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Recommended Guidelines Social Studies Frameworks – Grade 6-8 December 2003

Why is social studies education important to Washington State students?

Social studies education curriculum and instruction in history, geography, civics/government, and economics—is uniquely important

in the middle/junior high school grades. Students at this age are developmentally ready to dramatically deepen their understanding

of Earth and its peoples. They are ready to sharpen their skills of description and analysis, comprehend the rights and

responsibilities of citizens in a culturally diverse democracy, and contribute to the common good. Social studies education is

critically important at these grades because without historical understanding there can be no wisdom; without geographic

understanding, no social or environmental intelligence; without economic understanding, no wise decision making about scarce

resources; and without civic knowledge and skill, no democratic citizens and, therefore, no democracy.



Students who get strong history, geographic, civic, and economic education in the middle grades are given a key advantage over

children who do not. In each subsequent year of instruction through high school and college, the students are building new ideas

and skills onto a foundation that was built earlier. Without it, new material makes little sense because the needed groundwork is

missing. A K-12 social studies curriculum, like any school curriculum, is a spiraling enterprise of building onto what was built earlier.

No gap in that work can be afforded.



Introduction:

The intent of the Washington State Social Studies Framework is to provide support for the development of social studies benchmarks and

instructional guidelines for individual school districts. Specific social studies guidelines developed at the local level will best reflect the

specific nature and culture of the community. It is the combination of efforts at the state and local levels that work to ensure that all

elements of the Essential Academic Learning Requirements in social studies are addressed at each grade level.



Goals of the Frameworks & Social Studies Education::

 Civic Responsibility: To help students become active, engaged participants in our democracy.

 Historical Understanding: To help students become aware of the impact of history on the world around them.

 Geographic Understanding: To help students become aware of humans' impact on their environments and how geography impacts how we live.

 Economic Understanding: To help students realize how decisions about scarce resources are made.



Principles of the Frameworks to Meet These Goals:



Depth of study: It would be nearly impossible to teach students about every important topic in social studies in a way that promotes in-depth

understanding. Consequently, the frameworks help teachers choose which topics they will explore deeply and which will be used as points of

comparison. The goal is for students to have the opportunity to gain important Enduring Understandings (see below) from these topics and what they

teach us about ourselves and our world.



 Construct knowledge: Students should construct deep understanding of the social world rather than simply reproduce information. Social studies

learning must be authentic to the students' life experiences and have application to the world in which they live.

 Disciplined Inquiry: Students should construct this knowledge using the disciplinary skills provided by geography, civics, economics, and history. The

goal is for students to be able to solve problems from a geographic, civic, economic, and/or historical perspective.

 Critical Thinking: To be an effective, engaged citizen, students should learn how to approach topics critically and creatively. The frameworks seek to

promote constructive questioning and critical thinking by asking students to analyze, synthesize, and evaluate what they are learning.





Page 1 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6-8 December 2003

 Meeting the Needs of All Learners: Active learning is essential for culturally diverse classrooms and students with varying academic skills. Moreover,

building meaningful social relationships and skills for civic discourse and cooperative learning enables students from diverse backgrounds to work

together in meaningful ways. Social studies frameworks should enable students to view concepts, issues, events, and themes from the perspectives of

diverse ethnic and cultural groups.

 Value Beyond School: The knowledge students construct and the inquiry in which they engage should have relevance to their lives and communities.

 Integrative Learning: Social studies is an integrative process that brings together the disciplines of history, geography, civics, and economics, as

appropriate, to inform a topic of study. Using reading, writing, listening, and speaking processes to create meaning and shared understandings of

social studies is essential for authentic learning. Through social studies students develop the ability to think analytically, logically, and creatively, and to

integrate experience and knowledge to form reasoned judgments and solve problems in an increasingly complex world.

 Historical or Contemporary Context: Best practices embed geography, economic, historical, and civic skills and concepts within a context. Logical

historical and contemporary contexts are provided in these frameworks to facilitate the teaching of these skills.

 Iterative: Conceptual understandings are developed effectively by reviewing, reinforcing, and building on the learning from preceding grade levels.



Components of the Frameworks:

 The EALR Component: The frameworks begin with what is essential and what is required as defined by the state-mandated state Essential

Academic Learning Requirements (EALRs).

 Enduring Understandings/Essential Questions: They are overarching understandings which focus on transferable, recurring ideas as well as

topical understanding that focus on a very specific idea. They relate to the real world and help to answer the question “Why do we care?” These

understandings are put into the form of essential questions. Teachers may find it helpful to post these essential questions while teaching the relevant

unit so that students can continually see why they are spending time learning these concepts and content. (See Wiggins, G. & McTighe, J.

Understanding By Design. Association for Supervision and Curriculum Development. Alexandria Virginia. 1998. for further explanation.)

 EALR Benchmarks: These are the statements of learning that express what a student should know and/or be able to do by the time they reach the

fifth, eighth, and twelfth grades. Benchmarks articulate the level of cognition (using Bloom’s Taxonomy) and the significant content and/or processes

to be learned. Within each grade span (K-5, 6-8, 9-12), the EALR benchmarks are coded to indicate when it first appears in the frameworks:

 EALRs with a .1are introduced, reinforced, and mastered in grades K - 5.

 EALRs with a .2 are introduced , generally, at grade 6, reinforced at grade 7, and mastered at grade 8.

 EALRs with a .3 are introduced, reinforced, and mastered in grades 9 - 12.

 Evidence of Learning: These are statements that describe ways in which students could demonstrate their learning. The bulleted list is not

exhaustive. Teachers are encouraged to seek additional classroom evidence of learning.

 Glossary: There is a short glossary for terms highlighted throughout

 Classroom-Based Assessments (CBAs)- Students have the opportunity to construct their own understanding of key events and ideas through the

completion of projects and papers that require work inside and outside of school. These projects also require students to engage with their

communities and apply their new understanding.









Page 2 of 32 Office of Superintendent of Public Instruction

STEP 1: What must your students learn

Recommended Guidelines

according to the state standards? Review the Social Studies Frameworks – Grade 6-8 December 2003

EALRs. (See Next Page for STEP 1b on

Social Studies Skills EALRs) How can the Frameworks help your teaching?

A Step-by-Step Approach

A. River Civilizations: Mesopotamia, Egypt, Kush: Chart, Compare, and Contrast the following for each of these civilizations





EALR Benchmarks: Evidence of Learning: Assessments Enduring Understandings/ Essential

WHAT HOW HOW WELL WHY Questions



Students will be able to… Classroom- Students will come to their own

Based understanding of the following questions:

Assessment

Geography

G3.2.2a Explain how the physical  Explain why early civilizations See

environment impacts how and where developed in river valleys and Analyzing How does physical geography contribute

people live and work (Human/ how the river affected daily Sources to the political, economic, and cultural

Environment Interaction, Region, Place, life and culture CBA development of a particular civilization?

Movement)

G3.1.2a Analyze the different ways  Explain how farming and

people use the environment, identify the herding changed human What stimulates the movement of goods,

consequences of use, and consider lifestyles people, and ideas?

possible alternatives



STEP 2: What will your students do to gain STEP 3: What is acceptable evidence of How does the movement of ideas,

this learning? Determine the content-specific your students’ learning? The classroom- goods, and people affect cultures?

evidence of learning. based assessments models available on

OSPI’s website provide one way for students STEP 4: What enduring

to demonstrate their understanding. Go to understandings will your students gain

http://www.k12.wa.us/curriculuminstruct/SocSt from this learning?

udies









Additional Steps to Take:

STEP 5: What learning experiences will your students need to gain this learning? The OSPI social studies homepage has links to curricula

that will help your students to complete the tasks described in the classroom-based assessment models.

STEP 6: What materials and resources will you need to create these learning experiences? Again, the OSPI social studies homepage has

links to numerous examples of curricula that can help you. In addition, the classroom-based assessment models have glossaries,

resource lists, and instructional steps to assist you and your students.



Page 3 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6-8 December 2003



STEP 1b (continued from previous page): Social Studies Skills EALRs

In determining what your students must learn according to the state standards, make sure to review the Social Studies Skills EALRs. All of the Social Studies

Skills EALRs listed below could and should be integrated in the sections of the Social Studies Frameworks. To know and apply civic, economic, geographic,

and historical content and concepts, it is essential for students to learn and practice these skills.



1.1.3a Formulate a thesis statement in the social studies that examines why as well as how



1.1.3b Identify key words; use advanced search strategies; independently locate appropriate and varied information sources; evaluate

primary/secondary sources



1.1.3d Evaluate reliability, credibility, and validity of information from a variety of social studies sources



1.1.3e Produce and interpret outlines, charts, graphs, maps, tables, timelines, and decision-making grids that explain problems and/or construct

solutions.



1.1.3f Create a product that uses social studies content to support a thesis and present the product in an appropriate manner to a meaningful

audience



2.1.3a Voice original ideas; demonstrate content knowledge; persuade audience; listen critically and build upon the ideas of others; ask

clarifying questions and challenge statements of others; negotiate and compromise



2.1.3c Select appropriate people to gain needed information; identify bias of subject; ask questions to refine and verify understanding



3.1.4a Identify central issue; formulate appropriate questions; identify multiple perspectives; compare and contrast; validate data using multiple

sources; determine relevant information; paraphrase problem



3.1.4b Distinguish between fact, opinion, and reasoned argument; clarify point of view and context; identify assumptions and fallacies; recognize

stereotypes, clichés, bias, and propaganda techniques; evaluate accuracy and timeliness of information; determine main message and

identify target audiences; analyze credibility and authenticity



3.1.4c Compare benefits and costs; suggest alternatives; predict probable consequences; provide evidence to justify best solution; select most

effective manner of communicating solution



3.1.4d Hypothesize possible outcomes from an initial event recognizing multiple causes and accidental factors



3.1.4e Group human and natural events into broadly defined eras and use timelines to explain patterns of continuity and change in the

succession of events



3.1.4f Reconstruct and express multiple points of view and integrate a historic, geographic, civic, or economic perspective



Page 4 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6-8 December 2003

GRADES 6-8 FRAMEWORKS OUTLINE

Rationale for Social Studies Outline

With the development of social studies Essential Academic Learning Requirements (EALRs) and frameworks, school districts across the state face the

challenge of constructing K-12 courses of study that are in alignment with laws governing education reform. To assist with this process, an outline

providing a path for general alignment of course work to EALRs has been included.

This outline can be modified in different ways, recognizing that content specified by the EALRs and frameworks needs to be contained within the relevant

benchmarks. The outline is a suggested aide to help districts develop their own curricular scope of social studies content for each community’s population

of learners

OUTLINE

GRADE 6

Grade 6: World Geography (This unit may be taught as a stand-alone unit or in context with world history units for grade 6.) Page 6

Cartography – Maps, charts, and geographic tools Page 7

Spatial patterns and regions Page 8

Interaction: People, the environment, and culture Page 9



Grade 6: World History and Geography Page 10

River Civilizations: Mesopotamia, Egypt, Kush Page 11

Ancient China Page 12

Greece and Rome Page 13



GRADE 7

Grade 7: World History and Geography Page 14

Islamic Civilization (600-1600) Page 15

Europe (600-1600) Page 16

African Kingdoms, Meso America, Japan Page 17



Grade 7: Washington State History and Geography Page 18

Emergence of Washington State Page 19

The Great Depression and World War II Page 20

Post-World War II: Domestic, Political, Social, and Economic Issues Page 21

Contemporary Washington State Page 22



GRADE 8

Grade 8: United States History and Civics Page 23

Founding a Government Page 24

Structure of Government Page 25

Rights and Responsibilities Page 26

Differing Political Systems and Foreign Policy Page 27

Revolution, Constitution, and New Nation Page 29

Expansion and Reform Page 30

Civil War and Reconstruction Page 31

Industrialization, Immigration, and Urbanization Page 32





Page 5 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6 December 2003



WORLD GEOGRAPHY

The following pages provide guidelines for teaching your students about world geography. While each section

offers important lessons on the formation of cultures and essential geography skills, it would be nearly

impossible to teach students about every component in a way that promotes in-depth understanding.

Consequently, you should choose which areas you want to explore deeply and which you will use as points of

comparison. The goal is for students to have the opportunity to gain important Enduring Understandings

that teach us about ourselves and our world.



Sixth Grade – World Geography

EALR Components: Enduring Understandings/ Essential Questions

Students will come to their own understanding of the following

questions:



G 1.1 Use and construct maps, charts, and other What do maps, globes, and charts teach us about the

resources to gather and interpret geographic world?

information

G1.2 Recognize spatial patterns on Earth's surface What are the five themes of geography?

and understand the processes that create these

patterns What are spatial patterns and how are they created?

G2.1 Describe the natural characteristics of places

and regions and explain the causes of their What is a region and how are regions defined?

characteristics

G2.2 Describe the patterns humans make on places What is culture?

and regions

G3.1 Identify and examine people's interaction with What are the elements of culture?

and impact on the environment

G3.2 Analyze how the environment and What is meant by cultural transmission and how does

environmental changes affect people that idea influence a place or region?

G3.3 Examine cultural characteristics, transmission,

diffusion and interaction What is mean by cultural diffusion and how does that

idea influence a place or region?









Page 6 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6 December 2003

WORLD GEOGRAPHY



Because of the nature of world geography, best practices require that geography skills and concepts be taught within a context.

Individual districts may choose the context in which these geographic skills and concepts are taught. Possible examples could include

Latin America, Canada, world history, or your local region.

A world geography course often includes issues within the economic, political, and social realms. Along with the geography EALRs, other

social studies EALRs may fit within this course, given the regional context a district chooses.



A. Cartography--Maps, charts, and geographic tools

EALR Benchmarks: Evidence of Learning: Assess Enduring Understandings/

- ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL Students will come to their own understanding

CBAs of the following questions:

Geography

G 1.1.2a Use globes, a variety of map projections, • Identify the purposes of using different map

satellite imagery, and Geographic Information projections and globes What do maps, globes, and

System (GIS) data to interpret information from a • Compare a globe to a variety of world map charts teach us about the

spatial perspective. (Location, Place) projections in order to observe that the four world?

G 1. 1.2b Use data and a variety of symbols and characteristics of shape, size, distance, and

colors to create thematic maps, mental maps, and direction are accurately preserved only on a What are the five themes of

graphs depicting geographic information; e.g., globe geography?

patterns of population, economic features, rainfall, • Identify and compare the major differences

and vegetation. (Location, Place, Region) between the two broad categories of world map

projections (conformal and equal area)

• Construct a mental map to identify the relative

location of each continent and ocean









Page 7 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6 December 2003



B. Spatial Patterns and Regions



EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

Students will come to their own

CBAs understanding of the following questions:

G 1. 1.2b Use data and a variety of symbols and colors • Identify on a map or globe the specific location of

to create thematic maps, mental maps, and graphs places or events using the geographic grid of latitude

depicting geographic information. e.g. patterns of and longitude See What are spatial patterns

population, economic features, rainfall, and • Identify on a map or globe specific types of regions Analyz- and how are they

vegetation(Location, place, region) including physical, cultural, and economic ing created?

G 1.2.2a Locate physical and human features and • Create a map that locates physical and political Sources

events on maps and globes. (e.g., location of cultural features of a major cultural or political region. Include CBA What is a region and how

regions, large urban areas, now and in the past, and the seven elements of a map are regions defined?

major land forms and climate regions (Location, Place, • Create a map that demonstrates the growth of a city

Region) over time and its spatial organization

G 1.2.2b Analyze how human spatial patterns emerge • Analyze how the physical environment is impacted by

from natural processes and human activities. (e.g. human activity such as agriculture.

tectonic forces, climate, fires, farming, air pollution, • Explain the impact of transportation corridors such as

transportation, population and urban development rivers, roads, railroads etc. on the development of cities

(Place, Human/environment Interaction, Movement) • Compare and contrast the physical and human

G 2.1.2 Use observation, maps, and globes to identify, characteristics of different regions

compare and contrast the physical characteristics of • Analyze and explain patterns of land use in urban,

places and regions (e.g. wildlife, vegetation, climate, suburban, and rural areas and describe the effects of

natural hazards and waterways) these uses

Location, Region • Given specific data, create a graph depicting

G 2.2.2 Use observation, maps and other tools to agricultural and industrial production of a region

identify and to compare and contrast the patterns • Use mental maps of nations and regions of the world

humans make on places and regions (e.g. cultural to describe the relative location of a place or region

characteristics, population characteristics)

EXAMPLE: The Western Hemisphere









Page 8 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6 December 2003



C. Interaction: People, the environment, and culture

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

Students will come to their own

CBAs understanding of the following questions:

G3.1.2a Analyze the different ways people use the • Examine how the increase in human population

environment, identify the consequences of use, and has led to challenges with such issues as fresh See What is culture?

consider possible alternatives (Human/Environment water and what implications this may create in the Humans

Interaction, Region) future & the What are the elements of

G3.1.2b Explain how the actions and interactions of • Illustrate on a map the impact of humans on a Environ- culture?

human societies affect and are affected by the particular region over a period of time and ment

environment with regard to air, water, and land describe its resulting effects on the environment CBA What is meant by cultural

issues as well as communities transmission and how

(Human/Environment Interaction, Region) • Compare and contrast the culture that See does that idea influence a

G3.2.2a Explain how the physical environment developed in a desert area with one that Conflict place or region?

impacts how and where people live and work developed in a wet area CBA

G3.2.2b Examine how technology can affect • Analyze how the construction of public works What is meant by cultural

people’s interaction with the environment projects can bring about both positive and diffusion and how does

(Human/Environment Interaction, Region, negative impacts that idea influence a place

Movement) • Describe the pros and cons of energy production or region?

G 3.3.2a Identify the many groups and subcultures • Using the most recent census data available list

that exist within large societies and the ways they the different ethnic and cultural groups within a

interact (Location, Place) state or region and describe the opportunities and

G3.3.2b Explain how some forms of cultural difficulties they may encounter

communication contribute to societal cohesion • Compare the cultural elements of a country or

and/or division (Five Themes) region (i.e., society, government, economy,

G3.3.2c Identify how people develop their technology, art, ideas and beliefs, and trade) and

understandings of culture through the exchange of to those in neighboring regions.

ideas, art, music, natural resources, and goods and • Analyze how cultural diffusion and transmission

services create patterns on the landscape

• Compare and contrast cultural philosophies and

practices in regard to use of natural resources

(e.g., tribal vs. governmental or private land use)



EXAMPLE: The Western Hemisphere









Page 9 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6 December 2003

WORLD HISTORY AND GEOGRAPHY

The following pages provide guidelines for teaching your students about ancient civilizations. While each

civilization offers important lessons on how people formed societies, economic systems, governments, and

culture, it would be nearly impossible to teach students about every ancient civilization in a way that promotes

in-depth understanding. Consequently you should choose which civilizations you want to explore deeply and

which you will use as points of comparison. The goal is for students to have the opportunity to gain important

Enduring Understandings that these ancient civilizations teach us about ourselves and our world.



Sixth Grade – Ancient Civilizations

EALR Components: Enduring Understandings/ Essential Questions

Students will come to their own understanding of the following

questions:



 G 3.1 - Identify and examine people’s interaction with How does physical geography contribute to the political, economic,

and impact on the environment and cultural development of a particular civilization?

 G 3.2 - Analyze how the environment and

environmental changes affect people What geographic factors stimulate the movement of goods, people,

 E 2.1 - Recognize that both buyers and sellers and ideas?

participate in voluntary trade because both expect to

gain How and why does the rule of law develop in civilizations?

 E 2.2 – Explain how different economic systems

produce, distribute, and exchange goods and services How do religion and government exercise authority over people?

 C 2.3 – Compare and contrast democracies with other

forms of government What legacies have been left by ancient civilizations, in particular, on

 WH 1.2 - Understand events, trends, individuals, and our society?

movements shaping the United States, world, and

Washington State history.

What significant contributions were made that advanced science,

 H 1.2 – Understand events, trends, individuals, and

movements shaping the US, World, and Washington

technology, and the arts?

State History

 H 2.1 - Compare and contrast ideas in different places, How does the movement of ideas, goods, and people affect cultures?

time periods, and cultures, and examine the

interrelationships between ideas, change, and conflict How does trade affect culture?

 H 2.2 - Understand how ideas and technological

developments influence people, culture, and How do different economic systems affect people's daily lives?

environment







Page 10 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6 December 2003



A. River Civilizations: Mesopotamia, Egypt, Kush



EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own

understanding of the following questions:

Geography • How does physical

G3.2.2a Explain how the physical environment  Locate and describe major river systems See geography contribute to the

impacts how and where people live and work and explain why early civilizations Humans political, economic, and

(Human/ Environment Interaction, Region, Place, developed in river valleys and how the river & the cultural development of a

Movement) affected daily life and culture Environ- particular civilization?

ment • What geographic factors

G3.1.2a Analyze the different ways people use the  Explain how farming and herding changed CBA stimulate the movement of

environment, identify the consequences of use, and human lifestyles goods, people, and ideas?

consider possible alternatives • How does the movement of

ideas, goods, and people

affect cultures?

Economics • How do different economic

E3.2.2b Understand that money as a medium of  Explain how barter and, later, money, systems affect people’s

exchange serves as a temporary store of value affected trade in these civilizations daily lives?

E3.2.2c Describe how money facilitates transactions  Explain how cultures were changed and

by decreasing costs influenced as a result of trade with other • How does trade affect

E2.1.2a Understand that when trade occurs, people civilizations culture?

benefit and have a broader range of choices

Civics • How and why does the rule

C2.3.2a Explain how various forms of government  Describe how religion and society helped to of law develop in ancient

have different effects on the lives of people shape government and what authority it civilizations?

has on people’s daily lives • How does religion and

 Analyze how and why codes and laws were government exercise

developed authority over people?

History • What legacies have been

H2.2.2 Interpret how changing technologies have  Describe the achievements of each See left by ancient civilizations,

shaped ideas and attitudes and analyze the impact particular culture in the arts, government, Analyz- in particular, on our society?

of ideas and technological development on society and technology and explain how they ing • What significant

and culture present themselves today Sources contributions were made

WH 1.2.2 Compare and contrast elements of culture  Analyze how beliefs were reflected in CBA that advanced science,

(e.g., society and government, economy, technology, cultural expression technology, and the arts?

arts, ideas and beliefs)



Page 11 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6 December 2003

WORLD HISTORY

B. Ancient China

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own

understanding of the following questions:

Geography •How does physical

G3.2.2a Explain how the physical environment  Describe the impact of physical geography contribute to the

impacts how and where people live and work geography on the development of China political, economic, and

and its culture cultural development of a

G3.3.2.c Identify how people develop their  Explain why China remained relatively particular civilization?

understandings of culture through the exchange of isolated and how the isolation ended •What stimulates the

ideas, art, music, natural resources, and goods  Explain the effects of the introduction of movement of goods,

and services (Five Themes) other cultural ideas and practices people, and ideas?

•How does the movement

of ideas, goods, and people

affect cultures?



Economics •How do different economic

E2.1.2c Understand that when trade occurs  Explain the economic and cultural effects systems affect people’s

internationally, many people in each country of Silk Road trade daily lives?

benefit and have a broader range of choices •How does trade affect

culture?

Civics •How and why does the rule

C2.3.2b Describe a variety of forms of government  Describe the government and of law develop in ancient

C2.3.2c Explain how various forms of government bureaucracy that developed in China and civilizations?

have different effects on the lives of people its impact on the lives of the people •How do religion and

 Identify the major dynasties of China government exercise

authority over people?

History •What legacies have been

H2.2.2 Interpret how changing technologies have Summarize China’s contributions to the arts, See left by ancient civilizations,

shaped ideas and attitudes; analyze the impact of literature, and science Analyzing in particular, on our

ideas and technological developments on society Describe how Chinese philosophy Sources society?

and culture (Confucianism, Taoism, Buddhism) was CBA •What significant

WH1.2.2 Compare and contrast elements of reflected in its culture contributions were made

culture (e.g., society and government, economy, that advanced science,

technology, arts, ideas and beliefs, in the following technology, and the arts?

context: Ancient China)



Page 12 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 6 December 2003

WORLD HISTORY AND GEOGRAPHY

C. Greece and Rome: Compare and Contrast

EALR Benchmarks: Evidence of Learning: Assess Enduring Understandings/

- ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL Students will come to their own understanding of

CBAs the following questions:

Geography •How does physical geography

G 3.2.2a Explain how the physical environment impacts how and • Examine the role of physical geography contribute to the political,

where people live and work in the growth and development of Greek economic, and cultural

G3.3.2a Identify the main groups and subcultures that exist within and Roman civilizations development of a particular

large societies and the ways they interact • Analyze the expansion of Greek civilization?

G3.3.2c Identify how people develop their understandings of language and culture and their impact on •What stimulates the movement

culture through the exchange of ideas, art, music, natural neighboring peoples of goods, people, and ideas?

resources, and goods and services • Describe the experiences of different •How does the movement of

groups in Roman society during the ideas, goods, and people affect

Roman Empire cultures?

Economics •How do different economic

E2.1.2c Understand that when trade occurs internationally, many • Explain the economic and cultural systems affect people’s daily

people in each country benefit and have a broader range of effects of trade in the Greek and Roman lives?

choices civilizations •How does trade affect culture?



Civics • Illustrate the contributions of Greek and •How and why does the rule of

C2.3.2b Describe a variety of forms of government Roman civilization in government and law develop in ancient

C2.3.2c Explain how various forms of government have different philosophy civilizations?

effects on the lives of people • Describe and explain the factors •How does religion and

surrounding the migration of major government exercise authority

religious groups within the Roman over people?

Empire

History

H1.1.2a Group events and individuals by broadly defined • Illustrate the contributions of Greek and See •What legacies have been left

historical eras and develop related timelines Roman civilization in the arts, literature, Analyz- by ancient civilizations, in

H1.1.2b Using evidence for support, identify, analyze, and explain government, science, and philosophy ing particular, on our society?

possible causal factors contributing to given historical events. • Identify ideas and other aspects of Sources

H1.3.2 Examine the development of different cultures in world culture the Romans borrowed from the CBA •What significant contributions

history Greeks. were made that advanced

H2.2.2 Interpret how changing technologies have shaped ideas & • Describe the factors that enabled Rome See science, technology, and the

attitudes; analyze the impact of ideas & technological to expand and dominate and what Conflict arts?

developments on society & culture ultimately led to its demise CBA

WH 1.2.2 Compare and contrast elements of culture (e.g., society

and government, economy, technology, arts, ideas and beliefs)

Page 13 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade7 December 2003

WORLD HISTORY AND GEOGRAPHY – GRADE 7

The following pages provide guidelines for teaching your students about world history from 600 to 1600.

While each area of the world offers important lessons on how people formed societies, economic systems,

governments, and culture, it would be nearly impossible to teach students about every society of the world in

a way that promotes in-depth understanding. Consequently, you should choose which areas you want to

explore deeply and which you will be use as points of comparison. The goal is for students to have the

opportunity to gain important Enduring Understandings that these societies teach us about ourselves and

our world.

Seventh Grade – World History & Geography

EALR Components: Enduring Understandings/ Essential Questions

Students will come to their own understanding of the following

questions:

G 1.2 - Recognize spatial patterns on Earth's surface and How does physical geography contribute to the political, economic,

understand the processes that create these patterns and cultural development of a particular civilization?

G 2.1 - Describe the natural characteristics of places and

regions and explain the causes of their characteristics What stimulates the movement of goods, people, and ideas?

G 3.1 - Identify and examine people’s interaction with and

impact on the environment How and why does the rule of law develop in civilizations?

G 3.2 - Analyze how the environment and environmental

changes affect people

How do religion and government exercise authority over people?

E 2.1 - Recognize that both buyers and sellers participate in

voluntary trade because both expect to gain

E 2.2 – Explain how different economic systems produce,

What legacies have been left by ancient civilizations, in particular,

distribute, and exchange goods and services on our society?

C 2.3 – Compare and contrast democracies with other forms

of government What significant contributions were made that advanced science,

H 1.2 – Understand events, trends, individuals, and technology, and the arts?

movements shaping the US, World, and Washington State

History How does the movement of ideas, goods, and people affect

H 2.1 - Compare and contrast ideas in different places, time cultures?

periods, and cultures, and examine the interrelationships

between ideas, change, and conflict How do different economic systems affect people's daily lives?

H 2.2 - Understand how ideas and technological

developments influence people, culture, and environment How does trade affect culture?









Page 14 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade7 December 2003

WORLD HISTORY AND GEOGRAPHY

A. Islamic Civilization (600-1600)

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL Students will come to their own

CBAs understanding of the following questions:

Geography • How does physical

G3.1.2a Analyze the different ways people use the environment, identify the • Explain the cultural impact of trade on Islamic See geography contribute to the

consequences of use and consider possible alternatives civilization Humans political, economic, and

G3.1.2b Explain how the actions and interactions of human societies affect • Explain why both nomadic and stationary lifestyles & the cultural development of a

and are affected by the environment with regard to air, water, and land developed within Islamic civilization and describe Environ- particular civilization?

issues examples of each ment • What stimulates the

G3.2.2a Explain how the physical environment impacts how and where • Trace the expansion of the Islamic civilization and CBA movement of goods, people,

people live and work the reasons for its expansion and ideas?

(Human/ Environment Interaction, Region, Place, Movement) See • How does the movement of

G3.3.2c Identify how people develop their understanding of culture through Conflict ideas, goods, and people affect

the exchange of ideas, art, music, natural resources, and good and services

CBA cultures?

Economics

E2.1.2a Understand that when trade occurs, many people benefit and have • Explain the economic impact of trade on Islamic See • How do different economic

a broader range of choices civilization Needs & systems affect people’s daily

E2.2.2a Understand how differences in property rights, ownership, and non- • Describe the growth of cities on major trade routes Wants lives?

economic values and beliefs result in different methods of production and CBA • How does trade affect

distribution of goods and services culture?

Civics • Describe the system of government within the

C2.3.2a Describe the purposes of government and how its powers are Islamic civilization and the effect of its power in the • How and why does the rule of

acquired, used, and justified lives of its citizens law develop in ancient

C2.3.2b Describe a variety of forms of government • Explain the significance of the Qur'an and the civilizations?

C2.3.2c Explain how various forms of government have different effects on Sunnah as the primary sources of Islamic beliefs, • How does religion and

the lives of people practice, and law, and their influence in Muslims' government exercise authority

daily lives. over people?

• Trace the origins of Islam and the life and

teachings of Muhammad, including Islamic teachings

on the connection with Judaism and Christianity.

History • What legacies have been left

H2.1.2 Explain the origin and historical context of major ideas and their • Trace the expansion of the Islamic civilization and See by ancient civilizations, in

impact on societies explain the reasons for its expansion Analyz- particular, on our society?

H2.2.2 Interpret how changing technologies have shaped ideas and • Describe the contributions of the Islamic civilization ing • What significant

attitudes, and analyze the impact of ideas and technological developments to science, mathematics, medicine, arts, literature, Sources contributions were made that

on society and culture trade, and banking CBA advanced science, technology,

WH1.2.2 Compare and contrast elements of culture (Islamic Civilization) and the arts?



Page 15 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade7 December 2003

WORLD HISTORY AND GEOGRAPHY

B. Medieval and Renaissance Europe 600-1600

EALR Benchmarks: Evidence of Learning: Assess Enduring Understandings/

- ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL Students will come to their own

CBAs understanding of the following questions:

Geography • How does physical

G1.2.2b Analyze how human spatial patterns emerge from • Explain the role of physical geography in the eventual development of See geography contribute to

natural processes and human development (Place, different nations within Europe Analyz- the political, economic,

Human/Environment Interaction, Movement) • Describe the impact of the plague and the development of towns and ing and cultural development

G3.2.2a Explain how the physical environment impacts how cities Sources of a particular civilization?

and where people live and work • Analyze the development of maps and other navigational aids and CBA • What stimulates the

G3.2.2b Examine how technology can affect people’s their impact, both positive and negative, on exploration, trade, and movement of goods,

interaction with the environment cultural diffusion people, and ideas?

• How does the movement

of ideas, goods, and

people affect cultures?

Economics • Identify the components of the feudal system and describe how it

E2.2.2a Explain how different economies use different methods affected the lives of each group within it See • How do different

to produce, distribute, and exchange goods and services • Explain the effects of reopening of the ancient "Silk Road" between Needs & economic systems affect

Europe and China, including Marco Polo's travels and the location of his Wants people’s daily lives?

routes CBA • How does trade affect

• Explain the growth of independent trading cities (e.g., Venice), with culture?

emphasis on the cities' importance in the spread of Renaissance ideas

Civics • Understand the conflict and cooperation between the Papacy and • How and why does the

C2.3.1b Describe a variety of forms of government European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry rule of law develop in

C2.3.2c Explain how various forms of government have IV) civilizations?

different effects on the lives of people • Understand the decline of Muslim rule and the rise of Spanish and • How does religion and

Portuguese kingdoms government exercise

• Describe the political, economic, social, and educational power of the authority over people?

Catholic Church during the Medieval and Renaissance Periods

History • Explain the causes and consequences of the Crusades • What legacies have been

H2.1.2 Explain the origin and historical context of major ideas • Identify what is meant by Humanism and explain how this philosophy See left by ancient

and their impact on societies affected society during the Renaissance Analyz- civilizations, in particular,

H2.2.2 Interpret how changing technologies have shaped ideas • Detail the impact of advances made in the arts, science, mathematics, ing on our society?

and attitudes and analyze the impact of ideas and technological cartography, engineering, and the understanding of human anatomy Sources • What significant

developments on society and culture and astronomy (e.g., Dante Alighieri, Leonardo da Vinci, Michelangelo CBA contributions were made

WH 1.2.2 Compare and contrast elements of culture (Medieval di Buonarroti Simoni, Johann Gutenberg, William Shakespeare) that advanced science,

Europe/Renaissance 600-1600) • Compare the art of Medieval Europe with that of the Renaissance. technology, and the arts?





Page 16 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade7 December 2003

WORLD HISTORY AND GEOGRAPHY

C. African Kingdoms, Meso America, Andean civilization, Japan and China: Chart, compare, and contrast at least two of these

civilizations.

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own

understanding of the following questions:

Geography • How does physical

G1.2.2a Locate physical and human features on maps • Explain how physical geography affected the See geography contribute to

G1.2.2b Analyze how human spatial patterns emerge from natural development of each civilization Analyz- the political, economic, and

processes and human activities • Create a physical and political map of each ing cultural development of a

G2.1.2 Use observation, maps, and other tools to identify, civilization using the seven elements of a map Sources particular civilization?

compare and contrast the physical characteristics of places and • SPECIFIC: Describe the importance of written CBA • What stimulates the

regions and oral traditions in the trans-mission of African movement of goods,

G3.2.2a Explain how the physical environment impacts how and history and culture. people, and ideas?

where people live and work (Place, Region, Human/Environment • How does the movement

Interaction, Movement) of ideas, goods, and people

G3.3.2c Identify how people develop their understandings of affect cultures?

culture through the exchange of ideas and goods and services

Economics • Describe the types of trade that developed in • How do different

E2.1.2c Understand that when trade occurs internationally, many each civilization and explain the effects of trade economic systems affect

people in each country benefit and have a broader range of on each culture people’s daily lives?

choices • Describe the ways in which people made a • How does trade affect

living in this civilization culture?

• SPECIFIC: Analyze the effects of the trans-

Saharan trade routes on West African cities.

Civics • Describe the type of government that • How and why does the

C2.3.2b Describe a variety of forms of government developed in this civilization and its effect on the rule of law develop in

C2.3.2c Explain how various forms of government have different lives of its citizens ancient civilizations?

effects on the lives of people • SPECIFIC: Analyze the rise of a military •How does religion and

society in Japan in the late twelfth century and government exercise

the role of the samurai in that society. authority over people?

History • Analyze the interaction between culture and • What legacies have been

H2.2.2 Interpret how changing technologies have shaped ideas beliefs found in this civilization See left by ancient civilizations,

and attitudes, and analyze the impact of ideas and technological • Examine the social systems of each civilization Analyz- in particular, on our

developments on society and culture • Identify and describe the achievements of this ing society?

WH1.2.2 Compare and contrast elements of culture in the civilization in science, arts, and technology Sources • What significant

following contexts: African Kingdoms, Meso-America, Japan • SPECIFIC: Describe the Meso-American CBA contributions were made

achievements in astronomy and mathematics, that advanced science,

including technology, and the arts?

Page 17 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade7 December 2003



WASHINGTON STATE HISTORY AND GEOGRAPHY

The following pages provide guidelines for teaching your students about Washington State History. While each era of Washington State

History offers important lessons on our society, economic system, government, and culture, it would be nearly impossible to teach students

about every era in a way that promotes in-depth understanding. Consequently, you should choose which eras you want to explore deeply

and which you will be use as points of comparison. The goal is for students to have the opportunity to gain important Enduring

Understandings that teach us about ourselves and our world. Note, however, any examination of any era in Washington State History

should include examination of the state constitution and treaties and balanced study of the various cultural groups that make up the state’s

population. NOTE: Where indicated, it is possible to embed Washington State History into corresponding sections of United States History in Grade 8.

Areas are indicated in the “Enduring Understanding/Essential Questions” Section.

Seventh Grade – Washington State History and Geography





EALR Components: Enduring Understandings/ Essential Questions

Students will come to their own understanding of the following questions:

G 3.2 Analyze how the environment and environmental 1. How has physical geography affected the growth and development of

changes affect people 3.3 Examine cultural characteristics, the state?

transmission, diffusion, and interaction 2. What impact did the development of Washington State have on different

E 2.1 Recognize that both buyers and sellers participate in cultural groups?

voluntary trade because both expect to gain 3. How did Washington emerge from a territory to achieve statehood?

E 2.2 – Explain how different economic systems produce, 4. What is unique about the government of Washington State and what

distribute, and exchange goods and services priorities does it reflect?

C 1.2 Examine key ideals of United States democracy such as 1 - 4 MAY BE EMBEDDED INTO THE WESTWARD EXPANSION SECTION OF U.S.

individual human dignity, liberty, justice, equality, and the rule HISTORY IN GRADE 8.

of law 5. What are the key industries of Washington State, past and present?

C 2.1 Understand and explain the organization of government 5 MAY BE EMBEDDED INTO THE ECONOMIC SECTIONS OF GRADES 8 AND/OR 11

at the federal, state and local level, including the executive, U.S. HISTORY.

legislative, and judicial branches 6. How did the people of Washington State respond to the political,

C 4.1 Understand individual rights and their accompanying economic, and social challenges of the Great Depression and World War II?

responsibilities including problem-solving and decision-making What is the legacy of how those challenges were met?

at the local, state, national, and international level 7. What significant political, economic, and social challenges affected

H 1.2 Understand events, trends, individuals, and movements Washington State in the post-World War II era?How did these challenges

shaping the US, world, and Washington State History. impact individuals and groups of people?

H 1.3 Examine the influence of culture on the United States, 6 AND 7 MAY BE EMBEDDED INTO THE GREAT DEPRESSION AND WWII SECTIONS

world, and Washington State history OF U.S. HISTORY IN GRADE 11.

H 2.1 Compare and contrast ideas in different places, time

8. What challenges face the people of Washington State today?

periods, and cultures, and examine the interrelationships

9. How can citizens work to address these challenges?

between ideas, change, and conflict

8 AND 9 MAY BE EMBEDDED INTO EITHER THE PARTICIPATION AND CITIZENSHIP

OR WORLD AND REGIONAL ISSUES SECTIONS OF CONTEMPORARY WORLD

PROBLEMS IN GRADE 12.





Page 18 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade7 December 2003



A. Washington State History: Emergence of Washington State



EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL Students will come to their own

CBAs understanding of the following questions:

Geography • Describe the relative location and important

G2.1.2 Use observation, maps, and other tools to characteristics of the five regions of Washington State • How has physical

identify, compare, and contrast the physical • Identify how Pacific Northwest and Plateau tribal peoples geography affected the

characteristics of places and regions (e.g., wildlife, use the physical geography to meet their basic needs past growth and development of

vegetation, climate, natural hazards, and and present the state?

waterways) (Location, Region, Place)

G3.2.2a Explain how the physical environment

impacts how and where people live and work

G3.3.2a Identify the many groups and subcultures

that exist within large societies and the ways they

interact

Civics • Describe the process by which Washington Territory • What impact did the

C2.1.2b Describe the structure of state and federal achieved statehood development of Washington

government including the legislative, executive, and • Describe the structure of state government through its State have on the different

judicial branches; federal state, and local levels and constitution cultural groups?

political parties • Define nation within a nation status of tribes • How did Washington

C3.1.3b Evaluate how national interests are • Describe the populist features of the Washington State emerge from a territory to

maintained through international agreements, constitution: initiative, referendum, recall, line-item veto achieve statehood?

treaties, and alliances • Describe the treaty negotiation process and its effects on • What is unique about the

tribal peoples as well as the development of Washington government of Washington

State and what priorities

does it reflect?

Economics • Trace the development of major industries in Washington • What are the key

E1.2.2a Give examples of how factors of production State and the environmental, political, and cultural factors industries of Washington

(labor, capital, resources, and entrepreneurship) that encouraged or discouraged their development State, past and present?

work together to produce goods and services • Describe the causes for the emergence of labor

E2.4.2b Describe ways that labor organizations organizations in Washington and the results of their

negotiate with employers actions.

History • Identify different immigrant groups in Washington State: • What impact did the

H1.3.2 Examine the development of different why they came, challenges they encountered, and their development of Washington

cultures in Washington, U.S. and world history contributions to our state State have on the different

• Identify different tribes and tribal regions, challenges they cultural groups?

encountered, and their contributions to our state



Page 19 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade7 December 2003

WASHINGTON STATE HISTORY AND GEOGRAPHY

B. Washington State History: The Great Depression and World War II

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own understanding of

the following questions:

Geography • Using the most recent census data available, identify • How did the people of

G 3.3.2a Identify the many groups and subcultures that the different ethnic groups within a state or region and Washington State respond to

exist within large societies and the ways they interact describe the opportunities and difficulties they the political, economic, and

(Location, Place) encountered during the Great Depression and World social challenges of the Great

G3.3.2c Identify how people develop their War II Depression and World War II?

understandings of culture through the exchange of ideas, • Compare the effects of the Great Depression and

art, music, natural resources, and goods and services World War II on urban, rural, and migrant communities • What is the legacy of how

G3.3 Examine cultural characteristics, transmission, in Washington State those challenges were met?

diffusion, and interaction • Analyze how cultural diffusion and transmission create

G3.3.2b Explain how some forms of cultural patterns on the landscape

communication contribute to societal cohesion and/or • Analyze how Washington's ethnic groups "borrow"

division (Five Themes) certain cultural aspects from each other and how that

practice leads to unify and/or divide.

Economics • Describe how Washington's economy and industry

E1.2.2a Give examples of how factors of production changed as a result of the Great Depression and World See • How did the people of

(labor, capital, resources, and entrepreneurship) work War II. Needs & Washington State respond to

together to produce goods and services • Discuss the impact of migrant worker populations on Wants the political, economic, and

E2.2.2a Understand how differences in property rights, the state’s economy and industry CBA social challenges of the Great

ownership, and non-economic values and beliefs result in Depression and World War II?

different methods of production and distribution of goods

and services

Civics See

C 4.1.2a Explain how responsibility to the • Analyze the various responses of Washington Consti- How can we balance the need

common good might conflict with the exercise of residents to the internment of Japanese Americans tutional for security and freedom during

individual rights Issues war?

CBA

History See • How did the people of

WA1.2.2 Identify and analyze the contributions of the • Analyze the causes and effects of Japanese Analyz- Washington State respond to

following eras in the development of Washington State: , internment ing the political, economic, and

The Great Depression and World War II (1930 - 1945), • Identify various ethnic and cultural groups’ Sources social challenges of the Great

H1.1.2b Using evidence for support; identify, analyze and perspectives on World War II. & Depression and World War II?

explain possible causal factors contributing to given Conflict • What is the legacy of how

historical events CBAs those challenges were met?



Page 20 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003

WASHINGTON STATE HISTORY AND GEOGRAPHY

C. Washington State History: Post-World War II - Domestic, Political, Social, and Economic Issues

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/ Essential

ments Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own understanding of the

following questions:

Geography • Describe the causes and effects of the • What significant social challenges

G3.1.2a Analyze the different ways that people use Boldt Decision and how it has served as a See affected Washington State in the

the environment, identify the consequences of use, precedent for other legal/environmental Humans post-World War II era?

and consider possible alternatives dilemmas & the

(Human/Environment Interaction, Region) • Describe the growth of suburbs in Environ- • How did these challenges impact

Washington State and its impact on people’s ment individuals and groups of people?

lives and the environment CBA

Economics • Analyze why the economy of Washington • What significant economic

E1.1.2a Provide examples of how groups and State has gone through various economic See challenges affected Washington

individuals faced scarcity and made choices cycles of boom and bust Needs & State in the post-World War II era?

E2.2.2c Identify laws and values that limit or • Identify the ways that treaty agreements Wants

change what is produced and growing tribal sovereignty affect the CBA

economy

Civics • Examine the struggle for civil rights in • What significant political

C1.2.2b Describe efforts to reduce differences Washington State during the post-war challenges affected Washington

between democratic ideals and realities period, especially gender and racial equality State in the post-World War II era?

• Identify the major social movements after • How did these challenges impact

World War II to 1980 and the groups they individuals and groups of people?

impacted

History

H1.1.2b Using evidence for support, identify, • Identify the effects that the Cold War, the See • What significant political,

analyze, and explain possible causal factors Korean War, and the Vietnam War had on Analyz- economic, and social challenges

contributing to given historical events both majority and minority ethnic and ing affected Washington State in the

H1.3.2 Examine the development of different cultural groups of Washington State. Sources post-World War II era?

cultures in Washington State CBA

WH 1.2.2 WA1.2.2 Identify and analyze the • How did these challenges impact

contributions of the following eras in the See individuals and groups of people?

development of Washington State: The Conflict

emergence of Washington State (statehood - CBA

1930), The Great Depression and World War II

(1930 - 1945), Post World War II domestic political,

social, and economic issues (1945 - 1980),

Contemporary Washington (1980 - present)

Page 21 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003



WASHINGTON STATE HISTORY

D. Washington State History: Contemporary Washington State

EALR Benchmarks: Evidence of Learning: Assess Enduring Understandings/

-ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL Students will come to their own understanding

CBAs of the following questions:

Geography See

G1.2.2b Analyze how human spatial patterns emerge • Compare and contrast the eastern and western parts of Analyz- • How has physical geography

from natural processes and human activities Washington State as to economic, political, tribal and ing affected the growth and

G3.1.2a Analyze the different ways people use the cultural factors in the present Sources development of the state?

environment, identify the consequences of use, and • Chart and analyze the demographic changes of CBA

consider possible alternatives Washington State from 1889 to the present

G3.1.2b Explain how the actions and interactions of • Describe the geographic, social, cultural, and political See

human societies affect and are affected by the effects of increasing population and urbanization in Humans

environment with regard to air, water, and land issues contemporary Washington State & the

G3.3.2a Identify the many groups and subcultures that Environ-

ment

exist within large societies and the ways they interact

CBA

Economics • Compare private, state, and tribal approaches to • What challenges face the

E2.2.2a Understand how private ownership and property addressing the disparity between energy needs and See people of Washington State

rights vary in different economies environmental needs in contemporary Washington State Needs & today?

• Analyze the effects that Boeing, Microsoft, and other Wants • How can citizens work to

E2.2.2c Identify laws and values that limit or change large corporations have had on Washington Stat CBA address these challenges?

what is produced • Demonstrate the relationship between Washington State • How does the movement

and other Pacific Rim countries with regard to location, toward tribal sovereignty affect

trade, and culture Washington's economy?

Civics • Explain how private citizens, state government, and tribal See • What challenges face the

C 4.1.2a Explain how responsibility to the common good groups can work to address public and private interests in Consti- people of Washington State

might conflict with the exercise of individual rights relation to resource use and conservation tutional today?

• Analyze the statewide impact that tribal sovereignty has Issues • How can citizens work to

on all citizens of Washington State CBA address these challenges?

• Evaluate the effects of the initiative process on individual

rights and the common good.

History • Describe the relationship between Washington State and • What challenges face the

WA1.2.2 Identify and analyze the contributions of the other Pacific Rim countries with regard to location, trade, people of Washington State

following eras in the development of Washington State: and culture today?

Contemporary Washington (1980 - present) • Outline contemporary historical events and issues that • How can citizens work to

continue to impact Washington State. address these challenges







Page 22 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003

CIVICS

The following pages provide guidelines for teaching your students about civics. The goal is for students to

have the opportunity to gain important Enduring Understandings that civics teaches us about ourselves and

our world. Note, however, any examination of civics should include examination of state and national

constitutions and treaties and how these documents govern the rights and responsibilities of all residents and

citizens in Washington and the rest of the United States. Therefore, this civics section lends itself to 8th and

11th grade U.S. History and 12th grade Contemporary World Problems and may be embedded in those

courses if districts deem this appropriate.



Eighth Grade – Civics

Enduring Understandings/ Essential Questions

EALR Components: Students will come to their own understanding of the following

questions:

C1.1 Understand and interpret the major ideas set forth in the Declaration of How did the United States become a democratic republic?

Independence, the Constitution, and other foundational documents

C1.2 Examine key ideals of United States democracy such as individual human What are the origins and continuing influence of the key

dignity, liberty, justice, equality, and the rule of law ideals of the Declaration of Independence and the

C1.3 Examine representative government and citizen participation Constitution?

C2.1 Understand and explain the organization of government at the federal,

state, and local level including the executive, legislative, and judicial branches How are power and responsibility distributed, shared, and

C2.2 Understand the function and effect of law limited in the government established by the United States

C2.3 Compare and contrast democracies with other forms of government Constitution?

C3.1 Understand how the world is organized politically and how nations interact

C3.2 Recognize factors and roles that affect the development of foreign policy by What are the rights and responsibilities of U.S. citizens?

the United States, other nations, and multinational organizations

C4.1 Understand individual rights and their accompanying responsibilities How can citizens participate in civic life?

including problem-solving and decision-making at the local, state, national, and

international level What different types of governments have existed and what

C4.2 Identify and demonstrate rights of United States citizenship related to has been their impact on the lives of people?

school, local, state, national, and international issues

C4.3 Explain how various stakeholders influence public policy How does the U.S. government conduct relations with other

E3.1 Analyze the role of government as participant in an economy through nations and international organizations?

taxation, spending, and policy setting

G3.3 Examine cultural characteristics, transmission, diffusion and interaction

TH th

H2.1 Compare and contrast ideas in different places, time periods, and cultures, SOME OF THESE AREAS MAY BE EMBEDDED INTO 8 and 11 GRADE

TH

and examine the interrelationships between ideas, change and conflict U.S. HISTORY AND 12 GRADE CONTEMPORARY WORLD PROBLEMS.









Page 23 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003

CIVICS

A. CIVICS: Founding a Government

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own

understanding of the following questions:



EALRs: • How did the United States

Geography  Trace the ideas, principles, and government become a democratic

G3.3.2c Identify how people develop their structures the U.S. democracy borrowed from republic?

understandings of culture through the exchange of other times and cultures • What are the origins and

ideas (Five Themes) continuing influence of the

key ideals of the Declaration

of Independence and the

Constitution?



Civics • How did the United States

C1.1.2a Describe the origins and creation of  Identify the factors that led to the creation of the See become a democratic

foundational documents such as the Declaration of Declaration of Independence and its guiding Consti- republic?

Independence principles tutional • What are the origins and

C1.2.2a Explain key democratic ideals of the U.S.  Discuss the purpose of government and the Issues continuing influence of the

government and discuss their application in specific sources of governmental power according to the CBA key ideals of the Declaration

situations Declaration of Independence and the of Independence and the

C2.1.2b Describe how the state and federal Constitution Constitution?

government derives its power from the consent of

the governed through voting, constituent meetings

C2.3.2a Describe the purposes of government and

how its powers are acquired, used, and justified

History • How did the United States

H2.1.2 Explain the origin and historical context of  Compare and contrast the differing viewpoints become a democratic

major ideas and their impact on societies of the Federalists and Anti-Federalists and the republic?

resulting compromises • What are the origins and

 Describe the major issues at the Constitutional continuing influence of the

Convention and the resulting compromises key ideals of the Declaration

of Independence and the

Constitution?

• How does the Declaration of

Independence and the

Constitution exert a

continuing influence?



Page 24 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003



CIVICS

B. CIVICS: Structure of Government



EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own

understanding of the following questions:



Civics  Describe the organization, leadership, and

C1.3.2a Explain how U.S. citizens govern through powers of the legislative, executive, and • How are power and

representative government and empower judicial branches of government on the responsibility

representatives to make, interpret, and enforce laws to national, state, tribal and local levels distributed, shared, and

carry out public policy  Explain how the U.S. government is both a limited in the

C1.3.2b Explain how the U.S. government includes republic and a democracy government established

concepts of both a democracy and a republic  Explain how the U.S. government is by the United States

C2.1.2b Describe the structure of state and federal organized on a federalist model that includes Constitution?

government, including the legislative, executive, and sharing and separation of power and checks

judicial branches; federal, state, and local levels, and and balances on power

political parties

C2.2.2 Distinguish among making, enforcing, and

interpreting laws

Economics  Explain the ways in which government • How are power and

E3.1.a Explain the need to establish a legal framework regulated and encouraged trade responsibility

to protect and foster voluntary trade distributed, shared, and

limited in the

government established

by the United States

Constitution?









Page 25 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003



C. CIVICS: Rights and Responsibilities

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own

understanding of the following questions:



Civics

C1.1.2b Explain specific rights guaranteed by the  Using examples identify and explain rights See • What are the rights and

Constitution and how these rights are related to guaranteed by the Constitution and its Consti- responsibilities of U.S.

responsibilities amendments and their impact on the individual tutional citizens?

C1.2.2b Describe efforts to reduce differences  Describe the relationship between the citizen Issues

between democratic ideals and realities and elected representatives and how informed CBA • How can citizens

C4.1.2a Explain how responsibility to the common citizens can influence policy participate in civic life?

good might conflict with the exercise of individual  Using examples of different groups of people

rights in American society, identify instances in • What dispositions are

C4.1.2b Examine why democracy requires which rights were denied and the struggles important to the

government to protect the rights of citizens and to that ensued to gain their rights preservation and

promote the common good  Analyze the tensions that arise between improvement of

C4.2.2a Participate in civic discussions with the individual liberties and the common good American constitutional

aim of solving current problems  Using examples of different groups who fought democracy?

C4.2.2b Discuss how voting in a representative for the right to vote, explain why voting is both

democracy is a privilege and a responsibility a privilege and a responsibility

C4.3.2a Analyze the influence of various interest  Analyze a controversial public issue or

groups and individuals on the development of problem and offer potential solutions

public policy and decision-making

C4.3.2b Describe the relationship between civic

responsibility and public service









Page 26 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003

CIVICS



D. CIVICS: Differing Political Systems & Foreign Policy

EALR Benchmarks: Evidence of Learning: Assess- Enduring

ments Understandings/

Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own

understanding of the following

questions:

Civics  Using examples, past and present, compare and

C2.3.2b Describe a variety of forms of government contrast democratic and autocratic governments • What different types

C2.3.2c Explain how various forms of government and the impact of these governments on the of governments have

have differing effects on the lives of people lives of their citizens existed inside and

C3.1.2a Describe and explain how national  Explain how federal, state, tribal, and local outside the United

interests affect international relations governments affect groups and individuals States and what has

C3.1.2b Describe U.S. roles and interests in major  Identify how the boundaries of the United States been their impact on

international organizations and international have changed and describe the relationships the the lives of people?

political alliances country had with its neighbors (current Mexico

C3.1.3b Evaluate how national interests are and Canada), Europe, and Latin America • How does the U.S.

maintained through international agreements,  Outline the major treaties with American Indian government conduct

treaties, and alliances nations during the administrations of the first four relations with other

C3.2.2a Define and identify foreign policy and the presidents and the varying outcomes of those nations and

factors that influence it treaties. international

C3.2.2b Describe and explain historical and  Describe the complexities of contemporary organizations?

contemporary examples of U.S. foreign policy foreign policy due to competing interests, such

C3.2.2c Identify and describe the roles of as trade, human rights, and environmental

international and multinational organizations in policies

foreign policy  Describe the purposes of the United Nations, the

WTO, and the NATO Alliance; trace the U.S.

relationship and role with each of these

organizations









Page 27 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003

UNITED STATES HISTORY

The following pages provide guidelines for teaching your students about the United States from the Revolution to 1900.. While each

historical event offers important lessons about our country and its people, it would be nearly impossible to teach students about every event

and issue in a way that promotes in-depth understanding. Consequently, you should choose which areas you want to explore deeply and

which you will use as points of comparison. The goal is for students to have the opportunity to gain important Enduring Understandings

that teach us about ourselves and our world. Any examination of U.S. history should include examination of state and national constitutions

and treaties and how these documents govern the rights and responsibilities of all residents and citizens in Washington and the rest of the

United States.

NOTE: There are several sections from 7th grade Washington State History and 8th Grade Civics that logically fold into corresponding areas

of 8th grade U.S. History. Consequently, districts may choose to embed these areas into 8th grade history rather than offer Civics and

Washington State History courses as isolated stand-alone courses.

Grade 8 – United States History

EALR Components: Enduring Understandings/ Essential

Questions

Students will come to their own understanding

of the following questions:

H1.1 Understand and analyze historical time and chronology

H1.2 Understand events, trends, individuals, and movements shaping the United States How did the United states become a nation

H1.3 Examine the influence of culture on the United States, world, and Washington State and what issues did the young nation face?

history

H2.1 Compare and contrast ideas in different places, time periods, and cultures, and How did the United States expand and what

examine the interrelationships between ideas, change and conflict. was the social, political, and cultural impact

H2.2 Understand how ideas and technological developments influence people, culture, and of this expansion?

environment

G3.1 Identify and examine people's interaction with and impact on the environment What progress was made toward social,

G3.2 Analyze how the environment and environmental changes affect people political, and economic reforms?

G3.3 Examine cultural characteristics, transmission, diffusion and interaction

E1.1 Understand that the condition of scarcity requires people to choose among alternatives How has the United States dealt with

and bear the consequences of that choice conflict within its own borders and what are

E1.2 Understand that the availability and use of resources influences the production of goods the legacies of these conflicts?

and services in the economy

E2.1 Recognize that both buyers and sellers participate in voluntary trade because both How did industrialization, immigration,

expect to gain migration, and urbanization affect the

E2.2 Explain how different economic systems produce, distribute, and exchange goods and United States to 1900?

services

E2.3 Understand that prices in competitive markets create incentives that influence the

choices of buyers and sellers

C2.1 Understand and explain the organization of government at the federal, state, and local

level including the executive, legislative, and judicial branches



Page 28 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003

UNITED STATES HISTORY



A. US HISTORY Revolution, Constitution, & a New Nation

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own

understanding of the following questions:



Civics  Identify and analyze the strengths and

C2.1.2b Describe the structure of state and federal weaknesses of the Articles of • How did the United

government including the legislative, executive, Confederation States become a nation?

and judicial branches; federal, state, and local  Describe the origin of the political parties

levels; and political parties and their differing viewpoints (Federalist • What problems did the

vs. Anti-Federalist) young nation face?

Economics

E2.2.2c Identify laws and values that limit or  Graphically represent the triangle trade • How did the United

change what is produced and explain the social and economic States become a nation?

impacts

• What problems did the

young nation face?

History

H1.1.2a Group events and individuals by broadly  Identify and analyze the major causes, See • How did the United

defined historical eras and develop related effects and impact of the American Analyz- States become a nation?

timelines; compare and contrast different cultural Revolution ing

measures of time  Group events, cultural and political Sources • What problems did the

H1.1.2b Using evidence for support, identify, groups, and individuals related to the CBA young nation face?

analyze, and explain possible causal factors Revolutionary Era on a timeline

contributing to given historical events  Identify the issues, groups, and countries See

U.S. 1.2.2 Identify and analyze major issues, involved in the War of 1812 and analyze Conflict

people, and events in U.S. history from the its importance CBA

Revolution to 1900 including Revolution,

Constitution, and New Nation (1763-1820)

H2.1.2 Explain the origin and historical context of

major ideas and their impact on societies









Page 29 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003

UNITED STATES HISTORY



B. US HISTORY: Expansion & Reform

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL Students will come to their own



CBAs understanding of the following questions:



History • Describe the changing boundaries of the United States and

H1.1.2b Using evidence for support, describe the relationships the country had with its neighbors See • How did the United

identify, analyze, and explain possible (current Mexico and Canada) and Europe, including the influence Analyz-ing States expand and what

causal factors contributing to given of the Monroe Doctrine, and how those relationships influenced Sources was the impact of this

historical events westward expansion and the Mexican-American war CBA expansion?

H2.1.2 Explain the origin and historical • Outline the major treaties with American Indian nations during

context of major ideas and their impact the administrations of the first four presidents and the varying See • What progress was

on societies outcomes of those treaties. Conflict made toward social,

H2.2.2 Interpret how changing • Describe the purpose, challenges, and economic incentives CBA political, and economic

technologies have shaped ideas and associated with westward expansion, including the concept of reforms?

attitudes, and analyze the impact of Manifest Destiny, including: the Lewis and Clark Expedition,

ideas and technological developments Accounts of Indian Removal, American Indian nations' responses

on society and culture to expansion, Transcontinental railroad and Chinese labor,

U.S. 1.2.2 Identify and analyze major Settlement of the Great Plains, and the new status of western

issues, people, and events in U.S. "pioneer women"

history from the Revolution to 1900 • Discuss the importance of Jacksonian democracy and his

including Expansion and Reform (1801- actions as president (e.g., the spoils system, veto of the National

1861) Bank, policy of Indian removal, opposition to the Supreme Court)

H2.2 Understand how ideas and • Examine the causes, effects, and ramifications of the

technological developments influence Mexican/American War and the Texas War for Independence

people, culture, and environment • Discuss Mexican settlements, their locations, cultural traditions,

attitudes toward slavery, land-grant system, and economies

• Examine the reform movements that developed in the United

States, the reasons they developed, and their results

• Examine events, movements, and policies related to slavery,

including: Abolition movements, Abolition in early state

constitutions, Underground Railroad, Northwest Ordinance,

Compromise of 1850, States' Rights Doctrine, Missouri

Compromise, Kansas-Nebraska Act, Dred Scott v. Sanford,

Lincoln-Douglas debates









Page 30 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003

C. US HISTORY: Civil War & Reconstruction

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/ Essential

ments Questions

WHAT HOW HOW WHY

Students will be able to… WELL

CBAs Students will come to their own understanding of the following

questions:



 Analyze the origins of slavery in the

Economics Americas and its social, economic, and See

E1.1.2a Provide examples of how groups cultural impact on the American nation to Needs & • How has the United States dealt with

and individuals face choices and consider 1900 Wants conflict within its own borders and

price and personal values, etc., in making  Describe the development of the agrarian CBA what are the legacies of these

choices in present and in historical economy in the South, identify the locations conflicts?

situations of the cotton-producing states, and discuss

the significance of cotton and the cotton gin

 Analyze the economic causes, effects and

impact of the Civil War

History  Explain the origins and impacts of the

H1.1.2b Using evidence for support, suffragist movement in the United States See • How has the United States dealt with

identify, analyze, and explain possible  Compare the lives of and opportunities for Analyz-ing conflict within its own borders and

causal factors contributing to given historical free Blacks in the North with those of free Sources what are the legacies of these

events Blacks in the South CBA conflicts?

H2.1.2 Explain the origin and historical  Analyze the social and political causes and

context of major ideas and their impact on effects of the Civil War See

societies  Examine Abraham Lincoln's presidency and Conflict

H2.2.2 Interpret how changing technologies his significant writings and speeches CBA

have shaped ideas and attitudes and  Compare and contrast competing plans for

analyze the impact on society and culture Reconstruction and the resulting impact on

U.S. 1.2.2 Identify and analyze major African Americans and the South

issues, people, and events in U.S. history  Understand the effects of the Freedmen's

Bureau and the restrictions placed on the

rights and opportunities of freedmen,

including racial segregation and "Jim Crow"

laws









Page 31 of 32 Office of Superintendent of Public Instruction

Recommended Guidelines Social Studies Frameworks – Grade 8 December 2003

UNITED STATES HISTORY

D. US HISTORY Industrialization, Immigration, & Urbanization

EALR Benchmarks: Evidence of Learning: Assess- Enduring Understandings/

ments Essential Questions

WHAT HOW HOW WHY

Students will be able to… WELL Students will come to their own

CBAs understanding of the following questions:



Geography • Examine the relationship between immigration, industrialization, See • How did

G3.1.2b Explain how the actions and interactions of human societies and the tremendous growth of cities in the United States Humans industrialization,

affect and are affected by the environment with regard to air, water, • Compare and contrast two major cities of that time period and & the immigration, and

and land issues the impacts of urbanization, both positive and negative Environ- urbanization affect the

G3.2.2b Examine how technology can affect people’s interaction with ment United States to 1900?

the environment CBA

Economics • Trace the development of the Industrial Revolution in

E1.1.2b Analyze how resources are utilized and distributed under manufacturing, technological development, communication, and • How did

different economic systems transportation; explain the effects of these changes on the industrialization,

E1.2.2a Give examples of natural resources, labor, capital, and environment, U.S. economy and society immigration, and

entrepreneurship • Discuss capitalism, child labor, working conditions, and laissez- urbanization affect the

E1.2.2c Give an example of specialization in the production process faire policies toward big business and examine the labor United States to 1900?

E2.1.2b Describe circular flow where households sell labor and buy movement, including its leaders, demand for collective bargaining,

goods and businesses sell goods and services and buy labor and strikes and protests over labor conditions

E2.2.2b Understand why private ownership and property rights are • Give examples of how the combination of natural resources,

important to market economies labor, capital, and entrepreneurship created industrial empires

E2.3.2a Explain how prices, costs, substitutes, advertising, tastes, and monopolies in the late 1800’s

and values interact with supply and demand • Analyze the impact of the assembly line on American industry

E2.3.2b Understand that markets are inter-related; changes in the and society

price of one good or service can lead to changes in prices of many • Identify products and inventions that illustrate the concept of

other goods and services supply and demand in the latter part if the 19th century

E2.3.2c Demonstrate how the number of buyers and sellers in a

market influence competition

History • Identify the factors that led to large scale immigration to the See

H1.1.2b Using evidence for support, identify, analyze, and explain U.S.; describe the opportunities and problems they faced Analyz- • How did

possible causal factors contributing to given historical events • Identify the reasons for the development of federal Indian policy ing industrialization,

H2.2.2 Interpret how changing technologies have shaped ideas and and the wars with American Indians and their relationship to Sources immigration, and

attitudes, and analyze the impact of ideas and technological agricultural development and industrialization CBA urbanization affect the

developments on society and culture • Examine the relationship between immigration, industrialization, United States to 1900?

US1.2.2 Identify and analyze major issues, people, and events in and the resulting urbanization in the United States See

U.S. History from the Revolution to 1900 • Identify the push-pull factors in the movement of former slaves Conflict

to the cities in the North and to the West and their differing CBA

experiences in those regions





Page 32 of 32 Office of Superintendent of Public Instruction