SO 2106: Social Studies 8

Unit Title and Time

The Promise of the United States: Foundations of Government  

Units 1 & 2

(7 weeks)

Checking and Balancing:  Federal, State and Local Governments

Units 3, 4, 5, & 6

(13 weeks)

The Power of Influence: American Politics

Unit 7

(3 weeks)

The  Power of Money: The American Economy & Government’s Influence 

Units 8 & 9

(7 weeks)

Hope for Our Future: Our Personal Career and Financial Journey

Unit 10

(3 weeks)

Image Cue

Focus of the Story

We begin by describing the ideals of the United States of America past, present, and future. We  explore the foundations of the Constitution and Bill of Rights  and the roles and responsibilities  of citizens.

Next, we identify the branches of government and the relationship among federal, state and local levels.  We then compare how levels of government collaborate and conflict on issues.

We continue by examining how people influence and are influenced by political parties and their use of media to get their candidates elected.  We identify issues that voters care deeply about and the viewpoints of candidates/ elected officials. 

We now shift our focus to the fundamental principles of the American economy and how the government works to regulate, provide, and protect its citizens.  

Finally,  we look toward our future career dreams and make plans for saving and spending wisely.

Transfer Goals

It is important to note that each transfer goal is likely to be present in each unit.  The emphasis, however, will be placed on the ones explicitly identified.

CONNECT: Demonstrate civic and social practices through interactions with others and self-reflection in service of an interdependent global community. (Personally and Socially Responsible, Resilient Learners)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

THINK: Comprehend how (evidence-based) sources and perspectives can clarify and contradict key information to better understand core issues (across contexts) in the past and present. (Knowledgeable, Thinkers and Inquirers, Cross-Culturally Competent)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

ENGAGE: Engage in respectful discourse to exchange and process diverse information, ideas, and points of view in order to inform one’s own perspective and explanation (Communicators and Collaborators; Personally and Socially Responsible)

CONNECT: Demonstrate civic and social practices through interactions with others and self-reflection in service of an interdependent global community. (Personally and Socially Responsible, Resilient Learners)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

QUESTION: Ask and pursue a line of questioning based on curiosity, prior knowledge, personal experience, and ongoing research to establish patterns, draw well-reasoned conclusions, or take actions. (Knowledgeable, Thinkers and Inquirers, Problem Solvers and Value Creators)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

QUESTION: Ask and pursue a line of questioning based on curiosity, prior knowledge, personal experience, and ongoing research to establish patterns, draw well-reasoned conclusions, or take actions. (Knowledgeable, Thinkers and Inquirers, Problem Solvers and Value Creators)

ACT: Communicate effectively based on purpose, task, and audience using valid and reliable information with accurate and relevant details* (Problem Solvers and Value Creators, Knowledgeable)

Learning Targets

• I can  use artifacts and other sources to describe the foundations of government and the rights and responsibilities of government and its citizens.
• I can determine the accuracy and validity of information and recognize bias to draw informed conclusions, solve problems, and make informed decisions.
• I can have influence based on the actions I take to make a difference in the community at all levels. 
• I can apply civic virtue by cultivating habits of personal living that are viewed as important for the success of the community.

• I can compare and contrast the branches of government to determine its function and powers.
• I can analyze relationships between people, places, and ideas and determine their influence on political decision making.
• I can examine and interpret various data and images to make informed decisions.
• I can examine the way demographic information is used by governments in the development of policies and decisions.

• I can analyze various types of sources with multiple points of view to understand politics, politicians, and political decisions. 
• I can critically analyze and evaluate sources to determine their influence on how people interpret knowledge and form opinions.

• I can interpret maps to recognize key geographic patterns and trends for elections
• I can compare political perspectives to describe issues.

• I can analyze cause-and-effect relationships to determine how they impact economic events. 
• I can  use artifacts and other sources to explain how the government impacts and is impacted by the economy
• I can take informed action on an economic issue by implementing steps to influence change.

• I can identify important elements of information sources to make inference and generalizations and draw conclusions.
• I can examine and interpret various data and images to make informed decisions.
• I can take informed action towards career and spending success by implementing steps that lead to positive change.