NOTE: Due to possible EOQ Testing in Social Studies, a ...
NOTE: Due to possible EOQ Testing in Social Studies, a stricter alignment to the suggested pacing guide requires a shuffling of the government unit to the 4th quarter. Please follow the newly aligned pacing listed below:
Week Unit
1. History
2. Explorers
3, 4 Roanoke
5, 6 Colonies
7, 8 Carolina
9, 10, 11, 12 Pre-Revolution
13, 14, 15 Rev War
16, 17, 18 Reform
19, 20, 21 Civil War
22, 23, 24 Gilded Age
25, 26, 27 Government
28, 29 Civil Rights
30. Field Trip?
31, 32, 33, 34 20th Century
35, 36
HAG Social Studies – 8th Grade
The course follows the 8th Grade Social Studies SCOS which outlines North Carolina history and then places it in the larger context of United States and world history. Topics are examined in unit format which both deepens and extends the SCOS.
The General Focus Beyond the SCOS:
The Interconnection Between NC, US, and World Histories
The Impact of the Individual on History
Understanding and Evaluating Primary Source Material
Art/Culture as an Expression of Society
Developing Excellent Essay Question Writing Skills
High School Honors Level Seminar Discussions
In-Depth Units:
Unit 0 – “Doing” History
Unit I – A Clash of Cultures: Early Explorations of the New World
Unit II – Elizabethans Come to America
Unit III – Early Colonization
Unit IV - Colonial Carolina
Unit V – The Enlightened Revolution
Unit VI – The American Revolutionary War
Unit VII – Building a Government/Building a Country
Unit VIII – Inalienable Rights
Unit IX – Slavery in an Era of Reform
Unit X – The Civil War
Unit XI – The Gilded Age
Unit XII – Promises of Equality and the Civil Rights Movement Across Time
Unit XIII – Twentieth Century / Cultural History Decades Project Presentations
Unit 0 – Doing History
1. Why Study History?
2. The Historical Record
3. Bias / POV
4. Cause / Effect
5. Relative Importance
6. Power Thinking
7. Review
8. Test
(8/8)
SCOS:
*EQ’s* How do we know what happened in the past?
Does history change?
*summary* This unit studies the “profession” of the historian and introduces the concept of “power thinking.”
*word/people wall* Bias, Relative Importance, Power Thinking
*supplements* Power Point
*products* Class discussions, power thinking group mini-projects
Unit I – A Clash of Cultures: Early Explorations of the New World
1. Impact of the Crusades
2. Columbus and Contact
3. Resistance: Enrique and Las Casas
4. Cortez and the Conquest of Mexico
5. DeSoto and the Impact of Smallpox on the Natives of the SE
6. The Columbian Exchange
7. Explorers of NC
8. free
9. Review
10. Test
(18/18)
SCOS: 1.01, 1.03, 1.04, 1.05, 3.06
*EQ’s* Explain the causes and effects of the Crusades
How did the European way of “power thinking” the world change because of the Crusades?
Explain the causes and effects of the explorations of Polo, Portugal and Columbus
How did the meeting of cultures change the world?
*summary* Unit stresses the reasons for European Exploration from its origins in the Crusades to the power struggle of colonization related to exploration, as well as the effects on the Native peoples. The controversy surrounding Columbus is discussed after reading several letters and journal entries. The Taino resistance to Spanish conquest is also examined. Also stressed is the scientific awakening created by the Crusades and its impact on exploration as well as the Columbian exchange. Specific explorers impacting North Carolina Native Americans are taught.
*word/people wall* Crusades, Silk Road, Renaissance, Columbian Exchange Polo, Columbus, Las Casas, Enrique, Cortez, Verrazano, DeSoto
*supplements* Power Point, Writings of Columbus, Cortez, Las Casas, Verrazano map of NC, map of DeSoto’s exploration of the SE US
*products* seminar discussions, thematic essay
Unit II – Elizabethans Come to America
1. Henry, Religion, and His Desire for an Heir
2. Religious Friction: C of E and the Catholic Church
3. The Golden Age: The Reign of Elizabeth I
4. Elizabethan Culture
5. Voyage I (Roanoak Video)
6. Voyage II (Roanoak Video)
7. Voyage III (Roanoak Video)
8. Where did they go? An evidence based search for the Lost Colony
9. free
10. Review
11. Test
(29/29)
SCOS: 1.01, 1.02, 1.03, 1.04, 1.05, 3.06
*EQ’s* How did the Elizabethan culture & controversies translate to the shores of
America?
To what extent were the English explorers responsible for their problems?
What may have happened to the Lost Colony?
*summary* Unit begins with the understanding that the first European-Carolinians were essentially Elizabethans. An understanding of the history and culture of Elizabethan England is therefore necessary to an understanding of the people who were trying to fit the square peg of English society into the round hole of America. Stressed is the Catholic/Anglican controversy that may have played a role in the demise of the attempts at colonizing via Simon Fernandez. The leadership of John White is explored are various theories as to the disappearance of the “Lost Colony.”
*word/people wall* Catholic, Protestant, heresy, Elizabeth I, John White, Simon Fernandez, Ralph Lane, Walter Raleigh, Francis Walsingham
*supplements* Power Point, Journal of John White, the PBS production Roanoak
*products* character diary from a Roanoak character, thematic essay
Unit III – Early Colonization
1. Gunpowder, Sheep, and Greed: The Origins of Jamestown
2. The John Smith Years
3. Death at Jamestown (Secrets of the Dead: PBS Video?)
4. The John Rolfe Years
5. Separatists and their Pilgrimage (Desperate Crossing Video?)
6. Mayflower: Compact and Colony
7. Puritans: Migration and War
8. Education and the New England Primer
9. Religion: Sinners in the Hands of an Angry God
10. Salem Witch Trials
11. Dissent: Williams and Hutchinson
12. Other Colonies: NE, Middle, Southern
13. free
14. Review
15. Test
(44/44)
SCOS: 1.02, 1.04, 1.05, 1.07
*EQ’s* Why did the various colonist groups come to America?
How did they colonists overcome the problems they faced?
What made a colony successful?
*summary* Unit stresses the struggles of early colonization, the reasons for success, and the foundations of America. Also examined is the role of religion, including the continued Catholic/Protestant friction, in the early colonization. Was the struggle at Jamestown in the early years really the result of a Catholic plot to destroy the colony? Was Percy the culprit? How did religion impact the “Pilgrims” and the Puritans as well?
*word/people wall* Colony, John Smith, John Rolfe, Pocahontas, George Percy
*supplements* Power Point, Wilderness at Dawn by Ted Morgan, Death at Jamestown (PBS), The Crucible in conjunction with Language Arts class.
*products* seminar discussions, thematic essay
Unit IV - Colonial Carolina
1. Beginnings: 1629-1670
2. Acts of Folly: Navigation Act, Plantation Duty Act, and Culpeper’s Rebellion
3. Quakers and Cary’s Rebellion
4. The Tuscarora: A People Pushed to War
5. Pirates
6. Blackbeard Ship Video (Secrets of the Dead: PBS Video)
7. The Great Wagon Road and Populating the Backcountry
8. Moravians
9. Social Class Structure in the South
10. The Regulators and the Battle of Alamance ( Alamance Video?)
11. free
12. Review
13. Test
(13/57)
*EQ’s* How did geography play a part in the settlement of NC?
Why was NC known as the most unruly of the 13 colonies?
SCOS: 1.01, 1.04, 1.05, 1.06, 1.07, 9.02
*summary* Unit shows the development from Carolana 1629 to North Carolina 1712 and its geographic patterns of social development. The history is also examined from Nathaniel Batts to the end of Piracy, including the Culpeper and Cary rebellions, as well as the Tuscarora War. The theme of “unruliness” is developed, as is the underlying cause of that theme, British mismanagement.
*individuals stressed* the wide variety of immigrants and the tensions and toleration that resulted among groups
*supplements* Power Point, Moravians in Salem reading, higher level NC history readings.
*products* thematic essay, map of social development, political cartoon
Unit V – The Enlightened Revolution
1. Scientific Revolution and the Discovery of “Natural Law”
2. The Enlightenment
3. The Emergence of an American Mind and the Paintings of John Singleton Copley
4. “Mr. Enlightenment,” Ben Franklin (PBS video)
5. The French and Indian War and its Impact
6. The Business of Colonies – Mercantilism, Triangle Trade, Mother Country
7. The End of Salutary Neglect
8. The Stamp Act
9. Impact of the Stamp Act
10. The Boston Massacre
11. Intolerable Acts: The Boston Tea Party and the Coercive Acts
12. Lexington, Concord, and the Second Continental Congress
13. Common Sense
14. 1776
15. 1776
16. 1776
17. The Declaration of Independence and the NC Documents (and the NC flag dates)
18. free
19. Review
20. Test
(33/77)
SCOS: 2.01, 2.02, 2.03, 2.05, 9.02
*EQ’s* How did natural law change people’s perception of the world around them?
What was the Enlightenment all about?
How did Enlightenment thought shape the emerging American mind?
*summary* Unit stresses the development of American independence as a result of 3 things… the Enlightenment (as an outgrowth of the scientific revolution), British folly, and the emerging rebellious American character. Ben Franklin is analyzed as “the” Enlightened American. Also emphasized is the understanding the cause and effect dominoes from the Navigation Acts thru the French and Indian War and the Stamp Act to Independence with an emphasis on British folly and American reaction. The historical accuracy and “author’s purpose” of the musical 1776 are examined.
*individuals stressed* Newton, Kepler, Hobbes, Locke, Voltaire, Adam Smith, Franklin, Sam Adams, John Adams, Jefferson
*supplements* Power Point, 1776, the Art of John Singleton Copley and Benjamin West, Paine: Common Sense , various primary sources
*products* seminar discussions, character diary, thematic essay
Unit VI – The American Revolutionary War
1. Lexington and Concord
2. Bunker Hill
3. Washington Takes Command
4. New York
5. The Crossing I (video)
6. The Crisis
7. The Crossing II (video)
8. The Turning Point (Saratoga and the Impact of French Help)
9. The War in the South I
10. The War in the South II
11. The War in the South III
12. free
13. Review
14. Test
(47/91)
SCOS: 2.02, 2.03, 2.04, 9.02
*EQ’s* Evaluate the factors that led to American victory
*summary* Unit follows the course of the war from its accidental beginning at Lexington and Concord to its “end” at Yorktown. Washington is examined as an ambitious, self-centered youth who emerges in 1776 as a still ambitious, but indispensable leader. The importance of the fighting in the south (Savannah to Yorktown) to the eventual outcome of the war is stressed. A large emphasis is placed on the importance of personality, the British lack of a strategy, the impact of African Americans, and the role of the French in making it a worldwide war.
*individuals stressed* Washington, Arnold, Tarleton, Morgan, Greene
*supplements* Power Point, The Crossing (A&E) Paine: The Crisis, Rebels and Redcoats (PBS)
*products* seminar discussions, character analysis, thematic essay
Unit VII – Building a Government/Building a Country
1. The Articles of Confederation
2. Shays Rebellion and the Need for a Stronger Government
3. Federalists and Anti-Federalists
4. Constitutional Convention: Debate and Compromise
5. Articles I and II
6. Articles III – End
7. The Bill of Rights and North Carolina
8. free
9. Review
10. Test
(10/101)
SCOS: 2.05, 9.03
*EQ’s* Why did the Federalists support the Constitution?
What role did NC play in the creation of the new government?
*summary* Unit examines the building of our government, often as a series of compromises, and shows the flexibility of our government across time.
*individuals stressed* Washington, Madison, Hamilton, Adams, Jefferson
*supplements* Power Point, Liberty, part 6 (PBS)
*products* seminar discussions, thematic essay
Unit VIII – Know Your Rights
1. Bill of Rights 1-3
2. Bill of Rights 4-10
3. Amendment 14
4. Historic Court Cases I
5. Historic Court Cases II
6. Historic Court Cases III
7. Historic Court Cases IV
8. free
9. Review
10. Test
(20/111)
SCOS: 2.05, 3.05, 9.01, 9.02, 9.03
*EQ’s* How does the Constitution written in the 1780’s adapt to today’s times?
*summary* Unit shows the evolution of individual rights across the years from the Bill of Rights to modern times, especially as interpreted by the United States Supreme Court.
*word/people wall*
*supplements* Power Point,
*products* student presentations on historic Supreme Court cases
Unit IX – Slavery in an Era of Reform
1. The Second Great Awakening, Educational Reform, and Transcendentalism
2. Women on the Move: Dorothea Dix, EC Stanton and the Women’s Movement
3. Abolition: The Impact of Slave Narratives
4. Timeline of Slavery/Abolition - 1640- 1807
5. Timeline of Slavery/Abolition - 1807 - 1850
6. Timeline of Slavery/Abolition – Slave Resistance
7. Timeline of Slavery/Abolition – HB Stowe, Dred Scott, and John Brown
8. free
9. Review
10. Test
(30/120)
SCOS: 3.02, 3.03, 3.04, 3.07, 3.08, 4.01, 9.02
*EQ’s* How did Americans try to improve their society from 1800 to 1860?
How did the movements involve all Americans?
*summary* As the title implies, the topic of slavery is examined in the larger picture of a growing reform movement. Abolition is stressed, but so are the Second Great Awakening, the Women’s Rights movement, Transcendentalism, Educational Reform, the efforts of Dorothea Dix, and the role of women in many of these movements. Also, an in-depth look at slavery in America and slave life is contained in this unit.
*individuals stressed* H. D. Thoreau, Calvin Wiley, D. Dix, E.C. Staunton, S. B. Anthony, F. Douglass, the Grimke sisters, H. B. Stowe, William Lloyd Garrison, A. Lincoln
*supplements* Power Point, excerpts from Thoreau: Civil Disobedience, Douglass: My Escape From Slavery, Jacobs: Diary of a Slave Girl, Stowe: Uncle Toms Cabin, and various other accounts of slave life.
*products* seminar discussions, thematic essay, museum design
Unit X – The Civil War
1. Secession
2. Sumter & Manassas
3. Anaconda Plan in Action
4. The Rise of Lee
5. Antietam and Emancipation
6. Fredericksburg and Chancellorsville
7. Hubris: Gettysburg
8. Northern Racism: The New York Race Riots and the True Story of the 54th Mass.
9. The “Butcher” Grant and the Wilderness Campaign
10. Sherman, Atlanta, and the March to the Sea
11. Petersburg and Appomattox
12. Assassination
13. “The War” in NC
14. free
15. Review
16. Test
(46/136)
SCOS: 4.01, 4.02, 4.03, 4.04, 9.02
*EQ’s* Describe 2 reasons the southern states seceded from the Union?
What was the effect of the Civil War on NC?
*summary* A study of the Civil War with an emphasis on the impact on and role of the individual… leaders, politicians, soldiers, and civilians. Some battles are examined more deeply than others: 1st Manassas as America’s initiation into real war, the Peninsula Campaign and the emergence of Lee as a leader, Antietam as the “real” turning point of the war, Fredericksburg, Chancellorsville, Gettysburg, the Wilderness campaign and the emergence of Grant as a leader, and Petersburg. Lincoln’s assassination is also studied as a possible retaliation for the 1864 Kilpatrick-Dahlgren raid on Richmond. The paths of the characters in The Killer Angels are followed throughout the war.
*individuals stressed* Lincoln, Lee, McClellan, Jackson, Longstreet, Stuart, Buford, Chamberlain, and Grant
*supplements* Power Point, The Civil War (PBS) Shaara: The Killer Angels in conjunction with Language Arts class, Civil War field trip, trip booklet with various diaries and letters.
*products* seminar discussions, thematic essay, field trip booklet
Unit XI – The Gilded Age
1. Reconstruction and Jim Crow
2. Western Expansion
3. Business and Industry
4. Cities
5. Muckrakers
6. Imperialism
7. WWI
8. free
9. Review
10. Test
(10/146)
SCOS: 3.05, 4.05, 5.01, 5.02, 5.03, 5.04, 5.05, 5.06, 7.01, 7.02, 7.03, 7.04, 7.05, 8.01, 8.02, 8.03, 8.04
*EQ’s* Why is this period known as the Gilded Age?
Was it a positive or negative time?
*summary* The Gilded Age unit expand the traditional definition of the Gilded Age to begin with Reconstruction and end with WWI. Topics are studied with an emphasis on the “Gilded” aspect of each and include Reconstruction, Westward Expansion, The Rise of Big Business and the Cities, American Imperialism, the Reformers, and WWI.
*individuals stressed* Custer, Crazy Horse, Rockefeller, Carnegie, Morgan, Vanderbilt, Jacob Riis, Teddy Roosevelt
*supplements* Power Point, various Reconstruction, lynching, and Jim Crow laws; excerpts from Riis: How the Other Half Lives and Sinclair: The Jungle, the artwork of John Singer Sergeant, America 1900 (PBS) , Mahan: The Influence of Sea Power on World History , the Poetry of Wilfred Owen including “Dulce et Decorum Est” and “Disabled”
*products* seminar discussions, class presentations on various Gilded Age topics, thematic essay
Unit XII – Promises of Equality and the Civil Rights Movement Across Time
1. Pre-1954
2. Brown v. Board and Emmett Till
3. Rosa Parks, Dr. King and the Montgomery Bus Boycott
4. Sitting Down to Stand Up: Student Involvement
5. Birmingham
6. Dreams: The March on Washington
7. Freedom Summer
8. Selma and the Civil Rights Act
9. Another Way: Malcolm X and the Black Panthers
10. Civil Rights Today
11. free
12. Review
13. Test
(23/159)
SCOS: 7.02, 7.04, 7.05, 8.03, 8.04, 9.02, 9.03
*EQ’s* Describe the methods people used to protest during the Civil Rights movement?
How was it a mass movement involving people of all types?
*summary* The story of the Civil Rights movement with an emphasis on the role of not only the leaders, but also the young workers and students in bringing about changes.
*individuals stressed* Rosa Parks, Dr. Martin Luther King, Jr., Malcolm X, SNCC, the Black Panthers
*supplements* Power Point, Mighty Times (Teaching Tolerance), Eyes on the Prize (PBS), Malcolm X: Make it Plain (PBS), King: “Letter From Birmingham Jail”, King: “I Have a Dream” speech, excerpts from Haley: “Interview with Malcolm X”, SNCC: Statement of Purpose, Carmichael: Black Power
*products* seminar discussions, thematic essay
Unit XIII – Twentieth Century / Cultural History Decades Project Presentations
1. 1920’s
2. 1920’s
3. 1930’s
4. 1930’s
5. 1940’s
6. 1940’s
7. 1950’s
8. 1950’s
9. 1960’s
10. 1960’s
11. 1970’s
12. 1970’s
13. 1980’s
14. 1990’s
15. 2000’s
16. Review
17. Test
(40/176)
SCOS: 6.01, 6.02, 6.03, 6.04, 9.01, 9.03
*EQ’s* How did cultural history change across the decades?
*summary* 20th Century cultural history is the glue that binds this unit. This is a “student presentation unit” with groups presenting the cultural history of each decade from the 1920’s – the 1990’s in period-long presentations. Presentations should include but are not limited to pop figures, music, movies, TV, clothing, toys, fads, and trends in art, architecture, and design.
*individuals stressed* various as decided by the students
*supplements* various as decided by the students
*products* Decades Presentations
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