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6-8 Social Studies/Civics Suggested Scope & Sequence: Based on the Wisconsin Standards for Social Studies (2018)
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The Wisconsin Social Studies/Civics 6-8 Suggested Scope & Sequence is divided by grade. The writing team decided this because they wanted to be able to build upon previous learning, and if the three courses were listed at any grade, educators would not be able to count on what was happening the year before. Therefore, we offer the
following order of courses:
• 6th Grade: Geography & Cultures of the World: Yesterday and Today
• 7th Grade: Civics & Our Contemporary World
• 8th Grade: Wisconsin & U.S. Studies (Thematic, 1924 – Present Day)

Civics and Social Studies are integrative by nature. Focusing on themes over dates, names, and battles can help students visualize the connections between strands of social studies better and learn to see the bigger picture while still meeting our state standards and expectations. Instead of viewing events in isolation, a thematic approach allows
students to better see connections and patterns across time. In addition, it assists teachers in helping students make connections to their own lives, identities, and current issues.

Each course is thematic, based in inquiry, has a civics lens, and is aligned to the Wisconsin Standards for Social Studies and the National Council for the Social Studies Themes of Social Studies. The courses all have the same units, focused on the strands of social studies (Inquiry, Behavioral Sciences, Economics, Geography, History, Political Science) in a thematic manner through the subject area. Every year starts with an inquiry unit to build inquiry skills and dispositions.

Each unit is further divided into planning ideas tied to middle school indicators from the Wisconsin Standards for Social Studies (2018). These planning ideas include:
• Potential Essential Questions, aligned to the standards
• NCSS theme of this unit
6-8 Social Studies/Civics: Suggested Scope and Sequence 8
• Focusing Questions for the Topic
• Recommended Inquiry Topics
• Specific Social Studies Indicators met with this unit
• Important Terms and Points to Consider
• Supporting Resource Providers to Consider

The essential and focusing questions are meant to help guide instruction and determine quality resources and lessons for use in the classroom. The recommended inquiry topics are provided to assist specific content choices for the unit.

We recognize this work is not as complete as the K-5 recommended scope & sequence. Where the K-5 team started with a framework similar to this document, the 6-8 started from scratch. We anticipate a more robust 6-8 document similar to the current released K-5 to be released by summer 2024.

Subject:
American Indian Studies
Ancient History
Civics and Government
Economics
Ethnic Studies
Gender Studies
Geography
Psychology
Religious Studies
Social Studies
Sociology and Anthropology
U.S. History
World Cultures
World History
Material Type:
Curriculum Map
Author:
Wisconsin Department of Public Instruction
Kristen McDaniel
Date Added:
01/12/2024
9 Classroom Resources on Genocide
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In accordance with Genocide Awareness Month, Facing History offers nine classroom resources educators can utilize to help their students think critically about the specific historical and contemporary conditions under which genocides occurred to effectively unite head, heart, and conscience.

Subject:
Civics and Government
Ethnic Studies
Geography
Religious Studies
Social Studies
Sociology and Anthropology
World Cultures
World History
Material Type:
Activity/Lab
Learning Task
Lesson Plan
Author:
Facing History and Ourselves
Kaitlin Smith
Date Added:
11/02/2023
The Art of the Probable: Literature and Probability, Spring 2008
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CC BY-NC-SA
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The Art of the Probable" addresses the history of scientific ideas, in particular the emergence and development of mathematical probability. But it is neither meant to be a history of the exact sciences per se nor an annex to, say, the Course 6 curriculum in probability and statistics. Rather, our objective is to focus on the formal, thematic, and rhetorical features that imaginative literature shares with texts in the history of probability. These shared issues include (but are not limited to): the attempt to quantify or otherwise explain the presence of chance, risk, and contingency in everyday life; the deduction of causes for phenomena that are knowable only in their effects; and, above all, the question of what it means to think and act rationally in an uncertain world. Our course therefore aims to broaden students’ appreciation for and understanding of how literature interacts with--both reflecting upon and contributing to--the scientific understanding of the world. We are just as centrally committed to encouraging students to regard imaginative literature as a unique contribution to knowledge in its own right, and to see literary works of art as objects that demand and richly repay close critical analysis. It is our hope that the course will serve students well if they elect to pursue further work in Literature or other discipline in SHASS, and also enrich or complement their understanding of probability and statistics in other scientific and engineering subjects they elect to take.

Subject:
English Language Arts
Fine Arts
Literature
Mathematics
Philosophy
Religious Studies
Social Studies
Statistics and Probability
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Jackson, Noel
Kibel, Alvin
Raman, Shankar
Date Added:
01/01/2008
Ataturk
Read the Fine Print
Educational Use
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This Wide Angle video segment illustrates Islamic and secular elements of life in Turkey, and introduces Mustafa Kemal Ataturk, the first president of Turkey, and his reforms.

Subject:
Religious Studies
Social Studies
Material Type:
Lecture
Provider:
PBS LearningMedia
Provider Set:
Teachers' Domain
Date Added:
11/03/2017
Bellingham Riots Lesson Plan
Read the Fine Print
Educational Use
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On September 4, 1907, anti-immigrant backlash erupted into riots in the city of Bellingham, Washington. The resultant violence drove more than 100 South Asian immigrants from the city and, ultimately, the United States. The Sikh Coalition has created a lesson plan and teacher talking points to help you explore this historical event with your students.

Subject:
Religious Studies
Social Studies
Material Type:
Lesson Plan
Provider:
The Sikh Coalition
Date Added:
02/24/2022
Bellingham Riots Teacher Points
Read the Fine Print
Educational Use
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On September 4, 1907, anti-immigrant backlash erupted into riots in the city of Bellingham, Washington. The resultant violence drove more than 100 South Asian immigrants from the city and, ultimately, the United States. The Sikh Coalition has created a lesson plan and teacher talking points to help you explore this historical event with your students.

Subject:
Religious Studies
Social Studies
Material Type:
Lecture Notes
Provider:
The Sikh Coalition
Date Added:
02/24/2022
Colonial Religion
Unrestricted Use
CC BY
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This collection uses primary sources to explore religion during the Colonial period of US History. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Subject:
Religious Studies
Social Studies
U.S. History
Material Type:
Primary Source
Provider:
Digital Public Library of America
Provider Set:
Primary Source Sets
Author:
Adena Barnette
Date Added:
01/20/2016
The Emergence of Europe: 500-1300, Fall 2003
Conditional Remix & Share Permitted
CC BY-NC-SA
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Survey of the social, cultural, and political development of western Europe between 500 and 1300. Topics include: the Germanic conquest of the ancient Mediterranean world; the Carolingian Renaissance; feudalism and the breakdown of political order; the crusades; the quality of religious life; the experience of women; and the emergence of a revitalized economy and culture in the twelfth and thirteenth centuries.

Subject:
Ancient History
Fine Arts
Religious Studies
Social Studies
World Cultures
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
McCants, Anne Elizabeth Conger
Date Added:
01/01/2003
End of Nature, Spring 2002
Conditional Remix & Share Permitted
CC BY-NC-SA
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A brief history of conflicting ideas about mankind's relation to the natural environment as exemplified in works of poetry, fiction, and discursive argument from ancient times to the present. What is the overall character of the natural world? Is mankind's relation to it one of stewardship and care, or of hostility and exploitation? Readings include Aristotle, The Book of Genesis, Shakespeare, Descartes, Robinson Crusoe, Swift, Rousseau, Wordsworth, Darwin, Thoreau, Faulkner, and Lovelock's Gaia. This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about nature and the natural environment of mankind. The term nature in this context has to do with the varying ways in which the physical world has been conceived as the habitation of mankind, a source of imperatives for the collective organization and conduct of human life. In this sense, nature is less the object of complex scientific investigation than the object of individual experience and direct observation. Using the term "nature" in this sense, we can say that modern reference to "the environment" owes much to three ideas about the relation of mankind to nature. In the first of these, which harks back to ancient medical theories and notions about weather, geographical nature was seen as a neutral agency affecting or transforming agent of mankind's character and institutions. In the second, which derives from religious and classical sources in the Western tradition, the earth was designed as a fit environment for mankind or, at the least, as adequately suited for its abode, and civic or political life was taken to be consonant with the natural world. In the third, which also makes its appearance in the ancient world but becomes important only much later, nature and mankind are regarded as antagonists, and one must conquer the other or be subjugated by it.

Subject:
English Language Arts
Fine Arts
Literature
Philosophy
Religious Studies
Social Studies
World Cultures
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Kibel, Alvin C.
Date Added:
01/01/2002
Foundations of Western Culture:  Homer to Dante, Fall 2008
Conditional Remix & Share Permitted
CC BY-NC-SA
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" As we read broadly from throughout the vast chronological period that is "Homer to Dante," we will pepper our readings of individual ancient and medieval texts with broader questions like: what images, themes, and philosophical questions recur through the period; are there distinctly "classical" or "medieval" ways of depicting or addressing them; and what do terms like "Antiquity" or "the Middle Ages" even mean? (What are the Middle Ages in the "middle" of, for example?) Our texts will include adventure tales of travel and self-discovery (Homer's Odyssey and Dante's Inferno); courtroom dramas of vengeance and reconciliation (Aeschylus's Oresteia and the Icelandic NjĚÁls saga); short poems of love and transformation (Ovid's Metamorphoses and the Lais of Marie de France); and epics of war, nation-construction, and empire (Homer's Iliad, Virgil's Aeneid, and the Anglo-Saxon Beowulf)."

Subject:
English Language Arts
Fine Arts
Literature
Philosophy
Religious Studies
Social Studies
World Cultures
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Bahr, Arthur
Date Added:
01/01/2008
Foundations of Western Culture II: Renaissance to Modernity, Spring 2003
Conditional Remix & Share Permitted
CC BY-NC-SA
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This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about the nature of mankind's ethical and political life in the West since the renaissance It will deal with the change in perspective imposed by scientific ideas, the general loss of a supernatural or religious perspective upon human events, and the effects for good or ill of the increasing authority of an intelligence uninformed by religion as a guide to life. The readings are roughly complementary to the readings in 21L001, and classroom discussion will stress appreciation and analysis of texts that came to represent the cultural heritage of the modern world.

Subject:
English Language Arts
Fine Arts
Literature
Philosophy
Religious Studies
Social Studies
World Cultures
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Kibel, Alvin C.
Date Added:
01/01/2003
Foundations of World Culture I: World Civilizations and Texts, Fall 2011
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CC BY-NC-SA
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This course aims to introduce students to the rich diversity of human culture from antiquity to the early 17th century. In this course, we will explore human culture in its myriad expressions, focusing on the study of literary, religious and philosophical texts as ways of narrating, symbolizing, and commenting on all aspects of human social and material life. We will work comparatively, reading texts from various cultures: Mesopotamian, Greek, Judeo-Christian, Chinese, Indian, and Muslim. Throughout the semester, we will be asking questions like: How have different cultures imagined themselves? What are the rules that they draw up for human behavior? How do they represent the role of the individual in society? How do they imagine 'universal' concepts like love, family, duty? How have their writers and artists dealt with encounters with other cultures and other civilizations?

Subject:
English Language Arts
Fine Arts
Literature
Philosophy
Religious Studies
Social Studies
World Cultures
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Ghenwa Hayek
Date Added:
01/01/2011
From the Silk Road to the Great Game: China, Russia, and Central Eurasia, Fall 2003
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CC BY-NC-SA
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Examines interactions across the Eurasian continent between Russians, Chinese, Mongolian nomads, and Turkic oasis dwellers during the last millennium and a half. As empires rose and fell, religions, trade, and war flowed back and forth continuously across this vast space. Britain and Russia competed for power over Eurasia in the "Great Game" of geopolitics in the nineteenth century, just as China, Russia, and others did in the twentieth century. Today, the fall of the Soviet Union and China's reforms have opened new opportunities for cultural interaction. Topics include: the religious traditions of Central Asian Islam, Buddhism, Christianity, and Confucianism; caravans and travelers like Marco Polo and Rabban Sauma, the first Chinese to travel to the West; and nomadic conquest and imperialist competition, past and present. Source materials include primary documents, travelogues, films, music, and museum visits.

Subject:
Fine Arts
Religious Studies
Social Studies
Material Type:
Full Course
Provider:
M.I.T.
Provider Set:
M.I.T. OpenCourseWare
Author:
Perdue, Peter C.
Date Added:
01/01/2003
Genocide: Lesson Plan from C-SPAN Classroom
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Following World War II, the international community declared ‘never again’ would we allow atrocities targeted against a group of people. They worked together to define genocide and agreed to intervene and stop any future such atrocities. In this lesson students research a case study and discuss with other groups which events qualify as genocide and decide what the appropriate international response should be.

Subject:
Civics and Government
Ethnic Studies
Global Education
Religious Studies
Social Studies
Sociology and Anthropology
World History
Material Type:
Lesson
Lesson Plan
Primary Source
Author:
C-SPAN
John Riley
Date Added:
11/02/2023
Global Citizenship, Cultural Citizenship and World Religions in Religion Education
Only Sharing Permitted
CC BY-NC-ND
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An examination of the reasons for studying religion and religions, and the necessity for educator, student, administrative, or parental involvement in the process of teaching and learning about religious diversity. In this paper, Chidester tests one possible answer to these questions - namely citizenship - and suggests that the study of religion, religions, and religious diversity, can usefully be brought into conversation with recent research on new formations of citizenship.

Subject:
Fine Arts
Religious Studies
Social Studies
Material Type:
Textbook
Provider:
University of Cape Town
Author:
Chidester, David
Date Added:
10/10/2017
Guidelines for Teaching about Genocide
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Best practices and guidelines for teaching about genocide from the Holocaust Center for Humanity. These are guidelines for educators, not lesson plans.

Subject:
Civics and Government
Ethnic Studies
Geography
Religious Studies
Social Studies
Sociology and Anthropology
World Cultures
World History
Material Type:
Teaching/Learning Strategy
Author:
Holocaust Center for Humanity
Date Added:
11/02/2023
HIDOE Controversial Issues Brief
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Controversial issues are complex topics that are grounded in conflicting values or opinions and can result in emotional reactions and public dispute. Schools may avoid difficult issues that could bring forth feelings of fear, confusion, or anger. Addressing these issues, however, can motivate students to learn and make relevant connections to their local and global communities. For students to become active and engaged citizens, they will need civil discourse and reasoning skills, as well as tolerance, empathy, compassion, and an interest in civic knowledge.

Subject:
Art History
Biology
Career and Technical Education
Civics and Government
Computer Science
Earth and Space Science
Education
Educational Technology
Elementary Education
English Language Arts
Environmental Literacy and Sustainability
Ethnic Studies
Fine Arts
Gender Studies
Global Education
Health Education
Information and Technology Literacy
Library and Information Science
Life Science
Literature
Performing and Visual Arts
Physical Science
Religious Studies
Social Studies
Sociology and Anthropology
Theatre
U.S. History
World Cultures
World History
World Languages
Material Type:
Other
Author:
State of Hawai'i Department of Education
Date Added:
10/06/2023
How do Religious Communities Respond to Challenges and Opportunities?
Conditional Remix & Share Permitted
CC BY-NC-SA
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This inquiry leads students through an investigation of Sikhism and the challenges and opportunities the Sikh community has faced over time. By investigating the compelling question “How do religious communities respond to challenges and opportunities?” students evaluate how the Sikh community has responded to different social, historical, and political changes as members immigrated and integrated into the United States.

Subject:
Religious Studies
Social Studies
Material Type:
Lesson Plan
Provider:
The Sikh Coalition
Date Added:
02/11/2022