Wayne County Public Schools



Wayne County Public Schools DRAFT June, 2012

NC Essential Standards

Curriculum Guide for Grade 8 Social Studies

Focus: North Carolina and the United States: Creation and Development of the State and Nation

Time Period: Focus is from the Revolutionary Era to contemporary times.

Grade 8 Overview:

Historical study connects students to the enduring themes and issues of our past and equips them to meet the challenges they will face as citizens in a state, nation and an interdependent world. Pursuant to the passage of House Bill 1032, An Act Modifying the History and Geography Curricula in the Public Schools of North Carolina, the new essential standards for eighth grade will integrate United States history with the study of North Carolina history. This integrated study helps students understand and appreciate the legacy of our democratic republic and to develop skills needed to engage responsibly and intelligently as North Carolinians. This course will serve as a stepping stone for more intensive study in high school.

Students in eighth grade will continue to build on the fourth and fifth grade introductions to North Carolina and the United States by embarking on a more rigorous study of the historical foundations and democratic principles that continue to shape our state and nation. Students will begin with a review of the major ideas and events preceding the foundation of North Carolina and the United States. The main focus of the course will be the critical events, personalities, issues, and developments in the state and nation from the Revolutionary Era to contemporary times. Inherent in this study is an analysis of the relationship of geography, events and people to the political, economic, technological, and cultural developments that shaped our existence in North Carolina and the United States over time. Although the major focus is state and national history, efforts should also be made to include a study of local history.

NOTE: New assessments, called Measures of Student Learning (MSLs), are to be administered at the end of school year 2012 – 2013 in Social Studies, Grades 3-8.

Resources:

NC DPI Essential Standards for Grade 8:

NC DPI Essential Standards INSTRUCTIONAL SUPPORT TOOLS Home Page:

NC DPI Grade 8 Social Studies Unpacking Document:

NC DPI Grade 8 Social Studies Crosswalk Document:

National World History Standards:

Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:

See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing the Common Core Literacy Standards in Social Studies 6-12.

Textbook: Creation and Development of NC in US History, ( 2008, Holt, Inc.

Digital Textbook: NC History: A Digital Textbook, Learn NC, UNC-Chapel Hill:



GENERAL ASSEMBLY OF NORTH CAROLINA

SESSION 2009

SESSION LAW 2009-236

HOUSE BILL 1032

*H1032-v-6*

AN ACT MODIFYING THE HISTORY AND GEOGRAPHY CURRICULA IN THE PUBLIC SCHOOLS.

The General Assembly of North Carolina enacts:

SECTION 1. G.S. 115C-81(b1) reads as rewritten:

"(b1) Both the standard course of study and the Basic Education Program shall include the requirement that the public schools provide to all students two yearlong courses of instruction on North Carolina history and geography. One yearlong course of instruction shall be providedin elementary school, and one yearlong course of instruction shall be provided in middleschool. one yearlong course of instruction on North Carolina history and geography in elementary school and one yearlong course of instruction in middle school on North Carolina history with United States history integrated into this instruction. Each The course of instruction shall include contributions to the history and geography of the State and the nation by the racial and ethnic groups that have contributed to the development and diversity of the State. State and nation. Each course of instruction may include up to four two weeks of instruction relating to the local area in which the students reside."

SECTION 2. This act is effective when it becomes law and applies beginning with the 2010-2011 school year.

In the General Assembly read three times and ratified this the 22nd day of June, 2009.

s/ Walter H. Dalton

President of the Senate

s/ Joe Hackney

Speaker of the House of Representatives

s/ Beverly E. Perdue

Governor

Approved 6:05 p.m. this 30th day of June, 2009

Grade 8 Social Studies --- At a Glance

Comparing the new 2010 NC Essential Standards to the 2006 NC Social Studies Standard Course of Study

There are three key structural differences between the 2010 K-12 Social Studies Essential Standards and the 2006 North Carolina Social Studies Standard Course of Study: the organization of the standards around five broad strands; the use of a conceptual framework; and the use of Revised Bloom’s Taxonomy.

1. The 2010 K-12 Social Studies Essential Standards are organized around five strands: history; geography and environmental literacy; civics and government; economics and financial literacy; and culture. These strands are based on the social science disciplines and provide students a consistent framework for studying and analyzing specific grade level content.

2. The new structure of the 2010 K‐12 Social Studies Essential Standards reflects a shift to a more conceptual framework. The goal of conceptually written standards is to help students recognize patterns and make connections in their learning that transfer beyond a single discipline, topic, grade, or isolated fact. This adoption of a conceptual framework reduces the number of objectives while continuing to address similar topics, facts and skills.

3. The 2010 K‐12 Social Studies Essential Standards were also written using the Revised Bloom's Taxonomy (RBT). The most notable change from the 2006 Standard Course of Study to the 2010 Essential Standards is the use of one verb per standard and clarifying objective. This will allow for greater alignment between instruction and assessment. RBT verbs have specific meanings; therefore, the same verb may serve a different purpose than in the 2006 North Carolina Social Studies Standard Course of Study.

Eighth grade social studies is an integrated study of North Carolina and United States History, while the previous Standard Course of Study focused mainly on North Carolina History.

North Carolina History: A Digital Textbook, Learn NC, UNC-Chapel Hill

---- contains primary sources, multimedia, readings, and lesson plans to tell the many stories of North Carolina's past.

LEARN NC’s “digital textbook” for 8th-grade North Carolina history offers a new model for teaching and learning. This “digital textbook,” designed for grade 8 and up, covers all of North Carolina history, from the arrival of the first people some 12,000 years ago to the present. Far more than a textbook, though, it’s a collection of primary sources, readings, and multimedia that you can search, select, and rearrange to meet the needs of your classroom. To build critical thinking and literacy skills, special web-based tools aid reading and model historical inquiry. Visit

The Five Conceptual Strands

in Social Studies

[pic]

Conceptual Focus of the North Carolina Social Studies Essential Standards

Concepts --- How would you describe a concept?

• Timeless

• Universal

• Transferable

• Abstract and broad (to various degrees)

• Examples share common attributes

• Represented by 1-2 words

• Never proper nouns

Conceptual Standards and Curriculum…

are concept-based and focused “transferable ideas” ----- for example:

History: continuity and change, leadership, revolution, war, conflict

Cultural Geography: climate change, location, resources, environmental challenges,

human migration, cultural development

Civics & Economics: scarcity, justice, freedom, authority, trade

Transferable Idea: Leadership may dictate how nations respond to environmental challenges and issues of social justice.

Examples of CONCEPTS for the 5 Conceptual Strands

|Geography |Culture |Economics/ |Civics and Government |History |

| | |Personal Financial Literacy | | |

| | | | | |

|♣Place |♣Religion |♣Needs/Wants |♣Politics |♣Change |

|♣Region |♣Language |♣Scarcity |♣Limited Government |♣Continuity |

|♣Location |♣Ethnicity |♣Resources |♣Citizenship |♣Patterns |

|♣Movement |♣Society |♣Costs |♣Rule of Law |♣Conflict |

|♣Human-Environment Interaction |♣Civilization |♣Standard of Living |♣Political Action |♣Cooperation |

|♣Physical Environment |♣Culture |♣Market economy |♣Political System |♣Revolution |

|♣Landforms |♣Diversity |♣Markets |♣National Identity |♣Leadership |

|♣Water forms |♣Values & Beliefs |♣Trade |♣Individual Rights |♣Invasion |

|♣Geographic Patterns | |♣Exchange |♣Power |♣Conquest |

|♣Settlement Patterns | |♣Supply and Demand |♣Freedom |♣Colonialism |

|♣Civilization | | | |♣War |

|♣Migration | | | |♣National Identity |

| | | | |♣Imperialism |

Looking at the Big Picture ------- Telling the Human Story Over Time

K – 12 Shifts in the NC Social Studies Essential Standards

Elementary Shifts

❑ Kindergarten: Citizenship & Responsibility

❑ 1st grade: Culture & Diversity

❑ 2nd grade: Interdependence & Global Economics

❑ 3rd grade: Geography & Environmental Literacy

❑ 4th grade: History course focused on North Carolina History

❑ 5th grade: History course focused on United States History

Middle Grade Shifts

❑ Sixth and Seventh Grades: Integrated World Studies

❑ Eighth Grade: Integrated Study of North Carolina and United States History

❑ Integration of Common Core Literacy Standards in History/Social Studies

Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:



See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing

the Common Core Literacy Standards in History/Social Studies 6-12.

Note: In the middle grades, there is a chronological progression to the Standards in grades 6 & 7 and a specific time frame and region for grade 8.

High School Shifts

❑ World History has a focus more on the study of global history from mid 15th century to present.

❑ American History additional focus on teaching Founding Principles (Legislative Act)

❑ Integration of Personal Financial Literacy (PFL) into the Civics & Economics course

❑ Integration of Common Core Literacy Standards in History/Social Studies

Common Core Reading &Writing Standards for Literacy in History/Social Studies 6–12:



See pages 61-66 in the Common Core State Standards: English Language Arts for pages referencing

the Common Core Literacy Standards in History/Social Studies 6-12.

Grades 6 – 8 Social Studies Overview

Sixth and Seventh Grade

6th grade is the first time that students are introduced to the world.

•6th Grade: Shift from a study of just Europe and South America to an integrated study of the Ancient World through Exploration.

•7th Grade: Shift from a study of just Africa, Asia, and Australia to an integrated study of the Age of Exploration to the present.

•7th Grade economic concepts are more sophisticated.

•Both courses should be taught from a

⎫Comparative perspective

⎫Case study approach.

Eighth Grade

•Parallel study of North Carolina and the United States

•Revolutionary era to contemporary times

•Integration of Personal Financial Literacy

The Eighth Grade: Historical Study of NC in the Context of the US

The Revolutionary Era to the Present

Focus: North Carolina and the United States: Creation and Development of the

State and Nation

Major Concepts:

θ Historical Thinking

θ Conflict, Compromise, & Negotiation

θ Change and Continuity

θ Migration and immigration

θ Technology and innovation

θ Individuals/Groups (economic, political, social)

θ Historical & Contemporary Issues

θ Geographic Influence (five themes)

θ Cooperation and Competition (economics)

θ Democratic Ideals

θ Citizen Participation

θ Cultural Influence

Wayne County Public Schools At a Glance Yearly Pacing Guide --- 8th Grade SOCIAL STUDIES

|1st Nine Weeks |2nd Nine Weeks |3rd Nine Weeks |4th Nine Weeks |

|Weeks 1-2 | Weeks 10-18 |Weeks 19-23 |Weeks 28-36 |

|North Carolina/United States Geography |Life in the Antebellum Period |Reunion and Growth |The US as a World Power |

| |and the Civil War |of the United States |Transitions into the Modern Era |

|Essential Standards/Clarifying Objs: |Expansion and Division within the United States |Transition to an Industrial Power |Essential Std/Clarifying Objs: |

|Apply historical thinking to understand the creation|Essential Standards/Clarifying Objs: |Essential Standards/Clarifying Objs: |Describe the US’s and NC’s reaction to increasing|

|and development of North Carolina and the United |Identify key events and evaluate the impact of reform and |Analyze Reconstruction along with its impact on NC and |involvement in world affairs and the impact on |

|States. |expansion in NC/US during the first half of the 19th |the nation. 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, |the economy. |

|8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4 |century. |8.C&G.2, 8.C.1 |8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.3,|

|Understand the geographic factors that influenced |8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, |Evaluate the impact of political, economic, social, and|8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 |

|North Carolina & the US. |8.C&G.1, 8.C&G.2, 8.C.1 |technological changes on life in NC in the second half |Causes and effects of major historical events |

|8.G.1.1, 8.G.1.3 |Understand why secession occurred and analyze the Civil |of the 1800’s. |during this time period. |

| |War along with its impacts on NC and the nation. |8.H.1, 8.H.2, 8.H.3, 8.E.1, |8.H.1, 8.H.2, 8.H.3, 8.E.1, |

|Weeks 2-3 |8. H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, |8.C&G.1, 8.C&G.2, 8.C.1 |8.C&G.1, 8.C.1 |

|North Carolina/United States Colonization |8.C&G.1, 8.C&G.2, 8.C.1. | |Analyze changes in NC during the postwar period |

| |Evaluate the impact of political, economic, social, and |Weeks 24-27 |to the 1970’s. |

|Essential Standards/Clarifying Objs: Explain how |technological changes in life in NC during the 1800’s. |Increasing Involvement |8.H.1, 8.H.2, 8.H.3, 8.C&G.1, |

|migration and immigration contributed to the |8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, |in World Affairs |8.C&G.2, 8.C.1, 8.E.1, 8.G.1 |

|development of North Carolina and the United States |8.C&G.1, 8.C&G.2, 8.C.1 |Emergence of a World Power |Evaluate the impact of demographic, economic, |

|from colonization to contemporary times. | |Essential Standards/Clarifying Objs: |technological, social, and political developments|

|8.G.1.1, 8.G.1.3, 8.E.1.1 |Suggestion: |• Describe the US and NC’s reaction to increasing |since the 1970’s. |

| |A writing assessment should be included each nine weeks. |involvement in world affairs and the impact on the |8.H.1, 8.H.2, 8.H.3, 8.C&G.1, |

|Weeks 4-9 | |economy. |8.C&G.2, 8.C.1, 8.E.1, 8.G.1 |

|Beginning of a New Nation |****Second Common Unit Test should be completed during the|8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.3, |Explore examples of and opportunities for active |

| |19th or 20th week. |8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 |citizenship, past and present, at the local and |

|Political and Democratic Ideals of a New Nation | |• Causes and effects of the Great Depression and the |state levels. 8.C&G.1, 8.C&G.2 |

|Essential Standards/Clarifying Objs: | |New Deal |Suggestion: |

|• Trace the causes and effects of the | |8.H.1, 8.H.2, 8.H.3, 8.E.1, |A writing assessment should be included each nine|

|Revolutionary War and assess how they affected | |8.C&G.1.1, 8.C&G.1.3, 8.C&G.2.2 |weeks. |

|people during the Constitutional Period in NC & the | | |****Fourth Common Unit Test should be completed |

|US. | |Suggestion: |during the 34th, 35th, or 36th week. |

|8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.G.1.2, | |A writing assessment should be included each nine | |

|8.E.1.2, 8.C&G.1, 8.C&G.2, 8.C.1 | |weeks. | |

| | |****Third Common Unit Test should be completed during | |

|Suggestion: | |the 28th or 29th week. | |

|A writing assessment should be included each nine | | | |

|weeks. | | | |

|****First Common Unit Test should be completed | | | |

|during the 10th or 11th week. | | | |

Wayne County Public Schools

Essential Standards Quarterly Pacing Guide for Social Studies, Grade 8

|9-Wks |Unit |Essential Standards/ |Major Topics/Concepts from |Textbook Alignment |Resources |

|Period | |Clarifying Objectives |DPI’s Unpacking Documents | | |

| |North Carolina/ | 8.G.1.1, 8.G.1.3, | Explain how migration and immigration contributed to |Creation and Development |NC History Digital textbook |

| |United States |8.E.1.1 |the development of North Carolina and the United States |of NC in US History | |

| |Colonization | |from colonization to contemporary times. |Chapters 1-2 | |

| |Beginning of a New | 8.H.1, 8.H.2, 8.H.3, |Trace the causes and effects of the Revolutionary War |Creation and Development |NC History Digital textbook |

| |Nation |8.G.1, 8.G.1.2, |and assess how they affected people during the |of NC in US History | |

| |Political & Democratic |8.E.1.2, 8.C&G.1, |Constitutional Period in NC and the US. |Chapters 3-7 | |

| |Ideals of a New Nation |8.C&G.2, 8.C.1 | | | |

| |Life in the Antebellum | 8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, |Identify key events and evaluate the impact of reform |Creation and Development |NC History Digital textbook |

| |Period |8.C&G.1, 8.C&G.2, 8.C.1 |and expansion in NC/US during the first half of the 19th|Of NC in US History | |

|2nd |and the | |century. |Chapters 10-16 | |

|9-weeks |Civil War |8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, | | | |

| | |8.C&G.1, 8.C&G.2, 8.C.1 |Understand why secession occurred and analyze the Civil | | |

| |Expansion & Division | |War along with its impacts on NC and the nation. | | |

| |within the US |8.H.1, 8.H.2, 8.H.3, | | | |

| | |8.G.1, 8.E.1, |Evaluate the impact of political, economic, social, and | | |

| | |8.C&G.1, 8.C&G.2 |technological changes in life in NC during the 1800’s. | | |

| |Reunion and Growth of | 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1,|Analyze Reconstruction along with its impact on NC and |Creation and Development |NC History Digital textbook |

| |the United States |8.C&G.2, 8.C.1 |the nation. |of NC in US History | |

|3rd | | | |Chapters 17-21 | |

|9-weeks |Transition to an |8.H.1, 8.H.2, 8.H.3, | | | |

| |Industrial Power |8.E.1, 8.C&G.1, | | | |

| | |8.C&G.2, 8.C.1 |Evaluate the impact of political, economic, social, and | | |

| | | |technological changes on life in NC in the second half | | |

| | | |of the 1800’s. | | |

Wayne County Public Schools

Essential Standards Quarterly Pacing Guide for Social Studies, Grade 8

|9-Wks |Unit |Essential Standards/ |Major Topics/Concepts from DPI’s Unpacking Documents |Textbook Alignment |Resources |

|Period | |Clarifying Objectives | | | |

| |The US as a World Power | 8.H.1, 8.H.2, |Describe the US and NC’s reaction to increasing |Creation and Development |NC History Digital textbook |

|4th | |8.H.3.2, 8.H.3.3, |involvement in world affairs and the impact on the |of NC in US History | |

|9-weeks | |8.H.3.4, 8.G.1.3, |economy. |Chapters: 26-31 | |

| |Transitions into the |8.E.1, 8.C&G.1, | | | |

| |Modern Era |8.C&G.2, 8.C.1 | | | |

| | | | | | |

| | |8.H.1, 8.H.2, |Causes and effects of major historical events during this| | |

| | |8.H.3, 8.E.1, |time period | | |

| | |8.C&G.1, 8.C.1 | | | |

| | | |Analyze changes in NC during the postwar period to the | | |

| | |8.H.1, 8.H.2, |1970’s. | | |

| | |8.H.3, 8.C&G.1, | | | |

| | |8.C&G.2, 8.C.1, | | | |

| | |8.E.1, 8.G.1 | | | |

| | | |Evaluate the impact of demographic, economic, | | |

| | |8.H.1, 8.H.2, |technological, social, and political developments since | | |

| | |8.H.3, 8.C&G.1, |the 1970’s. | | |

| | |8.C&G.2, 8.C.1, | | | |

| | |8.E.1, 8.G.1 |Explore examples of & opportunities for active | | |

| | | |citizenship, past and present, at the local and state | | |

| | |8.C&G.1, 8.C&G.2 |levels. | | |

Pacing Guide with Unit Description Wayne County Public Schools Essential Standards Social Studies, Grade 8

|Subject: Social Studies |Timeframe Needed for Completion: Approximately 2-3 weeks |

|Grade Level: 8th | |

|Unit Title: Colonization of North America |9-Weels Period: Beginning 1st 9-Weeks |

|Big Idea/Theme: Colonization of North America and Blending Cultures |

|Understandings: |

|Culture |

|Countries/cultural groups (that settled in NC/North America) |

|Migration vs. Colonization |

|NC’s environment vs. other colonies |

|Essential Standards/Clarifying Objectives: |Essential Questions: |

|Explain how migration and immigration contributed to the development |Compare and contrast the characteristics of the 3 types of colonies which developed during the |

|of North Carolina and the United States from colonization to |Colonial Period. |

|contemporary times. |Evaluate how the settlement of the colonies was determined by various groups of people: |

|8.G.1.1, 8.G.1.3, 8.E.1.1 |Native Americans, pirates, immigrant groups, natural resources & geography. |

| |How did Native Americans live in the Pacific NW, desert SW, Great Plains & Eastern |

| |Woodlands and evaluate the relationships between Native Americans and European |

| |Explorers? |

|Essential Skills/Vocabulary: |Assessment Tasks: |

|Culture |Students will create a NC Regions Map. |

|Freedom |Students will create a map of the 13 English Colonies |

|Geography |(Identify colonies as well as color code New England, Middle, and |

|Location |Southern colonies) |

|Colonization |Students will compose a letter to person in Europe who is contemplating |

|Migration |colonization and will give their opinion as to whether the person should |

|Regions |come to America or not. Use sound reasoning. |

|Map Skills |Students will create an advertisement to entice colonists to journey to |

| |America, using vivid descriptions of the area in the colony of NC. |

| |Read and discuss several short stories and listen for student understanding of |

| |Native American behaviors, colonial lifestyles, and colonists’ desire for |

| |change. |

| |Read and perform play about Culpeper’s Rebellion. |

| |Students will complete a timeline about early colonial North Carolina. |

| |Students will participate in a Socratic Seminar concerning the ideas of culture |

| |and freedom and how they might affect colonization. |

|Integration Opportunities: |

| |

| |

Pacing Guide with Unit Description Wayne County Public Schools Essential Standards Social Studies, Grade 8

|Subject: NC/US History |Timeframe Needed for Completion: Approximately 5 to 6 Weeks |

|Grade Level: 8 | |

|Unit Title: Beginning of a New Nation |9-Weeks Period: Last 5 Weeks of 1st 9-Weeks |

|Big Idea/Theme: Political and Democratic Ideals of a New Nation |

|Understandings: |

|Colonists’ Desire for Independence |

|Colonists’ Frustration over English Rule |

|Revolutionary Period |

|Constitutional Period |

|NC’s Role in National Events |

|Essential Standards/Clarifying Objectives: |Essential Questions: |

|Trace the causes and effects of the Revolutionary War and assess how they|Trace the effects of the French and Indian War |

|affected people during the Constitutional Period in NC and the US. |Identify the causes and events which led to the outbreak of the American Revolution |

|8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.G.1.2, |Examine primary sources to understand their impact on the call for independence of the colonists |

|8.E.1.2, 8.C&G.1, 8.C&G.2, 8.C.1 |Describe the contributions of key personalities and assess their influence on the outcome of war. |

| |Examine the reasons for the colonists’ victory based on key battles, foreign interventions, political and economic issues. |

| |Analyze how the Constitution addressed the weaknesses of the Articles of Confederation by creating a strong national government with three |

| |branches. |

|Essential Skills/Vocabulary: |Assessment Tasks: |

| |Create a map (i.e. 13 colonies/states, Revolutionary War battles, French and Indian War, etc.). 8.H.1.1 |

| |Analyze and create charts and graphs related to the Revolutionary Period (i.e. causes of Revolutionary War, cause and |

| |effect, etc.). 8.H.1.1 |

| |Summarize leadership and citizenship actions which influenced the outcome of key conflicts (i.e. activities using |

| |primary and secondary sources, written form, role playing, posters, debate, etc.). 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, |

| |8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.1.2, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 -- |

| |objectives can be reached using multiple activities or by clustering. |

| |Use historical inquiry to construct products which reflect knowledge and understanding (i.e. variety of sources, variety|

| |of events, etc.). 8.H.1.4 |

| |Analyze the relationship between historical events and decisions that were made. |

| |8.H.1.5 , 8.H.2.2 |

| |Summarize the role of debate, compromise and negotiation during the founding of our country (i.e. written form, role |

| |playing, posters, etc.). 8.H.2.3 |

| |Analyze primary and secondary sources to understand differing viewpoints as well as fact and opinion. 8.H.1.3 |

| |Argue your opinion concerning how geography affected citizens (i.e. economics, culture, ideas, political, ethnic etc.). |

| |8.G.1.1, 8.G.1.2 |

|Bill of Rights Culture | |

|Constitution Freedom | |

|Declaration of Independence Geography | |

|War Location | |

|Colonization Migration | |

|Differing viewpoints Regions | |

|Taxes Map Skills | |

|Protest | |

|Monarchy | |

|Democracy | |

|Government | |

|Revolt | |

|Anti-Federalists | |

|Federalists | |

|Integration Opportunities: |

|Identify key steps in the text’s description of a process related to history (i.e. events leading up to the Revolutionary War). |

Pacing Guide with Unit Description Wayne County Public Schools Essential Standards Social Studies, Grade 8

|Subject: NC/US History |Timeframe Needed for Completion: 9 weeks |

|Grade Level: 8 | |

|Unit Title: Life in the Antebellum Period and the Civil War |9-Weeks Period: 2nd 9-Weeks |

|Big Idea/Theme: Expansion and Division within the United States |

|Understandings: |

|Expansion of the US |

|Reform Movements |

|NC’s role in national events |

|Affects of national events on our nation |

|The institution of slavery |

|Rise of political parties |

|American Civil War |

|Secession |

|States’ Rights |

|Conflict resolution |

|Importance of technology |

|Supply and Demand |

|Essential Standards/Clarifying Objectives: |Essential Questions: |

|Identify key events and evaluate the impact of reform and expansion in |Describe the development of the institution of slavery in North Carolina and the United States. |

|NC/US during the first half of the 19th century. |Discuss the economic, social and political differences of the North and South. |

|8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, 8.C&G.1, |Trace the movement of North Americans throughout North Carolina and the United States as a result of the Native American Removal Act. |

|8.C&G.2, 8.C.1 |Examine the geographic, economic and social implications of the California Gold Rush and of the North Carolina Gold Rush. |

|Understand why secession occurred and analyze the Civil War along with |Describe the impact of the new State Constitution in 1835 on religious groups, African Americans, and American Indians. |

|its impact on NC and the nation. |Trace the events leading to the purchase of the Louisiana Territory and its subsequent exploration. |

|8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, 8.C&G.1, |Analyze Texas Independence and annexation. |

|8.C&G.2, 8.C.1 |Discuss the impact of the war with Mexico. |

|Evaluate the impact of political, economic, social, and technological |Trace the development of railroads in the United States. |

|changes in life in NC during the 1800’s. |Describe the issues of sectionalism and how they led to the Civil War. |

|8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, 8.C&G.1, |Describe the differing opinions on slavery and its expansion became a factor in the Civil War. |

|8.C&G.2, 8.C.1 |Use supporting details to show that state’s rights were a fundamental reason for the outbreak of the Civil War. |

| |Evaluate the advantages and disadvantages of the Union and Confederacy. |

| |Discuss the major battles of the Civil War in North Carolina and the United States. |

| |Identify the social and economic impact of the Civil War. |

| |Analyze the political, economic and social impacts of Reconstruction |

|Essential Skills/Vocabulary: |Assessment Tasks: |

| |Create a map (i.e. CSA/USA, Civil War battles, etc.). 8.H.1.1 |

| |Analyze and create charts, graphs, and maps related to the Antebellum and Civil War Periods (i.e. western migration, |

| |Trail of Tears, Civil War battles, etc.). 8.H.1.1 |

| |Summarize leadership and citizenship actions which influenced the outcome of key conflicts (i.e. activities using |

| |primary and secondary sources, written form, role playing, posters, debate, etc.). 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, |

| |8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.1.2, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 --- |

| |objectives can be reached using multiple activities or by clustering. |

| |Use historical inquiry to construct products which reflect knowledge and understanding (i.e. variety of sources, variety|

| |of events, etc.). 8.H.1.4 |

| |Analyze the relationship between historical events and decisions that were made. 8.H.1.5, 8.H.2.2 |

| |Summarize the role of debate, compromise and negotiation during the antebellum and Civil War periods of our state and |

| |our country (i.e. written form, role playing, posters, etc.). 8.H.2.3 |

| |Analyze primary and secondary sources to understand differing viewpoints as well as fact and opinion. 8.H.1.3 |

| |Argue your opinion concerning how geography affected citizens. Support your opinion with historical facts. (i.e. |

| |economics, culture, ideas, political, ethnic etc.). 8.G.1.1, 8.G.1.2 |

| |Using philosophical chairs debate a topic using at least 2 different viewpoints and complete a writing assignment on the|

| |chosen viewpoint (i.e. slavery, abolition, states’ rights, Indian removal, Secession, annexation, etc.). |

| |8.H.1.3, 8.H.2.3, 8.H.3.4 |

|Expansion | |

|Reform | |

|Differing viewpoints | |

|Slavery | |

|Growing pains | |

|Indian removal | |

|Political Parties | |

|Technology | |

|Manifest Destiny | |

|Secession | |

|Territory | |

|Annexation | |

|Transportation | |

|Abolition | |

|Institution of slavery | |

|Confederate States of America | |

|Antebellum | |

|States’ Rights | |

|Reconstruction | |

|Industry | |

|Transportation | |

|Ironclad | |

|Blockade and Blockade Runners | |

|Industrial Revolution | |

|Integration Opportunities: Read and discuss several short stories concerning key figures and identify their importance to the time period; provide a summary of the story that is distinct from prior knowledge. |

Pacing Guide with Unit Description Wayne County Public Schools Essential Standards Social Studies, Grade 8

|Subject: NC/US History |Timeframe Needed for Completion: Approximately 5 weeks |

|Grade Level: 8 | |

|Unit Title: Reunion and Growth of the United States |9-Weeks Period: 1st half of 3rd 9-Weeks |

|Big Idea/Theme: Transition to an Industrial Power |

|Understandings: |

|Conflict Resolution |

|Importance of technology |

|Supply and Demand |

|Industrialization |

|Emergence of the US as a world power |

|Essential Standards/Clarifying Objectives: |Essential Questions: |

|Analyze Reconstruction along with its impacts on NC and the nation. |Provide examples of technological innovations that influenced the lives of citizens in North Carolina and the United States post |

|8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, |Reconstruction |

|8.C&G.2, 8.C.1 |Compare and contrast political, legal and social movements in North Carolina and the United States. |

|Evaluate the impact of political, economic, social, and technological | |

|changes on life in NC in the second half of the 1800’s. | |

|8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, | |

|8.C&G.2, 8.C.1 | |

|Essential Skills/Vocabulary: |Assessment Tasks: |

| |Analyze and/or create charts, graphs, and maps related to the Reconstruction and Industrial Revolution time periods. |

| |8.H.1.1 |

| |Summarize the contributions of historical figures to the Industrial Revolution and how they influenced the shaping of |

| |American society (i.e. activities using primary and secondary sources, written form, role playing, posters, debate, |

| |etc.). 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.1.2, 8.C&G.1.1, 8.C&G.1.2, |

| |8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 --- objectives can be reached using multiple activities or by clustering. |

| |Use historical inquiry to construct products which reflect knowledge and understanding (i.e. variety of sources, variety|

| |of events, etc.). 8.H.1.4 |

| |Analyze the relationship between historical events and decisions that were made. 8.H.1.5, 8.H.2.2 |

| |Summarize the role of debate, compromise and negotiation during the 2nd half of the 19th century in our state and |

| |nation. Which is the most important role, why? Support your opinion with facts (i.e. written form, role playing, |

| |posters, etc.). 8.H.2.3 |

| |Analyze primary and secondary sources to understand differing viewpoints as well as fact and opinion. 8.H.1.3 |

| |Create an opinion concerning how geography affected citizens (i.e. economics, culture, ideas, political, ethnic etc.). |

| |8.G.1.1, 8.G.1.2 |

| |Using philosophical chairs debate a topic using at least 2 different viewpoints and complete a writing assignment on the|

| |chosen viewpoint. Identify your view and support it with facts. 8.H.1.3, 8.H.2.3, 8.H.3.4 |

|Reconstruction | |

|Industry | |

|Urban development | |

|Social movements | |

|Great Migration | |

|Advancements in transportation, communication, and | |

|business | |

|Robber Baron | |

|Industrial Revolution | |

|Melting Pot | |

|Ideology (Communism, Nationalism, Capitalism, Democracy, Imperialism) | |

|Ellis Island | |

|Black codes | |

|Impeachment | |

|Freedmen’s Bureau Immigrants | |

|Carpetbaggers Labor unions | |

|Scalawags Competition | |

|Fifteenth Amendment Tenements | |

|Stock Settlement house | |

|Stockholders Mills and factories | |

|Emigrate/immigrate Tobacco | |

|Monopoly Tenant farming | |

|Assembly Line Share Cropping | |

|Urban/Rural National Farmers Alliance | |

|Reformers Populist Party | |

| | |

|Integration Opportunities: Beginning with Reconstruction, create a chart identifying key steps in how the United States evolved into the Industrial Revolution. Integrate the chart with a visual representation |

|(i.e. graphs, paintings, photographs, videos, etc.) |

Pacing Guide with Unit Description Wayne County Public Schools Essential Standards Social Studies, Grade 8

|Subject: NC/US History |Timeframe Needed for Completion: Approximately 4 weeks |

|Grade Level: 8 | |

|Unit Title: Increasing Involvement in World Affairs |9-Weeks Period: 2nd half of 3rd 9-Weeks |

|Big Idea/Theme: Emergence of a World Power |

|Understandings: |

|World War I |

|Stock Market Crash |

|Great Depression Era |

|Role of technology |

|Conflict |

|Differing ideologies |

|NC’s role in national events |

|Essential Standards/Clarifying Objectives: |Essential Questions: |

|Describe the US’s and NC’s reaction to increasing involvement in world | |

|affairs and the impact on the economy. |Describe the events leading to the outbreak of World War I. |

|8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, |Discuss the involvement of North Carolina and the United States in World War I. |

|8.G.1.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 |Trace the events leading to the Great Depression. |

|Causes and effects of the Great Depression and the New Deal. 8.H.1, |Examine the programs and goals of the New Deal |

|8.H.2, 8.H.3, 8.E.1, 8.C&G.1.1, 8.C&G.1.3, 8.C&G.2.2 | |

|Essential Skills/Vocabulary: |Assessment Tasks: |

| |Analyze and/or create charts, graphs, and maps related to WWI and the Great Depression time periods. 8.H.1.1 |

| |Summarize the contributions of historical figures to the early 20th century and how they influenced the shaping of |

| |American society (i.e. activities using primary and secondary sources, written form, role playing, posters, debate, |

| |etc.). 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.1.2, 8.C&G.1.1, 8.C&G.1.2, |

| |8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 -- objectives can be reached using multiple activities or by clustering. |

| |Use historical inquiry to construct products which reflect knowledge and understanding (i.e. variety of sources, variety|

| |of events, etc.). 8.H.1.4 |

| |Analyze the relationship between historical events and decisions that were made. 8.H.1.5, 8.H.2.2 |

| |Summarize the role of debate, compromise and negotiation during the early 20th century in our state and nation (i.e. |

| |written form, role playing, posters, etc.). 8.H.2.3 |

| |Compare and contrast the role of debate, compromise, and negotiation in the events of the 2nd half of the 19th century |

| |versus the early 20th century. Summarize your thoughts with supporting facts from both centuries. 8.H.2.3 |

| |Analyze primary and secondary sources to understand differing viewpoints as well as fact and opinion. 8.H.1.3 |

| |Create an opinion concerning how geography affected citizens (i.e. economics, culture, ideas, political, ethnic etc.). |

| |8.G.1.1, 8.G.1.2 |

| |Using philosophical chairs, debate a topic using at least 2 different viewpoints and complete a writing assignment on |

| |the chosen viewpoint. |

| |8.H.1.3, 8.H.2.3, 8.H.3.4 |

|Imperialism Consumer Goods | |

|Panama Canal Wall Street | |

|Central Powers Stock | |

|Allied Powers Depression | |

|Prussia New Deal | |

|League of Nations Dust Bowl | |

|Communism Dictators | |

|Progressives Isolationism | |

|Muckrakers San Francisco earthquake 1906 | |

|Income tax Spanish-American War | |

|Prohibition Reformers | |

|Civil Rights | |

|Discrimination | |

|Credit | |

|Interest | |

|Integration Opportunities: Using a credible source(s), research the causes of the Great Depression. Create a product using the same progression as the timeline of the depression. Use supporting details and |

|opinion based on historical knowledge. (i.e. journal, letter, editorial, etc.) |

Pacing Guide with Unit Description Wayne County Public Schools Essential Standards Social Studies, Grade 8

|Subject: NC/US History |Timeframe Needed for Completion: 9 weeks |

|Grade Level: 8 | |

|Unit Title: The US as a World Power |9-Weeks Period: 4th 9-Weeks |

|Big Idea/Theme: Transitions into the Modern Era |

|Understandings: |

|World War II |

|Conflict |

|Differing ideologies |

|NC’s role in national events |

|Cold War |

|Vietnam Era |

|Social Change |

|Responsibility of citizens |

|Rights for minorities |

|Equality |

|Astronomical growth of technology |

|War on Terror |

|Financial Crises |

|Essential Standards/Clarifying Objectives: |Essential Questions: |

|Describe the US and NC’s reaction to increasing involvement in world affairs|Discuss the events leading up to the war in Europe and the Pacific. |

|and the impact on the economy. |Compare and contrast the Axis vs. Allied Powers. |

|8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, |Analyze the events leading to the defeat of the Axis Powers. |

|8.G.1.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 |Describe the contributions of North Carolina’s military to WWII. |

|Causes and effects of major historical events during this time period. |Identify primary reasons for the outward migration of African Americans from North Carolina and other southern states to northern |

|8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, 8.C.1 |states. |

|Analyze changes in NC during the postwar period to the 1970’s. 8.H.1, |Identify new industries and the changing workforce in North Carolina and the United States after WWII. |

|8.H.2, 8.H.3, 8.C&G.1, 8.C&G.2, 8.C.1, 8.E.1, 8.G.1 |Examine economic and population growth in North Carolina and the United States after WWII |

|Evaluate the impact of demographic, economic, technological, social, and |Examine the importance of social change in North Carolina and the United States. |

|political developments since the 1970’s. |Trace the early civil rights movement. |

|8.H.1, 8.H.2, 8.H.3, 8.C&G.1, 8.C&G.2, |Discuss how the lives of African Americans, women and Native Americans in North Carolina changed as a result of civil rights struggles. |

|8.C.1, 8.E.1, 8.G.1 |Identify the shift from manufacturing to service industry. |

|Explore examples of and opportunities for active citizenship, past and |Discuss the policy of containment that lead to North Carolina and the United States involvement in the Korean War. |

|present, at the local and state levels. 8.C&G.1, 8.C&G.2 |Trace escalating North Carolina and United States involvement in Vietnam and conditions of the war. |

| |Analyze the impact of the end of the Cold War on North Carolina and the United States. |

| |Discuss the impact of the Soviet Union and continuing Communist rule in China on North Carolina and the United States. |

| |Discuss the impact of September 11th on North Carolina and the United States. |

|Essential Skills/Vocabulary: |Assessment Tasks: |

| |Analyze and/or create charts, graphs, and maps related to WWI and the Great Depression time periods. 8.H.1.1 |

| |Summarize the contributions of historical figures to the early 20th century and how they influenced the shaping of |

| |American society (i.e. activities using primary and secondary sources, written form, role playing, posters, debate, |

| |etc.) 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.1.2, 8.C&G.1.1, 8.C&G.1.2, |

| |8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 --- objectives can be reached using multiple activities or by clustering. |

| |Use historical inquiry to construct products which reflect knowledge and understanding (i.e. variety of sources, variety|

| |of events, etc.). 8.H.1.4 |

| |Analyze the relationship between historical events and decisions that were made. 8.H.1.5, 8.H.2.2 |

| |Summarize the role of debate, compromise and negotiation during the early 20th century in our state and nation (i.e. |

| |written form, role playing, posters, etc.). 8.H.2.3 |

| |Analyze primary and secondary sources to understand differing viewpoints as well as fact and opinion. 8.H.1.3 |

| |Create an opinion concerning how geography affected citizens (i.e. economics, culture, ideas, political, ethnic etc.). |

| |8.G.1.1, 8.G.1.2 |

| |Using philosophical chairs debate a topic using at least 2 different viewpoints and complete a writing assignment on the|

| |chosen viewpoint. |

| |8.H.1.3, 8.H.2.3, 8.H.3.4 |

|Nazism Acid Rain | |

|Fascism Erosion | |

|Dictators Incumbent | |

|Isolationism Terrorism | |

|Concentration camps Globalization | |

|Holocaust Free Trade | |

|Pearl Harbor NAFTA | |

|Axis Powers Demographics | |

|Allies Cold War | |

| | |

|Nisei D-Day | |

|Nuremburg Trials Civil Rights | |

|Manhattan Project | |

|Citizenship | |

|Communism | |

|Recession | |

|Segregation | |

|Integration | |

|Super Power (World Power) | |

|Al Quaida | |

|Brown vs. Board of Education of Topeka | |

|Totalitarian | |

|Arms Race | |

|Refugees | |

|Segregated | |

|Equal Rights Amendment (ERA) | |

|NASA | |

|Internet | |

|AIDS | |

|Recession | |

|Sit-in | |

|Busing | |

|Non-violent protest | |

|Census | |

|Redistricting | |

|Research Triangle Park | |

|Integration Opportunities: Choose a historical text related to this time period for students to independently and proficiently read and respond to in a written form. |

The 2010 NC Grade 8 Essential Standards for Social Studies

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