8th+SS+standard+6


 * **Subject/Course:** **Grade Level: 8th/ Social Studies** ||
 * **Standard: 6.0 Individuals, Groups, and Interactions** ||
 * **SPI or Check for Understanding (#):**
 * 8.6.spi.1 identify the impact of individual and group decisions on historical events** ||
 * **Assessment Topic:** ||
 * **Essential Question (s):** ||
 * # **What effect did LIncoln's Emancipation Proclamations have on the U.S.?**
 * 1) **Analyze Thomas Paine's influence on the American Revolution.** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||


 * **Subject/Course:** **Grade Level: 8th/ Social Studies** ||
 * **Standard: 6.0 Individuals, Groups, and Interactions** ||
 * **SPI or Check for Understanding (#):**
 * 8.6.spi.2 recognize the impact groups have on change at the local, state, national, and world levels ** ||
 * **Assessment Topic:** ||
 * **Essential Question (s):** ||
 * # **How did hte War Hawks in Congress affect the mood of hte country toward Britain?**
 * 1) **How is the AMErican Red Cross an example of a community volunteer group?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||


 * **Subject/Course:** **Grade Level: 8th/ Social Studies** ||
 * **Standard: 6.0 Individuals, Groups, and Interactions** ||
 * **SPI or Check for Understanding (#):**
 * 8.6.spi.3 recognize examples of stereotyping, prejudice, conformity, and altruism in early American history** ||
 * **Assessment Topic:** ||
 * **Essential Question (s):** ||
 * # **What caused the rise in nativism?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||


 * **Subject/Course:** **Grade Level: 8th/ Social Studies** ||
 * **Standard: 6.0 Individuals, Groups, and Interactions** ||
 * **SPI or Check for Understanding (#):**
 * 8.6.spi.4 identify the role of institutions in furthering both continutiy and change (i.e., governments, churches, families, schools, communities).** ||
 * **Assessment Topic:** ||
 * **Essential Question (s):** ||
 * # **What was the role of schools in Puritan New England?**
 * 1) **Recognize the iportance of the Monroe Doctrine.** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||


 * **Subject/Course:** **Grade Level: 8th/ Social Studies** ||
 * **Standard: 6.0 Individuals, Groups, and Interactions** ||
 * **SPI or Check for Understanding (#):**
 * 8.6.spi.5 recognize how groups and institutions work together to meet common needs.** ||
 * **Assessment Topic:** ||
 * **Essential Question (s):** ||
 * # **What two groups would be most likely to work together to lower a community's crime rate?**
 * 1) **Illustrate how the delegates at the Constitutional Convention worked together to create the framework for American government.** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||