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: http://www.dpi.state.nc.us/docs/acre/standards/new-standards/social-studies/8.pdf NC DPI Essential Standards INSTRUCTIONAL SUPPORT TOOLS Home Page: http://www.dpi.state.nc.us/acre/standards/support-tools/#unsocial NC DPI Grade 8 Social Studies Unpacking Document: http://www.dpi.state.nc.us/docs/acre/standards/support-tools/unpacking/social-studies/8th.pdf NC DPI Grade 8 Social Studies Crosswalk Document: http://www.dpi.state.nc.us/docs/acre/standards/support-tools/crosswalks/social-studies/8th.pdf National World History Standards: http://nchs.ucla.edu/Standards/world-history-standards Common Core Reading &Writing Standards for Literacy in History/Social Studies 612: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf 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: http://www.learnnc.org/nchistory/

http://www.ncleg.net/enactedlegislation/sessionlaws/pdf/2009-2010/sl2009-236.pdf

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 Blooms 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 K12 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 K12 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 NCs 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, its 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 http://www.learnnc.org/nchistory/

The Five Conceptual Strands in Social Studies

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/ Personal Financial Literacy Needs/Want s Scarcity Resources Costs Standard of Living Market economy Markets Trade Exchange Supply and Demand

Civics and History Government

Place Region Location Movement HumanEnvironment Interaction Physical Environment Landforms Water forms Geographic Patterns Settlement Patterns Civilization Migration

Religion Language Ethnicity Society Civilization Culture Diversity Values & Beliefs

Politics Limited Government Citizenship Rule of Law Political Action Political System National Identity Individual Rights Power Freedom

Change Continuity Patterns Conflict Cooperation Revolution Leadership Invasion Conquest Colonialism War 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 612: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf 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 612: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf 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:
Historical Thinking Conflict, Compromise, & Negotiation Change and Continuity Migration and immigration Technology and innovation Individuals/Groups (economic, political, social) Historical & Contemporary Issues Geographic Influence (five themes) Cooperation and Competition (economics) Democratic Ideals Citizen Participation Cultural Influence
Wayne County Public Schools
1st Nine Weeks
Weeks 1-2 North Carolina/United States

At a Glance Yearly Pacing Guide --- 8th Grade SOCIAL STUDIES

2nd Nine Weeks
Weeks 10-18 Life in the Antebellum Period

3rd Nine Weeks

Weeks 19-23 Reunion and Growth

4th Nine Weeks

Weeks 28-36 The US as a World Power

Geography
Essential Standards/Clarifying Objs: Apply historical thinking to understand the creation and development of North Carolina and the United States. 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4 Understand the geographic factors that influenced North Carolina & the US. 8.G.1.1, 8.G.1.3

and the Civil War Expansion and Division within the United States Essential Standards/Clarifying Objs:

of the United States Transition to an Industrial Power

Essential Standards/Clarifying Objs:

Weeks 2-3 North Carolina/United States Colonization

Essential Standards/Clarifying Objs: Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times. 8.G.1.1, 8.G.1.3, 8.E.1.1

Weeks 4-9 Beginning of a New Nation Political and Democratic Ideals of a New Nation
Essential Standards/Clarifying Objs: Trace the causes and effects of the Revolutionary War and assess how they affected people during the Constitutional Period in NC & the US. 8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.G.1.2, 8.E.1.2, 8.C&G.1, 8.C&G.2, 8.C.1

Describe the US and NCs reaction to increasing involvement in world affairs and the impact on the economy. 8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.3, 8.E.1, 8.C&G.1, Suggestion: 8.C&G.2, 8.C.1 A writing assessment should be Causes and effects of the Great included each nine weeks. Depression and the New Deal 8.H.1, 8.H.2, 8.H.3, 8.E.1, ****Second Common Unit Test th 8.C&G.1.1, 8.C&G.1.3, 8.C&G.2.2 should be completed during the 19

Identify key events and evaluate the impact of reform and expansion in NC/US during the first half of the 19th century. 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 War along with its impacts on NC and the nation. 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. Evaluate the impact of political, economic, social, and technological changes in life in NC during the 1800s. 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

Analyze Reconstruction along with its impact on NC and the nation. 8.H.1, 8.H.2, 8.H.3, 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 1800s. 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1

Weeks 24-27 Increasing Involvement in World Affairs Emergence of a World Power

Essential Standards/Clarifying Objs:

Suggestion: A writing assessment should be included each nine weeks. ****First Common Unit Test should be completed during the 10th or 11th week.

or 20th week.

Suggestion: A writing assessment should be included each nine weeks. ****Third Common Unit Test should be completed during the 28th or 29th week.

Transitions into the Modern Era Essential Std/Clarifying Objs: Describe the USs and NCs reaction to increasing involvement in world affairs and the impact on the economy. 8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 Causes and effects of major historical events during this time period. 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, 8.C.1 Analyze changes in NC during the postwar period to the 1970s. 8.H.1, 8.H.2, 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, technological, social, and political developments since the 1970s. 8.H.1, 8.H.2, 8.H.3, 8.C&G.1, 8.C&G.2, 8.C.1, 8.E.1, 8.G.1 Explore examples of and opportunities for active citizenship, past and present, at the local and state levels. 8.C&G.1, 8.C&G.2 Suggestion: A writing assessment should be included each nine weeks. ****Fourth Common Unit Test should be completed during the 34th, 35th, or 36th week.

Essential Standards
9-Wks Unit Essential

Wayne County Public Schools Quarterly Pacing Guide for Social Studies, Grade 8
Major Topics/Concepts from Textbook Resources

Period
North Carolina/ United States Geography North Carolina/ United States Colonization

Standards/
Clarifying Objectives

DPIs Unpacking Documents

Apply historical thinking to understand the creation and development of North Carolina and the United States. Understand the geographic factors that influenced North Carolina and the United States. Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times. Trace the causes and effects of the Revolutionary War and assess how they affected people during the Constitutional Period in NC and the US. Identify key events and evaluate the impact of reform and expansion in NC/US during the first half of the 19th century. Understand why secession occurred and analyze the Civil War along with its impacts on NC and the nation. Evaluate the impact of political, economic, social, and technological changes in life in NC during the 1800s.

Alignment
Creation and Development Of NC in US History pp. H-14-25 Creation and Development of NC in US History Chapters 1-2 Creation and Development of NC in US History Chapters 3-7 Creation and Development Of NC in US History Chapters 10-16 NC History Digital textbook
http://www.learnnc.org/nchistory/

8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4 8.G.1.1, 8.G.1.3

1st 9-weeks

8.G.1.1, 8.G.1.3, 8.E.1.1

NC History Digital textbook

http://www.learnnc.org/nchistory/

Beginning of a 8.H.1, 8.H.2, 8.H.3, New Nation

Political & Democratic Ideals of a New Nation

2nd 9weeks

Life in the Antebellum Period and the Civil War Expansion & Division within the US

8.G.1, 8.G.1.2, 8.E.1.2, 8.C&G.1, 8.C&G.2, 8.C.1 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.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.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, 8.C&G.1, 8.C&G.2 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1

NC History Digital textbook

http://www.learnnc.org/nchistory/

NC History Digital textbook

http://www.learnnc.org/nchistory/

3rd 9weeks

Reunion and Growth of the United States Transition to an Industrial Power

Analyze Reconstruction along with its impact on NC and the nation.

Evaluate the impact of political, economic, social, and technological changes on life in NC in the second half of the 1800s.

Creation and Development of NC in US History Chapters 17-21

NC History Digital textbook

http://www.learnnc.org/nchistory/

Wayne County Public Schools

Essential Standards
9-Wks Period
3rd 9weeks

Quarterly Pacing Guide for Social Studies, Grade 8

Essential Standards/
Clarifying Objectives

Unit
Increasing Involvement in World Affairs Emergence of a World Power

Major Topics/Concepts from DPIs Unpacking Documents

Describe the US and NCs reaction to increasing involvement in world affairs and the impact on the economy. Causes and effects of the Great Depression and the New Deal Describe the US and NCs reaction to increasing involvement in world affairs and the impact on the economy.

Textbook Alignment
Creation and Development of NC in US History Chapters 22-25

Resources
NC History Digital textbook
http://www.learnnc.org/nchistory/

(Cont d.)

8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1.1, 8.C&G.1.3, 8.C&G.2.2

4th 9weeks

The US as a World Power Transitions into the Modern Era

8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, 8.C.1 8.H.1, 8.H.2, 8.H.3, 8.C&G.1, 8.C&G.2, 8.C.1, 8.E.1, 8.G.1 8.H.1, 8.H.2, 8.H.3, 8.C&G.1,

Creation and Development of NC in US History Chapters: 26-31

NC History Digital textbook

http://www.learnnc.org/nchistory/

Causes and effects of major historical events during this time period Analyze changes in NC during the postwar period to the 1970s.

Evaluate the impact of demographic, economic, technological, social, and political developments since the 1970s.

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

Explore examples of & opportunities for active citizenship, past and present, at the local and state 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 9-Weels Period: Beginning 1st 9-Weeks Unit Title: Colonization of North America Big Idea/Theme: Colonization of North America and Blending Cultures Understandings:
Culture Countries/cultural groups (that settled in NC/North America) Migration vs. Colonization NCs environment vs. other colonies

Essential Standards/Clarifying Objectives: Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times. 8.G.1.1, 8.G.1.3, 8.E.1.1 Essential Skills/Vocabulary: Culture Freedom Geography Location Colonization Migration Regions Map Skills

Essential Questions:
Compare and contrast the characteristics of the 3 types of colonies which developed during the Colonial Period. Evaluate how the settlement of the colonies was determined by various groups of people: 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?

Assessment Tasks:
Students will create a NC Regions Map. Students will create a map of the 13 English Colonies (Identify colonies as well as color code New England, Middle, and Southern colonies) Students will compose a letter to person in Europe who is contemplating colonization and will give their opinion as to whether the person should come to America or not. Use sound reasoning. 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 Culpepers 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 9-Weeks Period: Last 5 Weeks of 1st 9-Weeks Unit Title: Beginning of a New Nation 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

NCs Role in National Events Essential Standards/Clarifying Objectives: Trace the causes and effects of the Revolutionary War and assess how they affected people during the Constitutional Period in NC and the US. 8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.G.1.2, 8.E.1.2, 8.C&G.1, 8.C&G.2, 8.C.1 Essential Skills/Vocabulary:

Essential Questions:
Trace the effects of the French and Indian War Identify the causes and events which led to the outbreak of the American Revolution Examine primary sources to understand their impact on the call for independence of the colonists 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.

Assessment Tasks:

Bill of Rights Constitution Declaration of Independence War Colonization Differing viewpoints Taxes Protest Monarchy Democracy Government Revolt Anti-Federalists Federalists

Culture Freedom Geography Location Migration Regions Map Skills

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

Integration Opportunities: Identify key steps in the texts 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 9-Weeks Period: 2nd 9-Weeks Unit Title: Life in the Antebellum Period and the Civil War Big Idea/Theme: Expansion and Division within the United States Understandings: Expansion of the US Reform Movements NCs 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: Identify key events and evaluate the impact of reform and expansion in NC/US during the first half of the 19th century. 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 War along with its impact on NC and the nation. 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 Evaluate the impact of political, economic, social, and technological changes in life in NC during the 1800s. 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

Essential Questions: Describe the development of the institution of slavery in North Carolina and the United States. Discuss the economic, social and political differences of the North and South. Trace the movement of North Americans throughout North Carolina and the United States as a result of the Native American Removal Act. Examine the geographic, economic and social implications of the California Gold Rush and of the North Carolina Gold Rush. Describe the impact of the new State Constitution in 1835 on religious groups, African Americans, and American Indians. Trace the events leading to the purchase of the Louisiana Territory and its subsequent exploration. Analyze Texas Independence and annexation. Discuss the impact of the war with Mexico. Trace the development of railroads in the United States. Describe the issues of sectionalism and how they led to the Civil War. Describe the differing opinions on slavery and its expansion became a factor in the Civil War. Use supporting details to show that states 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 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

Essential Skills/Vocabulary: 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

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 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 Grade Level: 8 Unit Title: Reunion and Growth of the United States 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

Timeframe Needed for Completion: Approximately 5 weeks

9-Weeks Period: 1st half of 3rd 9-Weeks

Essential Standards/Clarifying Objectives: Analyze Reconstruction along with its impacts on NC and the nation. 8.H.1, 8.H.2, 8.H.3, 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 1800s. 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:

Essential Questions: Provide examples of technological innovations that influenced the lives of citizens in North Carolina and the United States post Reconstruction Compare and contrast political, legal and social movements in North Carolina and the United States.

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 Freedmens 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

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

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 Grade Level: 8 Unit Title: Increasing Involvement in World Affairs Big Idea/Theme: Emergence of a World Power Understandings: World War I Stock Market Crash Great Depression Era Role of technology Conflict

Timeframe Needed for Completion: Approximately 4 weeks

9-Weeks Period: 2nd half of 3rd 9-Weeks

 Differing ideologies NCs role in national events Essential Standards/Clarifying Objectives: Describe the USs and NCs reaction to increasing involvement in world affairs and the impact on the economy. 8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 Causes and effects of the Great Depression and the New Deal. 8.H.1, 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: Imperialism Panama Canal Central Powers Allied Powers Prussia League of Nations Communism Progressives Muckrakers Income tax Prohibition Civil Rights Discrimination Credit Interest

Essential Questions: Describe the events leading to the outbreak of World War I. Discuss the involvement of North Carolina and the United States in World War I. Trace the events leading to the Great Depression. Examine the programs and goals of the New Deal

Assessment Tasks: Analyze and/or create charts, graphs, and maps related to WWI and the Great Consumer Goods Depression time periods. 8.H.1.1 Wall Street Summarize the contributions of historical figures to the early 20th century and Stock how they influenced the shaping of American society (i.e. activities using Depression primary and secondary sources, written form, role playing, posters, debate, New Deal 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, Dust Bowl 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, Dictators 8.C.1.2 -- objectives can be reached using multiple activities or by Isolationism clustering. San Francisco earthquake 1906 Use historical inquiry to construct products which reflect knowledge and Spanish-American War understanding (i.e. variety of sources, variety of events, etc.). 8.H.1.4 Reformers 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

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

Subject: NC/US History Grade Level: 8 Unit Title: The US as a World Power Big Idea/Theme: Transitions into the Modern Era Understandings: World War II Conflict Differing ideologies NCs role in national events

Wayne County Public Schools

Essential Standards Social Studies, Grade 8

Timeframe Needed for Completion: 9 weeks

9-Weeks Period: 4th 9-Weeks

 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: Describe the US and NCs reaction to increasing involvement in world affairs and the impact on the economy. 8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4, 8.G.1.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1 Causes and effects of major historical events during this time period. 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, 8.C.1 Analyze changes in NC during the postwar period to the 1970s. 8.H.1, 8.H.2, 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, technological, social, and political developments since the 1970s. 8.H.1, 8.H.2, 8.H.3, 8.C&G.1, 8.C&G.2, 8.C.1, 8.E.1, 8.G.1 Explore examples of and opportunities for active citizenship, past and present, at the local and state levels. 8.C&G.1, 8.C&G.2

Essential Skills/Vocabulary:

Essential Questions: Discuss the events leading up to the war in Europe and the Pacific. Compare and contrast the Axis vs. Allied Powers. Analyze the events leading to the defeat of the Axis Powers. Describe the contributions of North Carolinas military to WWII. Identify primary reasons for the outward migration of African Americans from North Carolina and other southern states to northern states. Identify new industries and the changing workforce in North Carolina and the United States after WWII. Examine economic and population growth in North Carolina and the United States after WWII Examine the importance of social change in North Carolina and the United States. Trace the early civil rights movement. Discuss how the lives of African Americans, women and Native Americans in North Carolina changed as a result of civil rights struggles. Identify the shift from manufacturing to service industry. Discuss the policy of containment that lead to North Carolina and the United States involvement in the Korean War. 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. Assessment Tasks:

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

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

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