8th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.

Students form literature circles, read "Esperanza Rising" or "Becoming Naomi Leon" by Pam MuĐoz Ryan, use a Critical Thinking Map to discuss social issues, and use a class wiki.

Our Teacher's Guide offers a collection of lessons and resources for K-12 social studies, literature, and arts classrooms that center around the achievements, perspectives, and experiences of African Americans across U.S. history. Below you will find materials for teaching and learning about the perspectives of slaves and free African Americans during the American Revolution, the work of the Freedman’s Bureau during and after Reconstruction, the artistry of Jacob Lawrence, the reality faced by African American soldiers returning home after fighting in WWI, the songs and efforts of the Freedom Riders during the long civil rights movements, and the works of Lorraine Hansberry, Langston Hughes, Zora Neale Hurston, and Maya Angelou.

Students use Library of Congress primary sources to examine the Civil War and American industrialization.

Students explore multiple forms of digital etiquette and citizenship. They research current events based around digital concerns and innovations. Eventually, they apply that knowledge to their own lives and use of technology to develop 5 top guidelines for digital device usage for their peers. Students share their presentations and projects in an exhibit-style venue. Using a survey, students vote for their top choices, eventually selecting one choice to implement.Standards:CCSS English Language Arts (Grade 8)Ohio Standards for Technology 

In this lesson, before reading, students establish a purpose for reading informational text by turning the title and subtitles into questions.

This multiple day lesson focuses on Booker T. Washington’s life as a slave and as a free man trying to receive an education.  Students will read chapters 1-4 of the text to gain an understanding of the obstacles that Booker T. Washington encountered and what motivated him to pursue his education.  Students will identify the central ideas in the text and participate in a discussion which will inform their routine writing. Image source: "Bookert T Washington" by Harris & Ewing from the Prints & Photographs Online Catalog, Library of Congress.

This lesson is intended to be taught over multiple days, focusing on Chapter XIII: Two Thousand Miles for A Five-Minute Speech from Up From Slavery by Booker T. Washington.  The students will also complete a close read of The Atlanta Exposition Address by Booker T. Washington.  Through the two texts, students will read about the events that led Booker T. Washington to deliver a speech at the Atlanta Exposition.  Students will write and deliver their own speech, supporting their arguments with claims and evidence. Image source: "Booker T. Washington" by skeeze on Pixabay.com

In ths lesson seed, students will compare a poem and a text about Booker T. Washington.  Students will identify the central idea and supporting evidence in each text. 

This activity emphasizes the importance of teaching reading and writing strategies for students to use with informational text.

Every media source has a story to tell--a driving purpose. The media that people consume largely shapes their world views. The US public is becoming more divided partially due to the consumption of increasingly biased news. As a critical consumer of media, It is important to be able to separate fact from opinion. In this unit, adapted from the high school version, students will become critical consumers of news, by identifying media bias in order to become better informed citizens.  NOTE: This unit has been adapted for use at the middle school level from the resource Identifying Media Bias in News Sources by Sandra Stroup, Sally Drendel, Greg Saum, and Heidi Morris.

As part of Washington's Kip Tokuda Memorial Civil Liberties Public Education Program, which strives to educate the public regarding the history and the lessons of the World War II exclusion, removal, and detention of persons of Japanese ancestry, KSPS Public Television and Eastern Washington educators Starla Fey, Leslie Heffernan, and Morgen Larsen have produced Injustice at Home: the Japanese American experience of the World War II Era.

This educational resource--five educational videos and an inquiry-based unit of study--will help students understand Executive Order 9066 and the resulting internment of Japanese-Americans during World War II, the failure of political leadership to protect constitutional rights, the military experience of Japanese-Americans during WWII, and examples of discrimination and racial prejudice the Japanese-American community faced before, during and after WWII.

In addition, students will analyze the short and long term emotional effects on those who are incarcerated, identify the challenges that people living outside of the exclusion zone faced, examine how some Japanese Americans showed their loyalty during the period of incarceration, and learn about brave individuals who stood up for Japanese Americans during this time.

Students explore a variety of resources as they learn about the Holocaust. Working collaboratively, they investigate the materials, prepare oral responses, and produce a topic-based newspaper to complete their research.

This is a unit about the breeding and behavior of Jack Russell Terriers.

Students participate in learning clubs, select content area topics, and draw on texts - including websites, printed material, video, and music - to investigate their topics, and share their learning using similar media.

In this problem-based learning module, students will examine various forms of media and the ways that it can influence personal and social behavior. They first will work in stations to examine different types of media and explore what that media is while also addressing how it makes them feel. Afterward, they will work in small groups to create their own influential piece of media which communicates a problem they feel is facing their school.

The NFL kicked off its new season last night with new safety measures that may lessen the chance of injury for players. Video, teacher page, and student handout included.

While Paul Revere's ride is the most famous event of its kind in American history, other Americans made similar rides during the Revolutionary period.  After learning about some less well known but no less colorful rides that occurred in other locations, students gather evidence to support an argument about why at least one of these "other riders" does or does not deserve to be better known.