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Sudden Impact

Grade 8, Social Studies

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Description of Unit

In this project, students will investigate provocative questions about the life of an influential contributor (or group) to history or contemporary society. Though teachers may wish to narrow the subjects of study, for purposes of this project, the subject may come from any period of history and any geographic area. If a student selects important figures from outside the period of history being studied in class, the student can explore and identify connections between the time and place of the subject of his/her study and the period of time and place of class study. It is important to remember that this is an analysis in which students must show how a person or group has impacted and influenced the rights and responsibilities of others.

This guide links the Sudden Impact unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Sudden Impact is a social studies unit that allows students to study influential individuals, groups, ideas, and documents from various periods of history. Sudden Impact also teaches students skills in the other subject areas of English language arts, mathematics, and science. For example, students use graphs and tables and draw conclusions, as addressed in the Mathematics TEKS; inquire and conduct research using a variety of sources, as covered in the English Language Arts and Reading TEKS; and use critical thinking and problem solving, which are part of the Science TEKS. The following document includes the applicable TEKS and the details of the Sudden Impact unit. The asterisks indicate that those TEKS are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Select an individual (or group) influential to a period of history on which to focus. Use the following discussion questions with students:
    • What influence did the individual (or group) have at the time?
    • What impact does the individual (or group) have on your life today?
    • What was their motivation?
    • What factors contributed to your subject’s success or demise?

    After the class brainstorms possible answers, provide the class with resources to explore these and other pertinent questions. You may wish to have the students present their findings in a paper or in another format.

    Then explain that, in this project, each student will have an opportunity to find the answers to their own questions about an individual or group of their own choice.

  2. Introduce the concept of museum exhibits by creating or examining a museum exhibit that tells the story of a person who or group that has influenced history. This can be done by conducting a class visit to a museum or using an online virtual tour. Help students understand that each artifact included in an exhibit tells a part of the story. Have them note the components of an exhibit and the purpose of each component.

    You may wish to use some internet resources to design and implement lessons that will help students understand what it means to curate an exhibit.

Phase II. Independent Research

A. Research process

  1. Selecting an individual or group. Each student selects a subject to study that interests him/her. The person or group could be from any area, including the arts, social science, politics, history, or science.
  2. Asking guiding questions. To understand the historical importance of a subject, students must ask questions of time and place, cause and effect, change over time, and impact and significance. They must not only ask when their subject(s) lived but also how the events of the time contributed to the impact the subject(s) had. What factors contributed to their development? How did the subject affect other individuals, communities, states, nations, and the world? Each student should think of three to five guiding questions to explore, such as:
    • What political, economic, religious, environmental, or sociocultural perspectives influenced and/or motivated your subject’s life or lives?
    • What contributing factors led to the subject’s success or demise?
    • How did the subject impact society? What groups or individuals did your subject affect?
    • How did the person or group communicate their perspectives? Who were his/her/their primary/secondary audiences?
    • What if the person or group had lived in another time? Would his/her/their point of view have changed?
    • What if the person or group had lived in another part of the country or the world? How might he/she/they have been different?
    • Has the person or group increased or decreased in popularity over time?
    • What rights or responsibilities did your subject’s work influence? How?
    • What perspectives (e.g., political, historic, scientific, economic, religious, environmental, gender, etc.) did person or group influence?
    While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions. Each student should think of guiding questions about the person or group that will lead to his/her own research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
  3. Designing and submitting a research proposal. The student should include numerous components in the research proposal:
    • The subject he/she will research
    • The five questions he/she will investigate
    • Resources he/she will need to find answers to questions, such as primary and secondary sources, correspondence with experts on the subject, etc.
    In the process of writing the research proposal, students may refine their guiding questions. Here are some questions to guide students’ identification of resources:
    • What libraries, research centers, archival institutions, museums, or organizations will have information on the topic?
    • What are some key words, dates, or people related to the subject?
    • What types of primary sources might exist? Who might you interview to gather information?
    • What letters, diaries, or other first-person narratives are available?
    • What manuscripts, songs, hymns, photographs, court proceedings, governmental records, original newspaper articles or cartoons, or oral histories are available?
  4. Conducting the research. After the teacher has approved student proposals, each student begins using the identified resources or other sources he/she may encounter. During this stage, the student will need to keep a log, note cards, or resource process sheets of all the sources he/she uses and what he/she learn from each one.

B. The product

A museum exhibit. The student should create a museum exhibit with approximately ten artifacts, highlighting the impact of this person or group on history and/or contemporary life. Highlight changes in American society that this person or group influenced. Include artifacts that represent issues that the person or group impacted. Each artifact need not be student-created. For example, students may photocopy, as appropriate, maps, photographs, or drawings. Students should think about how they can convey what the person or group stood for and how they impacted the times in which they lived and/or the future.

For example, a study of Al Qaeda could show the impact of the September 11, 2001, hijackings on subsequent American history. The Smithsonian exhibit at http://americanhistory.si.edu/september11/ shows the impact of the event from a variety of perspectives. A wide range of artifacts depicts events. Audiotapes illustrate the impact of the events on Americans. Audiotapes of the curators explain the selections. If extended, the exhibit could go on to show how domestic and foreign policy have been impacted since 9/11.

The student must also complete a Reference List/Works Cited Page that includes at least ten references.

C. Communication

In a period of no more than 15 minutes, students present their exhibit as a docent in a museum would, engaging other students in the content of the exhibit. Museum visitors should ask questions for the student docent to respond to.

D. Submission

  1. A cover sheet
  2. The research proposal, including guiding questions
  3. A research log, note cards, or resource process sheets
  4. A list of the ten items in the exhibit and a rationale for including each of them
  5. A sketch of the exhibit with each artifact labeled
  6. A Works Cited Page with at least ten references
  7. A videotape or audiotape of the docent talk, including the Q&A session

This unit may address the following TEKS.

110.24., English Language Arts and Reading, Grade 8, Adopted 2017

110.24(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
110.24(b)(2)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.24(b)(5)(C)
make, correct, or confirm predictions using text features, characteristics of genre, and structures;
110.24(b)(5)(G)
evaluate details read to determine key ideas;
110.24(b)(6)(A)
describe personal connections to a variety of sources, including self-selected texts;
110.24(b)(6)(E)
interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
110.24(b)(6)(I)
reflect on and adjust responses as new evidence is presented
110.24(b)(6)(J)
defend or challenge the authors' claims using relevant text evidence.
110.24(b)(6)(F)
respond using newly acquired vocabulary as appropriate;
110.24(b)(12)(F)
synthesize information from a variety of sources;
110.24(b)(12)(E)
differentiate between primary and secondary sources;
110.24(b)(7)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.24(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
110.24(b)(10)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.24(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.24(b)(12)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

111.28, Mathematics, Grade 8

111.28(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.28(b)(2)
Number and operations. The student applies mathematical process standards to represent and use real numbers in a variety of forms.
111.28(b)(11)
Measurement and data. The student applies mathematical process standards to use statistical procedures to describe data.

112.28., Science, Grade 8, Adopted 2021

112.28(b)(1)
Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
112.28(b)(4)
Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

113.20, Social Studies, Grade 8

113.20(b)(6)
History. The student understands westward expansion and its effects on the political, economic, and social development of the nation.
113.20(b)(9)
History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation.
113.20(b)(10)
Geography. The student understands the location and characteristics of places and regions of the United States, past and present.
113.20(b)(12)
Economics. The student understands why various sections of the United States developed different patterns of economic activity.
113.20(b)(15)
Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents.
113.20(b)(17)
Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system.
113.20(b)(19)
Citizenship. The student understands the rights and responsibilities of citizens of the United States.
113.20(b)(21)
Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic.
113.20(b)(23)
Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries.
113.20(b)(24)
Culture. The student understands the major reform movements of the 19th century.
113.20(b)(26)
Culture. The student understands the relationship between the arts and the times during which they were created.
113.20(b)(27)
Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States.
113.20(b)(28)
Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States.
113.20(b)(29)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.20(b)(30)
Social studies skills. The student communicates in written, oral, and visual forms.
113.20(b)(31)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.A.1
Recognize how scientific discoveries are connected to technological innovations.
S.IV.C.2
Recognize the role of people in important contributions to scientific knowledge.
S.V.C.1
Recognize patterns of change.

Social Studies:

SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.E.4
 Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2
 Analyze ethical issues in historical, cultural, and social contexts.
SS.II.B.1
 Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2
 Explain and evaluate the concept of gender.
SS.II.B.3
 Analyze diverse religious concepts, structures, and institutions around the world.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.2
 Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.B.4
Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.B.3
Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.2
Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.B.2
Distinguish between and among primary and secondary sources.

Mathematics:

M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1
Classify types of data.
M.V.B.2
Construct appropriate visual representations of data.
M.VII.C
Logical reasoning
M.VII.A.1
Analyze given information.
M.VII.C.1
Develop and evaluate convincing arguments.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.3
Determine a solution.
M.VII.B.1
Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
M.VII.A.4
Justify the solution.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.IX.A.1
Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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