeks​ ​January - February​

​3-4 Weeks​ ​March​

​7-8 Weeks​ ​April-May​

​2 Weeks​

​Intro To Social​ ​Studies​

​Our Modern World​ ​(1914 on)​

​Unit​

​Ancient Civilizations​

​World Religions​

​Spread of culture​

​Revolutions​

​Topics to be​ ​determined by​ ​school based PLCs​ ​Possible Topics:​ ​Historical Thinking​ ​Themes and Lenses​ ​Historians toolkit​ ​Maps​ ​Timelines​ ​Cause and Effect​

​World History 6.1.1​ ​World History 6.1.2​ ​World History 6.1.3​ ​World History 6.1.4​ ​World History 6.1.5​ ​World History 6.1.6​ ​World History 6.2.3​ ​World History 6.2.4​

​World History 6.1.2​ ​World History 6.2.1​

​World History 6.2.2​ ​World History 6.2.3​ ​World History 6.2.4​ ​World History 6.2.5​ ​World History 6.2.6​

​World History 6.2.3​ ​World History 6.2.4​ ​World History 6.3.1​ ​World History 6.3.2​ ​World History 6.3.3​ ​World History 6.3.4​

​World History 6.3.1​ ​World History 6.3.3​ ​World History 6.3.4​ ​World History 6.3.5​ ​World History 6.4.1​ ​World History 6.4.2​ ​World History 6.4.3​ ​World History 6.4.4​

​Standards​

​World History 6.3.1​

​World History 6.4.2​

​World History 6.2.6​

​Sourcing​ ​Evidence​ ​Close Reading​ ​Contextualization​ ​Corroboration​

​Sourcing​ ​Evidence​ ​Close Reading​ ​Contextualization​ ​Corroboration​

​Introduction to​ ​Sourcing,​

​Sourcing​ ​Evidence​ ​Close Reading​ ​Contextualization​

​Sourcing​ ​Evidence​ ​Close Reading​

​Historical​ ​Thinking Skills​

​Sourcing​ ​Evidence​

​Contextualization,​ ​and Corroboration​

​Accessing the District Assessments​ ​All 6th grade assessments are pushed out Via Mastery Connect. For more info see​ ​Social Studies Assessments​

​World History​ ​Intro to Social Studies​

​Unit 1​

​PACING​

​THEME(S)​

​2 Weeks​ ​First two weeks of school​ ​Social Studies Assessments​

​A Note About Themes​ ​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​The 6th-grade introductory social studies unit aims to lay a solid foundation for students' understanding​ ​of history, geography, and the diverse cultures that shape our world. Students will develop essential​ ​historical thinking skills, map reading abilities, and critical analysis of primary and secondary sources. By​ ​exploring the past and its impact on the present, students will gain a broader perspective of the world,​ ​fostering their growth as informed global citizens.​ ​LEARNING INTENTIONS​ ​●​ ​Understand the concept of historical timelines and sequence events in chronological order,​ ​identifying significant moments in history.​ ​●​ ​Develop map skills by reading and interpreting different types of maps, including political,​ ​physical, and thematic maps.​ ​●​ ​Explore the importance of geography in shaping civilizations, trade, and cultural exchange​ ​throughout history.​ ​●​ ​Analyze primary and secondary sources to distinguish between fact and opinion, and draw​ ​informed conclusions about historical events.​ ​●​ ​Understand what constitutes culture and recognize the value of diversity in shaping the world.​ ​●​ ​Identify the role of government and the principles of democracy in various historical and​ ​contemporary societies.​ ​●​ ​Identify and describe the different social studies disciplines of history, geography, economics,​ ​and civics fostering an appreciation for social studies as a discipline.​ ​VOCABULARY​ ​To be determined by your PLC​ ​RESOURCES​ ​Social Studies CSD Middle School Drive​ ​Textbook: Historians Toolkit. Unit 1​ ​Reading Like a Historian chart​

​KEY LANGUAGE USE AND ML SUPPORTS​ ​Explain​ ​Argue​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

​Unit 2​

​Ancient Civilizations​

​PACING​

​THEME(S)​

​10-12 Weeks:​ ​Roughly September, October, and​ ​November till Thanksgiving​

​A Note About Themes​ ​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​Students will compare how the aspects of geography, culture, religion, government, technology, and​ ​systems met needs and wants, and allowed and encouraged the growth and development of​ ​civilizations as humans migrated across the Earth. They will identify factors that led to the rise and fall of​ ​ancient civilizations and will compare early governments to the foundations of modern governments​ ​.​ ​UTAH STANDARDS​ ​NOTE: Some standards will appear in multiple units. PLCs will determine the extent at which multiple unit​ ​standards are taught in each individual unit. Click on each standard for the complete “unpacked” standard​ ​with supports.​ ​World History 6.1.1​ ​Discern characteristics needed​​for the transformation from simple societies to​ ​civilizations, and compare those characteristics in at least three different ancient civilizations found in​ ​different regions of the world (for example, Mesopotamia, Egypt, Indus River Valley, China, Inca, Aztec,​ ​Persia, Greece, Carthage, Gupta, Rome).​ ​World History 6.1.2​ ​Throughout their study of world​​history, recognize the origins of major world​ ​religions (including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, Taoism).​ ​Evaluate the role religion played in the development of civilizations, colonization, imperialism, and​ ​independence movements.​ ​World History 6.1.3​ ​Use maps to analyze how physical​​geography affected the development of three​ ​civilizations found in different regions of the world.​ ​World History 6.1.4​ ​Identify some of the economic​​systems and technologies (for example, irrigation,​ ​writing systems, farming techniques, trading and bartering, coins and currency) created by three​ ​civilizations found in different regions of the world, and categorize how they met specific human needs​ ​or wants.​ ​World History 6.1.5​ ​Use primary and secondary sources​​to compare the cultures of three civilizations​ ​found in different regions of the world and identify examples of cultural expression (for example,​ ​architecture, writing, philosophy, artwork).​ ​World History 6.1.6​ ​Compare the purposes and functions​​of early governments (for example,​ ​monarchy, oligarchy, tyranny, pure democracy, republic, theocracy) to modern governments.​ ​World History 6.2.3​ ​Identify the most historically​​significant inventions and innovations from Ca. 500​ ​C.E.–1500 C.E. (for example, printing press/ moveable type, astronomy, medicine), and argue their​ ​ongoing importance​ ​World History 6.2.4​ ​Use maps to trace how geography​​affected the ability of humans to connect with​ ​each other (for example, economic and cultural expansion, development of international trade, spread​ ​of disease).​

​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​How do ideas and belief systems unite or divide groups of people?​ ​●​ ​How did technological and scientific developments of the time promote literacy and the​ ​exchange of ideas that continue to this day?​ ​●​ ​Make a case for the most significant technological or scientific development from the Middle​ ​Ages or the Renaissance.​ ​●​ ​How does immigration play a role in globalization of ideas, goods, or knowledge?​ ​VOCABULARY​ ​Agriculture​ ​Ancient​ ​Archaeologist​

​Alphabet​ ​Delta​ ​Democracy​ ​Dynasty​ ​Monarch/Monarchy​ ​Myth​

​Architecture​ ​Chronology​ ​City-State​ ​Civilization​ ​Conclude​ ​Evidence​ ​Innovations​ ​Irrigation​ ​Polytheism​ ​Monarchy​ ​Surplus​ ​Technology​

​Oligarchy​ ​Peninsula​ ​Philosophy​ ​Republic​ ​Social Class​ ​Theocracy​ ​Tyrant/Tyranny​

​RESOURCES​ ​Social Studies CSD Middle School Drive​

​Textbook: Historians Toolkit, Chapters 1-8​

​Mini-Qs in World History​ ​●​ ​Was Hammurabi’s Code just? (Mini Q)​ ​●​ ​How Did the Nile River Shape Ancient Egypt? (Mini Q)​ ​ ● ​ ​What Were the Primary Reasons for the "Fall" of Rome? (Mini Q)​ ​ ● ​ ​How Did the Nile River Shape Ancient Egypt? (Mini Q)​

​ ● ​ ​Citizenship in Athens and Rome: Which Was the Better System? (Mini Q)​ ​ ● ​ ​Education in Sparta: Did the Strengths Outweigh the Weaknesses? (Mini Q)​ ​ ● ​ ​The Great Wall of Ancient China: Did the Benefits Outweigh the Costs? (Mini Q)​ ​ ● ​ ​How Great Was Alexander the Great? (Mini Q)​ ​ ● ​ ​What Were the Primary Reasons for the "Fall" of Rome? (Mini Q)​ ​ ● ​ ​The Maya: What Was Their Most Remarkable Accomplishment? (Mini Q)​ ​●​ ​The Aztecs: Should Historians Emphasize Agriculture or Human Sacrifice? (Mini Q)​

​ASSESSMENTS​

​KEY LANGUAGE USE AND ML SUPPORTS​

​Explain​ ​Argue​

​Social Studies Assessments​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

​Unit 3​

​World Religions​

​PACING​

​THEME(S)​

​3-4 Weeks​ ​This is recommended for the weeks​ ​between Thanksgiving and Winter Break.​

​A Note About Themes​

​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​Students will compare how the transformation and changes of the post-classical era (c.500 - c.1500) set​ ​in motion the expansion of knowledge through science, language, writing,​ ​religion​ ​, and​ ​technological innovations. They will understand how this created and encouraged a global​ ​interconnectedness between distant societies and civilizations that ripples into modern history.​ ​UTAH STANDARDS​ ​World History 6.1.2​ ​Throughout their study of world​​history, recognize the origins of major world​ ​religions (including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, Taoism).​ ​Evaluate the role religion played in the development of civilizations, colonization, imperialism, and​ ​independence movements.​ ​World History 6.2.1​ ​Summarize key tenets of the major​​world religions (including Buddhism,​ ​Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, Taoism)​ ​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​What role does religion play in the cultural expression of a civilization?​ ​●​ ​How do ideas and belief systems unite or divide groups of people?​ ​●​ ​How are ideas and belief systems a driving force in history?​ ​●​ ​How can we explain the central role religion has played in human history? (e.g. the arts,​ ​architecture, government, education, family structure)​ ​VOCABULARY​ ​Clergy​ ​Crusade​ ​Excommunicate​ ​Polytheism​ ​Prophet​ ​Religion​

​Holy Land​ ​Monarchy​ ​Monotheism​

​Sacred​ ​Temple​

​RESOURCES​ ​Social Studies CSD Middle School Drive​

​Textbook: World Religion Handbook​

​ ● ​ ​Why Did Christianity Take Hold in the Ancient World? (Mini Q)​ ​ ● ​ ​Why Did Islam Spread So Quickly?​​(Mini Q)​ ​ASSESSMENTS​

​KEY LANGUAGE USE AND ML SUPPORTS​

​Explain​ ​Argue​

​Social Studies Assessments​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

​Unit 4​

​Spread of Culture​

​PACING​

​THEME(S)​

​7-9 weeks​ ​January - February​

​A Note About Themes​

​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​Students will compare how the transformation and changes of the post-classical era (c.500 - c.1500) set​ ​in motion the expansion of knowledge through science, language, writing,​ ​religion​ ​, and technological​ ​innovations. They will understand how this created and encouraged a global interconnectedness​ ​between distant societies and civilizations that ripples into modern history.​ ​UTAH STANDARDS​ ​World History 6.2.2​ ​Use primary and secondary sources​​to explain how the spread of religious ideas​ ​during the post-classical era influenced globalization (for example, spread of Islam, Crusades, cultural​ ​expression through art and architecture, Reformation).​ ​World History 6.2.3​ ​Identify the most historically​​significant inventions and innovations from Ca. 500​ ​C.E.–1500 C.E. (for example, printing press/ moveable type, astronomy, medicine), and argue their​ ​ongoing importance​ ​World History 6.2.4​ ​Use maps to trace how geography​​affected the ability of humans to connect​ ​with each other (for example, economic and cultural expansion, development of international trade,​ ​spread of disease).​ ​World History 6.2.5​ ​Critique how and why systems of​​governance took steps toward self-rule during​ ​the post-classical period (for example, the rise of the merchant class, Magna Carta, feudalism in Europe​ ​and Japan).​ ​World History 6.2.6​ ​Generalize how the spread of goods​​and ideas led to the increased influence of​ ​China, India, Southeast Asia, and the Middle East on globalization.​ ​World History 6.3.1​ ​Describe how the conditions and​​motivations of exploration, colonization, and/or​ ​imperialism around the world connect to globalization.​ ​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​How did technological and scientific developments of the time promote literacy and the​ ​exchange of ideas that continue to this day?​ ​●​ ​Make a case for the most significant technological or scientific development from the Middle​ ​Ages or the Renaissance.​ ​●​ ​How does immigration play a role in globalization of ideas, goods, or knowledge?​ ​●​ ​Why do nations often desire to create empires, and how do they do so?​ ​●​ ​What are the pros and cons of global interconnectedness?​

​VOCABULARY (Some carried over from Unit 3)​ ​Clergy​ ​Crusade​ ​Excommunicate​ ​Feudalism​ ​Imperialism​

​Manor​ ​Monarchy​ ​Monotheism​ ​Plague​ ​Polytheism​

​Holy Land​ ​Humanism​ ​Literacy​ ​Magna Carta​

​Prophet​ ​Religion​ ​Sacred​ ​Temple​

​RESOURCES​ ​Social Studies CSD Middle School Drive​

​Textbook: Chapters 9, 11-15, 16 - first part of the Renaissance​

​●​ ​Asoka: Ruthless Conqueror or Enlightened Ruler? (Mini-Q)​ ​●​ ​Why Did Christianity Take Hold in the Ancient World? (Mini-Q)​ ​●​ ​Samurai an dKnights: Were the Similarities Greater than the Differences? (Mini-Q)​ ​●​ ​April 27, 1521: Was Magellan Worth Defending? (Mini-Q)​ ​●​ ​How Did the Renaissance Change Man’s View of the World? (Mini-Q)3​ ​ASSESSMENTS​ ​KEY LANGUAGE USE AND ML SUPPORTS​ ​Social Studies Assessments​ ​Explain​ ​Argue​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

​Unit 5​

​Revolutions​

​PACING​

​THEME(S)​

​3-4 Weeks​ ​End February- March​

​A Note About Themes​

​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​Students will describe how the political and economic impacts of this time period (c. 1500 - c. 2000)​ ​created new political ideologies and technology providing prime conditions and motivations for​ ​colonization, imperialism, and independence that continue to be echoed in current conversations.​ ​UTAH STANDARDS​ ​World History 6.2.3​ ​Identify the most historically​​significant inventions and innovations from Ca. 500​ ​C.E.–1500 C.E. (for example, printing press/ moveable type, astronomy, medicine), and argue their​ ​ongoing importance​ ​World History 6.2.4​ ​Use maps to trace how geography​​affected the ability of humans to connect with​ ​each other (for example, economic and cultural expansion, development of international trade, spread​ ​of disease).​ ​World History 6.3.1​ ​Describe how the conditions and​​motivations of exploration, colonization, and/or​ ​imperialism around the world connect to globalization.​ ​World History 6.3.2​ ​Use maps and other data sets to​​make inferences about the lasting impacts of​ ​exploration, colonization, and/or imperialism.​ ​World History 6.3.3​ ​Use primary and secondary sources​​to draw conclusions about the positive and​ ​negative economic impacts of expansion and major global conflicts (for example, Colombian Exchange,​ ​economic depressions, rise of factories, effects of famine, slave trade)​ ​World History 6.3.4​ ​Explain the causes and effects​​of at least three events that created political,​ ​social, economic, industrial, and/or scientific revolution during the 18th–20th century (for example, the​ ​French Revolution, Vietnam, Latin American revolutions, the Enlightenment, independence movements​ ​of India and African nations).​

​World History 6.4.2​ ​Summarize the main differences​​between economic systems across the world​ ​(including communism, free market capitalism, individualism, socialism). Discuss the relationship​ ​between these systems and the concepts of freedom, equality, and fairness.​

​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​How has the struggle to gain and retain basic human rights, needs, and power in society​ ​resulted in historical conflict?​ ​●​ ​Who are some of the inspiring people around the world who are champions of human rights and​ ​dignity?​ ​●​ ​What impact might the (insert current global issue here) have on world economies?​

​●​ ​Why do nations often desire to create empires, and how do they do so?​ ​●​ ​What conditions can lead to revolutions?​ ​●​ ​What are the pros and cons of global interconnectedness?​ ​●​ ​In what ways does immigration impact the conditions and motivations of exploration,​ ​colonization, or independence movements?​ ​●​ ​In what ways do the ideals of Industrial Imperialism and 19th century Enlightenment lead to​ ​desires for independence, self-rule, and rights? Consider India, Ghana, or Vietnam.​ ​The Scientific Revolution​ ​●​ ​Why did European ideas about the universe change​​during the 1500s and 1600s?​ ​ ● ​ ​Which discoveries did scientists make during the 1600s and 1700s?​ ​ ● ​ ​What advances made in science in the mid-1800s have transformed the life of today?​ ​The Enlightenment​ ​●​ ​How did Europeans thinkers apply scientific ideas​​to the government?​ ​ ● ​ ​How did European monarchs model their countries on Enlightenment ideas?​ ​Political Revolutions​ ​(pick the revolutions you want)​ ​ ● ​ ​How do revolutions break out?​ ​ ● ​ ​What is power and who should have it?​ ​ ● ​ ​How do revolution's impact the world?​ ​ ● ​ ​How should we handle conflict?​ ​The Industrial Revolution​ ​●​ ​Why did the Industrial Revolution begin in Britain?​ ​ ● ​ ​How did the new inventions help advance the growth of industry?​ ​ ● ​ ​How does technology change the way people live?​ ​●​ ​Why did empires expand at the end of the 1800s?​ ​ ● ​ ​How did countries build an empire?​ ​ ● ​ ​What needs were met through imperialism?​ ​ ● ​ ​Why did World War I begin?​ ​ ● ​ ​How has the struggle to gain and retain basic human right resulted in conflict?​

​ ● ​ ​How did World War I lead to World War II?​ ​ ● ​ ​How did the quest for power result in conflict?​ ​ ● ​ ​How have individuals impacted historical conflict?​ ​ ● ​ ​How has political ideology impacted historical conflict?​ ​VOCABULARY​

​Absolutism​ ​Capitalism​ ​Communism​ ​Corporation​ ​Coup d’etat​ ​Enlightenment​ ​Industrialism​ ​Labor union​ ​Philosopher​ ​Radical​ ​Revolution​ ​Rural​

​Alliances​ ​Anti-Semitism​ ​Fascism​ ​Genocide​ ​Holocaust​ ​Imperialism​ ​Militarism​ ​Nationalism​ ​Persecute​ ​Propaganda​ ​Reparations​

​Rationalism​ ​Socialism​ ​Urban​

​RESOURCES​ ​Social Studies CSD Middle School Drive​

​Textbook: Chapters 10, 16-18​ ​●​ ​Exploration or Reformation: Which Was the More Important Consequence of the Printing Press?​ ​(Mini Q)​ ​●​ ​The Enlightenment Philosophers: What Was Their Main Idea? (Mini Q)​ ​●​ ​The Reign of Terror: Was It Justified? (Mini Q)​ ​●​ ​How Should We Remember Toussaint Louvertoure? (Mini Q)​ ​●​ ​Latin American Independence: Why Did the Creoles Lead the Fight? (Mini Q)​ ​●​ ​Female Workers in Japanese Silk Factories: Did the Costs Outweigh the Benefits? (Mini Q)​ ​●​ ​What Was the Driving Force Behind European Imperialism in Africa? (Mini Q)​ ​●​ ​What Was the Underlying Cause of World War I? (Mini Q)​

​●​ ​How Did the Versailles Treaty Help Cause World War II? (Mini Q)​ ​●​ ​The Soviet Union: What Should Textbooks Emphasize? (Mini Q)​

​ASSESSMENTS​

​KEY LANGUAGE USE AND ML SUPPORTS​

​Explain​ ​Argue​

​Social Studies Assessments​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

​Unit 6​

​Our Modern World​

​PACING​

​THEME(S)​

​7 - 8 Weeks​ ​April - May. After Spring Break to the end of​ ​School​

​A Note About Themes​

​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​Students will examine varying perspectives and opportunities for civic responsibilities based on the​ ​backdrop of two world wars, competing economic systems, and unprecedented technological changes.​ ​They will review how human and civil rights have developed over time, and use current events to​ ​increase awareness and identify possible solutions.​ ​UTAH STANDARDS​ ​World History 6.3.1​ ​Describe how the conditions and​​motivations of exploration, colonization, and/or​ ​imperialism around the world connect to globalization.​ ​World History 6.3.3​ ​Use primary and secondary sources​​to draw conclusions about the positive and​ ​negative economic impacts of expansion and major global conflicts (for example, Colombian Exchange,​ ​economic depressions, rise of factories, effects of famine, slave trade)​ ​World History 6.3.4​ ​Explain the causes and effects​​of at least three events that created political,​ ​social, economic, industrial, and/or scientific revolution during the 18th–20th century (for example, the​ ​French Revolution, Vietnam, Latin American revolutions, the Enlightenment, independence movements​ ​of India and African nations).​ ​World History 6.3.5​ ​Cite evidence to identify the​​causes and effects of World War I, the Great​ ​Depression, and World War II.​ ​World History 6.4.1​ ​Use primary and secondary sources​​to describe the impact and/or lasting​ ​historical significance of at least two major global events of the 20th–21st centuries not previously​ ​studied (for example, the Cold War, Vietnam, genocides, trade wars, terrorism, human rights​ ​movements).​ ​World History 6.4.2​ ​Summarize the main differences​​between economic systems across the world​ ​(including communism, free market capitalism, individualism, socialism). Discuss the relationship​ ​between these systems and the concepts of freedom, equality, and fairness.​ ​World History 6.4.3​ ​Determine how human rights and​​responsibilities around the world have​ ​developed over time, and identify ways individuals and organizations work to protect rights considered​ ​essential for all humans.​ ​World History 6.4.4​ ​Cite current national and/or global​​events that exemplify the concept of global​ ​interconnectedness.​

​World History 6.2.6​ ​Generalize how the spread of goods​​and ideas led to the increased influence of​ ​China, India, Southeast Asia, and the Middle East on globalization.​

​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​Why do nations often desire to create empires, and how do they do so?​ ​●​ ​What are the pros and cons of global interconnectedness?​ ​●​ ​In what ways does immigration impact the conditions and motivations of exploration,​ ​colonization, or independence movements?​ ​●​ ​In what ways do the ideals of Industrial Imperialism and 19th century Enlightenment lead to​ ​desires for independence, self-rule, and rights?​ ​●​ ​How has the struggle to gain and retain basic human rights, needs, and power in society​ ​resulted in historical conflict?​ ​●​ ​Who are some of the inspiring people around the world who are champions of human rights and​ ​dignity?​ ​●​ ​What impact might the [current global issue] have on world economies?​

​VOCABULARY​ ​Climate Change​ ​Conservation​ ​Embargo​ ​Environment​ ​Famine​ ​Genocide​ ​Globalization​ ​Inflation​ ​Integration​

​Interdependent​ ​Pandemic​ ​Pollution​ ​Political Turmoil​ ​Poverty​ ​Refugees​ ​Segregation​ ​Terrorism​

​RESOURCES​ ​Social Studies CSD Middle School Drive​

​Textbook: Chapter 19​

​What Made Gandhi's Nonviolent Movement Work?​(Mini​​Q)​ ​ASSESSMENTS​

​KEY LANGUAGE USE AND ML SUPPORTS​

​Explain​ ​Argue​

​Social Studies Assessments​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

7th- Utah Studies

​7th Utah Studies​

​YEAR AT A GLANCE​

​Unit 1​

​Unit 2​

​Unit 3​

​Unit 4​

​Unit 5​

​Year - 7-8 Weeks​

​Year - 7-8 Weeks​

​Year - 7-8 Weeks​

​Year - 7-8 Weeks​

​Year - 4 Weeks​

​Suggested Pacing​

​Semester Every Day -​ ​4 Weeks​

​Semester Every Day -​ ​4 Weeks​

​Semester Every Day -​ ​4 Weeks​

​Semester Every Day -​ ​4 Weeks​

​Semester Every Day -​ ​2 Weeks​

​Native Innovations​ ​and Adaptations:​ ​Prehistory - CA 1847​

​Utah’s Diverse​ ​Peoples​ ​Ca. 1847 - 1896​ ​UT Standard 2.1​ ​UT Standard 2.2​ ​UT Standard 2.3​ ​UT Standard 2.4​ ​UT Standard 2.5​ ​UT Standard 2.6​ ​UT Standard 2.7​ ​UT Standard 2.8​

​Utah in the Modern​ ​Age​ ​Ca. 1945 - 2002​

​Utah in the Union​ ​Ca. 1896-1945​

​Utah Going Forward​ ​Ca. 2003 - Present​

​Unit​

​UT Standard 4.1​ ​UT Standard 4.2​ ​UT Standard 4.3​ ​UT Standard 4.4​ ​UT Standard 4.5​ ​UT Standard 4.6​

​UT Standard 1.1​ ​UT Standard 1.2​ ​UT Standard 1.3​ ​UT Standard 1.4​ ​UT Standard 1.5​

​UT Standard 5.1​ ​UT Standard 5.2​ ​UT Standard 5.3​ ​UT Standard 5.4​ ​UT Standard 5.5​

​UT Standard 3.1​ ​UT Standard 3.2​ ​UT Standard 3.3​ ​UT Standard 3.4​

​Standards​

​Sourcing​ ​Contextualization​ ​Close Reading​

​Sourcing​ ​Contextualization​ ​Close Reading​ ​Corroboration​

​Sourcing​ ​Contextualization​ ​Close Reading​ ​Corroboration​

​Sourcing​ ​Contextualization​ ​Close Reading​

​Sourcing​ ​Contextualization​

​Historical Thinking Skills​

​Accessing the District-Wide Standards-Based Assessment (DWSBA)​

​All 7th grade assessments are pushed out via Mastery Connect. For more info see​ ​Social Studies Assessments​

​Unit 1​ ​Native Innovations and Adaptations​ ​Prehistory - ca 1847​

​PACING​

​THEMES​

​7-8 Weeks​

​A Note About Themes​

​Half Year:​ ​4 weeks for every day. 7-8 for every​ ​other day.​

​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​The recorded history of Utah spans just a few centuries, yet humans have lived in the land now called​ ​Utah for thousands of years. Complex native cultures have developed and flourished in Utah’s​ ​distinctive geographic regions. Prehistoric artifacts tell us much about their lives and cultures. For​ ​centuries the historic tribes of Utah—the Goshute, Navajo, Paiute, Shoshone, and Ute—adapted to​ ​their ever-changing environment, especially after they came into contact with European explorers in​ ​1776. Nearly a century of trade relations transpired while Utah was part of the Spanish Empire, and​ ​later Mexico. These tribal nations remain essential and active members of the Utah community.​ ​UTAH STANDARDS​ ​UT Standard 1.1​ ​:​ ​Students will make evidence-based​​inferences about the complex ancient cultures in​ ​Utah after studying artifacts from the prehistoric era. (history)​ ​UT Standard 1.2:​ ​Students will analyze and explain​​the interactions and interconnections between the​ ​physical characteristics of Utah and American Indian cultures using a range of texts, oral histories, and​ ​geographic inquiry. (geography)​ ​UT Standard 1.3​ ​:​​Students will explain the economic​​activity of a prehistoric and/or historic American​ ​Indian tribal community by using basic economic concepts, including supply, demand, trade, and​ ​scarcity. (economics)​ ​UT Standard 1.4:​ ​Students will analyze primary and​​secondary sources to explain causes and effects​ ​of European-American exploration, including the response and involvement of Utah’s American Indian​ ​tribes. (history)​ ​UT Standard 1.5​ ​:​ ​Students will describe the cultural​​change and continuity of at least one of Utah’s​ ​current sovereign nations as it has responded to changing political, social, and economic forces.​ ​Students will use a variety of resources that may include written primary and secondary sources, oral​ ​histories, photographs, artifacts, and art. (economics, civics)​ ​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​How do cultures meet their economic and social needs?​ ​●​ ​What can the study of archaeology tell us about the economies, communities, and other aspects of​ ​the cultures of these early peoples?​ ​●​ ​What role did geography play in the innovations created by Utah’s Fremont and Ancestral Puebloan​ ​peoples?​ ​●​ ​How do economic systems, such as the trade networks Europeans developed with American Indian​ ​communities, shape and spread cultures?​ ​●​ ​Is conflict inevitable when cultures interact?​ ​●​ ​How did the arrival of European and American trappers alter the human geography of Utah?​

​●​ ​How did Chief Walker’s leadership, and the leadership of other American Indians, influence the​ ​reaction of American Indians to newcomers to the territory?​ ​●​ ​What is the historical significance of the Dominguez and Escalante expedition?​ ​LEARNING INTENTIONS​ ​●​ ​I can demonstrate understanding of complex prehistoric Native American cultures in Utah by​ ​studying artifacts.​ ​●​ ​I can analyze the interconnections between American Indian cultures and Utah’s physical features by​ ​using primary sources and secondary sources with teacher guidance.​ ​●​ ​I can use basic economic concepts to explore American Indian communities.​ ​●​ ​I can explain the causes and effects of exploration of Utah using primary and secondary sources with​ ​teacher guidance.​ ​●​ ​I can gather information on the current situation of one of Utah's sovereign nations​ ​.​ ​To be included throughout the Unit:​ ​●​ ​I can analyze primary and secondary sources to determine the author and their claim, date, and location (if​ ​applicable) and summarize the information present.​ ​VOCABULARY​ ​Natural resources​ ​Rendezvous​

​Trade​ ​Surplus​ ​Scarcity​ ​Nomadic​ ​Sovereignty​

​Culture​ ​Artifact​ ​Barter​

​RESOURCES​ ​Social Studies CSD Middle School Drive​ ​ASSESSMENTS​

​KEY LANGUAGE USE AND ML SUPPORTS​

​Explain​ ​Argue​

​Social Studies Assessments​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

​Utah’s Diverse Peoples​ ​Ca. 1847 A.D/C.E. - 1896 A.S/C.E.​

​Unit 2​

​PACING​

​THEME(S)​

​7-8 Weeks​

​A Note About Themes​

​Half Year:​ ​4 weeks for every day. 7-8 for every other​ ​day.​

​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​The arrival of European immigrants in Utah launched a period of immigration, dramatic cultural change,​ ​and conflict among Utah’s many diverse peoples. This period begins with the Mormon migration,​ ​expansion of settlement in the Great Basin and Colorado Plateau, and accompany- ing political conflict,​ ​wars, and violence. After 1860 the development of mining and other industries created a complex​ ​economy and drew new immigrants to the state, increasing Utah’s religious and cultural diversity.​ ​Railroads became an important engine of social, cultural, political, and economic change. Utah’s​ ​transition from territory to state was long and difficult. By 1896 Utah had become deeply and​ ​increasingly interconnected with the nation and the world.​ ​UTAH STANDARDS​ ​UT Standard 2.1​ ​:​ ​Students will explain the causes​​and lasting effects of the Mormon migration to Utah. (history)​ ​UT Standard 2.2:​ ​Students will compare the causes​​and lasting effects of various non-Mormon groups’​ ​migrations to Utah. (history)​ ​UT Standard 2.3:​ ​Students will use geographic inquiry​​to explain patterns in the settlement of Utah and the​ ​subsequent trends in urbanization referring to a range of communities as case studies. (geography)​ ​UT Standard 2.4​ ​:​ ​Students will research multiple perspectives​​to explain one or more of the political, social,​ ​cultural, religious conflicts of this period, including the U.S. Civil War and more localized conflicts such as the​ ​Utah War, Mountain Meadows Massacre, Bear River Massacre, Black Hawk War, or other Federal-Mormon​ ​conflicts. (history)​ ​UT Standard 2.5:​ ​Students will construct an evidence-based​​argument to explain how the development of​ ​transportation and communication networks across the state changed Utah’s economy and human geography.​ ​(economics, geography)​ ​UT Standard 2.6:​ ​Students will explain how agriculture,​​railroads, mining, and industrialization created new​ ​communities and new economies throughout the state. (geography, economics)​ ​UT Standard 2.7​ ​:​ ​Students will identify the political​​challenges that delayed Utah’s statehood and explain how​ ​these challenges were overcome. (civics)​ ​UT Standard 2.8:​ ​Students will explain how their own​​connection to Utah is a reflection of the complex history​ ​of the state. (history)​ ​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​What geographic factors positioned Utah to become “the crossroads of the West”?​ ​●​ ​What was the role of Brigham Young and other pioneering leaders in the settlement of Utah?​ ​●​ ​How does Culture and the interaction of cultures shape a sense of place?​ ​●​ ​How did white settlement affect Native American Indian communities?​ ​●​ ​Why did Utah struggle to attain statehood?​ ​●​ ​How did Mormons interrelate with other immigrant groups in Utah?​ ​●​ ​How did improved transportation, industry, and mining transform Utah's economies, politics,​ ​and other aspects of culture?​

​●​ ​What were the causes of the various conflicts that occurred during the territorial period? How​ ​were these conflicts resolved? What were the lasting consequences of these conflicts?​ ​●​ ​What were the push/pull factors that led to the settlement of Utah?​ ​LEARNING INTENTIONS​ ​●​ ​I can describe the cause and effect of a variety of pioneers’ migration to Utah and explain their​ ​influences on the development of settlement patterns.​ ​●​ ​I can analyze the impact of agriculture, mining, communication, and transportation on Utah’s​ ​economic development and human geography.​ ​●​ ​I can analyze the impact of the development of transportation and communication on Utah.​ ​●​ ​I can identify multiple perspectives to describe the conflicts between various groups during​ ​early Utah settlement.​ ​●​ ​I can examine and discuss various challenges that were overcome for statehood.​ ​To be included throughout the Unit:​ ​●​ ​I can use primary and secondary sources to form a claim in academic writing​ ​VOCABULARY​ ​Polygamy​ ​Martyr​ ​Urbanization​ ​Communal​

​Immigration​ ​Settlement​

​Import​ ​Export​

​RESOURCES​ ​Social Studies CSD Middle School Drive​ ​ASSESSMENTS​

​KEY LANGUAGE USE AND ML SUPPORTS​

​Explain​ ​Argue​ ​Inform​ ​Narrate​

​Social Studies Assessments​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

​Utah in the Union​ ​Ca 1896 AD/C.E. - 1945 A.D./C.E.​

​Unit 3​

​PACING​

​THEME(S)​

​7-8 Weeks​

​A Note About Themes​

​Half Year:​ ​4 weeks for every day. 7-8 for every other​ ​day.​

​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​In 1896, Utah became the forty-fifth state, with a newly ratified constitution and a mandate to create a​ ​state government. During the next half century, the interplay of national and global forces on Utah​ ​increased, from economic crises and industrialization to progressive reforms and two global wars. Utah’s​ ​human and physical geography influenced everything from the mining industry and labor movements​ ​to the placement of wartime infrastructure, including military bases and internment camps for Japanese​ ​Americans.​ ​UTAH STANDARDS​ ​UT Standard 3.1:​ ​Students will identify the civic​​virtues and principles codified by the Utah​ ​Constitution. (civics)​ ​UT Standard 3.2:​ ​Students will use primary sources​​and/or oral histories to analyze the impact of a​ ​national/global event such as World War I, the Spanish Flu, the Great Depression, World War II, and​ ​Japanese American internment on an individual or community in Utah. (history)​ ​UT Standard 3.3:​ ​Students will describe the effects​​of events, movements, and innovations on Utah’s​ ​economic development, such as the organized labor movement, farming and industrial improvements,​ ​the World Wars, and the Great Depression. (economics)​ ​UT Standard 3.4​ ​:​ ​Students will identify the causes​​and effects of the Progressive Movement using​ ​examples from community or state history, such as the organized labor movement, tax reform, Scofield​ ​mine disaster, and education and child labor reforms. (civics)​ ​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​What are the rights and responsibilities of a citizen?​ ​●​ ​What are historic and contemporary examples of Utah’s economic interdependence?​ ​●​ ​What is the Function of a state constitution?​ ​●​ ​How do physical and Human Geographic Characteristics influence economic development?​ ​●​ ​What factors can influence social reform movements?​ ​●​ ​What were the main goals of the Progressive movement? How successful were those goals?​ ​LEARNING INTENTIONS​ ​●​ ​I can examine the branches of government and the rights and responsibilities of a citizen as​ ​presented in the Utah Constitution.​ ​●​ ​I can analyze the causes and effects of the Progressive Movement on Utah’s communities.​ ​●​ ​I can use primary sources to describe the impact of world events on individuals or communities​ ​in Utah.​ ​(see options on resource document)​ ​●​ ​I can analyze the effect of global events on Utah’s economy.​ ​(see options on resource​ ​document​ ​)​

​To be included throughout the Unit:​ ​●​ ​I can use textual evidence to write arguments that support claims in an analysis of historical​ ​events.​ ​VOCABULARY​ ​Labor Unions​ ​Constitution​ ​Rights​ ​Responsibilities​ ​Suffrage​ ​Judicial​ ​Executive​ ​Legislative​ ​Internment​ ​Progressive​

​RESOURCES​ ​Social Studies CSD Middle School Drive​

​Code Talker Novel​ ​Journey to Topaz​

​ASSESSMENTS​

​KEY LANGUAGE USE AND ML SUPPORTS​

​Explain​ ​Argue​ ​Inform​

​Social Studies Assessments​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

​Utah in the Modern Age​ ​ca. 1945 A.D./C.E. – 2002 A.D./C.E.​

​Unit 4​

​PACING​

​THEME(S)​

​7-8 Weeks​

​A Note About Themes​

​Half Year:​ ​4 weeks for every day. 7-8 for every other day.​

​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​The post-war era saw massive cultural and economic changes. By the time Utah hosted the 2002​ ​Olympics, the state was globally interconnected as never before. Utah’s economy and world-famous​ ​geography became inextricably linked with one another as the snow-sport and tourism industries​ ​developed. Industries including mining, agriculture, and technology continued to evolve and expand.​ ​Conversations and controversies continued regarding the best ways forward for economic growth,​ ​community development, and natural resource management. Additionally, Utah’s cultural landscape​ ​continued to evolve and diversify.​ ​UTAH STANDARDS​ ​UT Standard 4.1​ ​:​ ​Students will evaluate the impact​​of the Cold War on Utah such as the uranium​ ​boom, nuclear testing, nuclear waste storage and disposal, and the MX missile controversy. (history)​ ​UT Standard 4.2​ ​:​ ​Students will make an evidence-based​​argument regarding the appropriate roles​ ​of local, state, and federal governments in resolving a current and/or historical issue. (civics)​ ​UT Standard 4.3​ ​:​ ​Students will describe the economic​​ties between Utah communities, the nation,​ ​and the world. (economic)​ ​UT Standard 4.4​ ​:​ ​Students will use data and other​​evidence related to a cultural, ethnic, or religious​ ​group in Utah to interpret the group’s historic/current conditions and experiences. (history,​ ​geography)​ ​UT Standard 4.5​ ​:​ ​Students will describe the historic​​and present management of natural resources​ ​and make recommendations for natural resource management in the future. (geography)​ ​UT Standard 4.6​ ​:​ ​Students will evaluate the impact​​of tourism on Utah’s economy and geography,​ ​such as the development of tourism industries, state and national parks, and events including the​ ​2002 Olympics. (economics)​ ​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​How did the cold war affect life in Utah?​ ​●​ ​What are the costs and benefits of Utah hosting another Winter Olympics?​ ​●​ ​What unique attributes of Utah's physical and human geography had an impact on the growth​ ​and development of the state?​ ​●​ ​What is the best way to balance federal and state power?​ ​●​ ​How do ethnic and religious minorities in Utah maintain and celebrate their unique cultures?​ ​●​ ​Who are some of the most influential leaders in Utah, at a variety of scales? What have been​ ​their most significant contributions to the betterment of life in Utah?​

​LEARNING INTENTIONS​ ​●​ ​I can examine the role of local, state, and federal government in resolving current and/or​ ​historical issues.​ ​●​ ​I can evaluate the impact of the Cold War on Utah.​ ​●​ ​I can recognize and describe the economic and cultural impact of diverse groups in Utah.​ ​●​ ​I can analyze the impact tourism has on Utah including the Olympics.​ ​●​ ​I can identify Utah’s natural resources and make recommendations for their use.​ ​To be included throughout the Unit:​ ​●​ ​I can gather relevant information from multiple sources to answer a question through clear and​ ​coherent writing​ ​VOCABULARY​ ​Tourism​ ​Cold War​ ​Communism​ ​Economy​ ​Public Land​ ​Minority​ ​RESOURCES​ ​Social Studies CSD Middle School Drive​ ​ASSESSMENTS​ ​KEY LANGUAGE USE AND ML SUPPORTS​ ​Social Studies Assessments​ ​Explain​

​Argue​ ​Inform​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

​Utah Going Forward​ ​ca. 2003 A.D./C.E. – Present​

​Unit 5​

​PACING​

​THEME(S)​

​4 Weeks​

​A Note About Themes​

​Half Year:​ ​2 weeks for every day.​ ​4 weeks for every other day.​

​Conflict​ ​Compromise​ ​Progress​

​UNIT OVERVIEW​ ​In the 21st century, central themes endure: the diffusion of cultures, global interconnected- ness, the​ ​importance of creating and sustaining community, and the need for a strong econ- omy. Most current​ ​events—whether they involve interactions between sovereign American Indian tribal communities and​ ​state and federal governments; concerns about water; tensions and questions about the proper role​ ​and jurisdiction of local, state, and federal governments; or ideas about how best to grow Utah’s​ ​economy—have their roots deeply embedded in the rich history of Utah. Students will now have an​ ​opportunity to synthesize their study of Utah with capstone academic work.​ ​UTAH STANDARDS​ ​UT Standard 5.1​ ​:​ ​Students will select a recent event​​they think will be worthy of remembering,​ ​recording, or interpreting, and make an argument for its potential historical significance. (history)​ ​UT Standard 5.2:​ ​Students will use geographic tools​​and resources to investigate a current issue,​ ​challenge, or problem facing Utah or their community and propose a viable solution. (geography)​ ​UT Standard 5.3​ ​:​ ​Students will use data regarding​​the key components of Utah’s economy to make​ ​recommendations for sustainable development. (economics)​ ​UT Standard 5.4​ ​:​ ​Students will use recent population​​growth and other demographic trends to​ ​make predictions about Utah’s growth and to create and defend a public policy in response to those​ ​trends. (economics)​ ​UT Standard 5.5:​ ​Students will research issues of​​civic importance in which city, county, tribal, or​ ​state governments have a role. Students will use their research to develop and write a policy proposal​ ​to the appropriate governmental entity, such as a board, commission, council, legislator, or agency.​ ​(civics)​ ​POSSIBLE GUIDING​ ​AND INQUIRY​ ​QUESTIONS​ ​●​ ​How should Utah respond to global issues, such as terrorism, refugee crisis, war?​ ​●​ ​What is the best way to balance federal and state power?​ ​●​ ​How should issues be resolved that involve state, federal, and American Indian lands?​ ​●​ ​What are the best ways to ensure our growing water needs will be met?​

​●​ ​What are ways Utah should grow its economy?​ ​●​ ​What are solutions to Utah’s air quality concerns?​ ​●​ ​How do we create and sustain safe and healthy communities?​ ​●​ ​How can Utah best meet transportation and other infrastructure needs?​

​LEARNING INTENTIONS​

​●​ ​I can argue for the remembrance of a recent event.​ ​The following four “I can” statements could be achieved in a sequence as part of a​ ​culminating project:​ ​●​ ​I can identify significant current issues facing Utah.​ ​●​ ​I can use research to gather information about the issue.​ ​●​ ​I can propose a solution through clear and coherent writing that considers various​

​aspects* of the problem.​ ​(​ ​*​ ​geography, history, economics,​​civics)​ ​●​ ​I can identify the correct person or group to consider my solution​

​VOCABULARY​ ​Tourism​ ​Cold War​ ​Communism​

​Economy​ ​Public Land​ ​Minority​

​RESOURCES​ ​Social Studies CSD Middle School Drive​ ​ASSESSMENTS​

​KEY LANGUAGE USE AND ML SUPPORTS​

​Explain​ ​Argue​ ​Inform​

​Social Studies Assessments​

​Information on Key Language Uses​ ​Supports for Multilingual Learners​

8th - U.S. History

​8th US History​

​YEAR AT A GLANCE​

​Unit 1​

​Unit 2​

​Unit 3​

​Unit 4​

​Suggested Pacing​

​4-5 Weeks​

​5-6 Weeks​

​5-6 Weeks​

​5-6 Weeks​

​Three Worlds Meet​ ​Prehistory - Ca. 1650​

​Colonization​ ​Ca. 1565 - 1776​

​The American Revolution​ ​Ca. 1754-1787​

​The U.S. Constitution​ ​Ca. 1781 - 1789​

​Unit​

​US I Standard 1.1​ ​US I Standard 1.2​ ​US I Standard 1.3​ ​US I Standard 1.4​

​US I Standard 2.1​ ​US I Standard 2.2​ ​US I Standard 2.3​ ​US I Standard 2.4​

​US I Standard 3.1​ ​US I Standard 3.2​ ​US I Standard 3.3​ ​US I Standard 3.4​

​US I Standard 4.1​ ​US I Standard 4.2​ ​US I Standard 4.3​ ​US I Standard 4.4​

​Standards​

​Sourcing​ ​Contextualization​ ​Close Reading​

​Sourcing​ ​Contextualization​ ​Close Reading​

​Sourcing​ ​Contextualization​

​Sourcing​ ​Contextualization​

​Historical Thinking Skills​

​8th US History​

​YEAR AT A GLANCE​

​Unit 5​

​Unit 6​

​Unit 7​

​Suggested Pacing​

​5-6 Weeks​

​4-5 Weeks​

​4-5 Weeks​

​The Development of Political​ ​Institutions and Processes​ ​CA. 1783 - 1861​

​Expansion​ ​Ca. 1783 - 1890​

​The Civil War and Reconstruction​ ​CA. 1820 - 1877​

​Unit​

​US I Standard 5.1​ ​US I Standard 5.2​ ​US I Standard 5.3​

​US I Standard 6.1​ ​US I Standard 6.2​ ​US I Standard 6.3​ ​US I Standard 6.4​ ​Sourcing​ ​Contextualization​ ​Close Reading​ ​Corroboration​

​US I Standard 7.1​ ​US I Standard 7.2​ ​US I Standard 7.3​ ​US I Standard 7.4​ ​Sourcing​ ​Contextualization​ ​Close Reading​ ​Corroboration​

​Standards​

​Sourcing​ ​Contextualization​ ​Close Reading​ ​Corroboration​

​Historical Thinking Skills​

​Accessing the Benchmarks (​ ​Formerly DWSBAs​ ​)​ ​All 8th grade assessments are pushed out via Mastery Connect. For more info see​ ​Social Studies Assessments​