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Orange/Ulster and Sullivan BOCES |
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OUBOCES/Sullivan BOCES Social Studies |
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History of the United States and NY - Eighth Grade |
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American Culture
The learner will be able to
analyze the impact of immigration, industrialization, and world events on the creation of a distinctly American culture.
| Strand |
Bloom's |
Activities |
| 1.1 |
Analysis |
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American Culture
The learner will be able to
evaluate the diversity of American culture in the modern era.
| Strand |
Bloom's |
Activities |
| 1.1 |
Evaluation |
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American Culture
The learner will be able to
identify the causes for change in the United States Constitution.
| Strand |
Bloom's |
Activities |
| 1.2 |
Comprehension |
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American Culture
The learner will be able to
evaluate the impact of changes to the Constitution on American society.
| Strand |
Bloom's |
Activities |
| 1.2 |
Evaluation |
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Values, Beliefs, Traditions
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Values, Beliefs, Traditions
The learner will be able to
investigate the variety of reasons for periodizing United States history.
| Strand |
Bloom's |
Activities |
| 2.2 |
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Values, Beliefs, Traditions
The learner will be able to
evaluate the criteria for defining/naming time periods of the 20th Century.
| Strand |
Bloom's |
Activities |
| 2.2 |
Synthesis, Evaluation |
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Values, Beliefs, Traditions
The learner will be able to
compare United States domestic and foreign policies of United States presidents over time.
| Strand |
Bloom's |
Activities |
| 2.3 |
Evaluation |
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Values, Beliefs, Traditions
The learner will be able to
determine the reasons for change in United States domestic and foreign policy.
| Strand |
Bloom's |
Activities |
| 2.3 |
Evaluation |
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Values, Beliefs, Traditions
The learner will be able to
evaluate the importance of key individuals upon American history.
| Strand |
Bloom's |
Activities |
| 2.2 |
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Values, Beliefs, Traditions
The learner will be able to
construct a graphic organizer that displays key events in American history.
| Strand |
Bloom's |
Activities |
| 2.2 |
Synthesis |
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Values, Beliefs, Traditions
The learner will be able to
evaluate the factors for the growth of imperialist sentiment and compare/contrast those with Manifest Destiny.
| Strand |
Bloom's |
Activities |
| 2.2 |
Evaluation |
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Values, Beliefs, Traditions
The learner will be able to
analyze post-World War II foreign policies in light of current events.
| Strand |
Bloom's |
Activities |
| 2.2 |
Analysis |
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Historical Analysis
The learner will be able to
determine the validity of personal accounts such as diaries, letters, and journals.
| Strand |
Bloom's |
Activities |
| 4.1 |
Evaluation |
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Historical Analysis
The learner will be able to
evaluate the different perspectives of American wars (i.e. World War I, World War II, etc.).
| Strand |
Bloom's |
Activities |
| 4.2 |
Evaluation |
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Historical Analysis
The learner will be able to
evaluate different perspectives of reform movements in industrial America (late 18th and early 19th centuries).
| Strand |
Bloom's |
Activities |
| 4.2 |
Evaluation |
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Historical Analysis
The learner will be able to
analyze different interpretation of the key events in post Civil War America.
| Strand |
Bloom's |
Activities |
| 4.2 |
Analysis |
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Historical Analysis
The learner will be able to
evaluate the reasons for different interpretations of key historic events.
| Strand |
Bloom's |
Activities |
| 4.2 |
Evaluation |
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Historical Analysis
The learner will be able to
identify and evaluate the ways in which historic events are described by those who were there.
| Strand |
Bloom's |
Activities |
| 4.1 |
Comprehension, Evaluation |
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Individuals and Groups
The learner will be able to
complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States in the 19th and 20t century.
| Strand |
Bloom's |
Activities |
| 3.1 |
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