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Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 1
1st Six Weeks
8th Grade Social Studies
Big Question: What is the best way to find the truth?
Days NCSCoS Unit
Objectives/Goals
NCCS Skill/Vocabulary
Terms
Instructional
Strategies/Formative
Assessment
Recommended
Resources
Recommended
Assessments
2 Days Discuss the Classroom
Syllabus and
School Handbook,
Build Classroom
Rules/Expectations
Pretest
Class Syllabus
EMS School Handbook
Classroom
Rules/Expectations
Diagnostic
14 Days Competency Goal 1
I Can analyze important
geographic, political,
economic, and social aspects of
life in the region prior to the
Revolutionary Period.
1.01 Assess the impact of
geography on the
settlement and
developing economy of
the Carolina colony.
I Can:
8.H.1.2 Summarize the
literal meaning of
historical documents in
order to establish
context.
8.G.11 Explain how
location and place have
presented opportunities
and challenges for the
movement of people,
goods, and ideas in
North Carolina and the
Introduce Vocabulary
for Chapter One
(The Lay of the Land)
Section 1-Tidewater
Region
Section 2 Coastal Plain
Region
Section 3 Piedmont
Region
Sec 4 Mountain Region
Sec 5 Weather and
Climate
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
Daily Formative Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 2
1.02 Identify and describe
American Indians who
inhabited the regions that
became Carolina and
assess their impact on the
colony.
United States.
8.G.1.3 Explain how
human and
environmental
interaction affected
quality of life and
settlement patterns in
North Carolina and the
United States 9e.g.
environmental
disasters, infrastructure
development, coastal
restoration and
alternative sources of
energy).
8.H.1.2 Summarize the
literal meaning of
historical documents in
order to establish
context.
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
8.C.1.1 Explain how
influences from Africa,
Europe, and the
Americas impacted
North Carolina and the
United States. (e.g.
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 3
1.03 Compare and contrast
the relative importance of
differing economic,
Columbian exchange,
slavery and the decline
of the American Indian
populations).
8.C.1.2 Summarize the
origin of beliefs,
practices, and
traditions that
represent various
groups within North
Carolina and the
United States (e.g.
Moravians, Scots-Irish,
Highland Scots, Latino,
Hmong, African, and
American Indian).
8.C.1.3 Summarize the
contributions of
particular groups to the
development of North
Carolina and the
United States (e.g.
women, religious
groups, and ethnic
minorities such as
American Indians,
African Americans, and
European immigrants).
8.H.1.3 Use primary
and secondary sources
to interpret various
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 4
geographic, religious, and
political motives for
European exploration.
historical perspectives.
14 Days Competency Goal 1
I Can analyze important
geographic, political,
economic, and social aspects of
life in the region prior to the
Revolutionary Period.
1.01 Assess the impact of
geography on the
settlement and
developing economy of
the Carolina colony.
I Can:
8.H.1.2 Summarize the
literal meaning of
historical documents in
order to establish
context.
8.G.11 Explain how
location and place have
presented opportunities
Introduce Vocabulary
for Chapter Two
(Natives and
Newcomers)
Section 1-First
Inhabitants
Section 2 –Indian Life
at White Contact
Section 3- European
Explorers come and go
Sec 4 – The Lost Colony
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Daily Formative Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 5
1.02 Identify and describe
American Indians who
inhabited the regions that
became Carolina and
assess their impact on the
colony.
and challenges for the
movement of people,
goods, and ideas in
North Carolina and the
United States.
8.H.1.2 Summarize the
literal meaning of
historical documents in
order to establish
context.
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
8.C.1.1 Explain how
influences from Africa,
Europe, and the
Americas impacted
North Carolina and the
United States. (e.g.
Columbian exchange,
slavery and the decline
of the American Indian
populations).
8.C.1.2 Summarize the
origin of beliefs,
practices, and
traditions that
represent various
groups within North
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 6
1.03 Compare and contrast
the relative importance of
differing economic,
geographic, religious, and
political motives for
European exploration.
Carolina and the
United States (e.g.
Moravians, Scots-Irish,
Highland Scots, Latino,
Hmong, African, and
American Indian).
8.C.1.3 Summarize the
contributions of
particular groups to the
development of North
Carolina and the
United States (e.g.
women, religious
groups, and ethnic
minorities such as
American Indians,
African Americans, and
European immigrants).
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
2nd Six Weeks
8th Grade Social Studies
Big Question: Does every conflict have a winner?
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 7
Days NCSCoS Unit
Objectives/Goals
NCCS Skill/Vocabulary Terms Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
15 Days Competency Goal 1
I Can analyze important
geographic, political,
economic, and social
aspects of life in the region
prior to the Revolutionary
Period.
1.05 Describe the factors
that led to the founding and
settlement of the American
colonies including religious
persecution, economic
opportunity, adventure,
and forced migration.
I Can:
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
8.H.1.4 Use historical
inquiry to evaluate the
validity of sources used
to construct historical
narratives (e.g.
formulates historical
questions, gather data
from a variety of
sources, evaluate and
interpret data and
support interpretations
with historical
evidence).
8.H.3.1 Explain how
migration and
immigration
contributed to the
Introduce Vocabulary
for Chapter Three
(Proprietors and Their
Problems)
Sec 1 – Settling the
Albemarle Sound
Sec 2 – The Charting of
Carolina
Sec 3 – Culpeper’s
Rebellion
Sec 4 – Settling the
Pamlico Sound
Sec 5 – Settling the
Cape Fear
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Daily Formative Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 8
development of North
Carolina and the United
states from colonization
to contemporary times
(e.g. westward
movement, African
slavery, Trail of Tears,
the Great Migration,
and Ellis and Angel
Island).
15 Days Competency Goal 1
I Can analyze important
geographic, political,
economic, and social
aspects of life in the region
prior to the Revolutionary
Period.
1.05 Describe the factors
that led to the founding and
settlement of the American
colonies including religious
persecution, economic
opportunity, adventure,
and forced migration.
I Can:
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
8.H.1.4 Use historical
inquiry to evaluate the
validity of sources used
Introduce Vocabulary
for Chapter Four
(A Royal Colony
Struggles)
Sec 1- Continuing
Political Troubles
Sec 2 – Peopling the
Backcountry
Sec 3 – Life on the
Carolina Frontier
Sec 4 – Tryon and the
Regulation
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Daily Formative Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 9
1.07 Identify European
immigrants, landed gentry,
tradesmen, and small
farmers to everyday life in
colonial North Carolina,
and compare them to other
to construct historical
narratives (e.g.
formulates historical
questions, gather data
from a variety of
sources, evaluate and
interpret data and
support interpretations
with historical
evidence).
8.H.3.1 Explain how
migration and
immigration
contributed to the
development of North
Carolina and the United
states from colonization
to contemporary times
(e.g. westward
movement, African
slavery, Trail of Tears,
the Great Migration,
and Ellis and Angel
Island).
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
8.C.1.1 Explain how
influences from Africa,
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 10
colonies. Europe, and the
Americas impacted
North Carolina and the
United States (e.g.
Columbian exchange,
slavery and the decline
of the American Indian
populations).
8.C.1.3 Summarize the
contributions of
particular groups to the
development of North
Carolina and the United
States (e.g. women,
religious groups, and
ethnic minorities such
as American Indians,
African Americans, and
European immigrants).
3rd Six Weeks
8th Grade Social Studies
Big Question: What should we learn?
Days NCSCoS Unit
Objectives/Goals
NCCS Skill/Vocabulary Terms Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 11
15 Competency Goal 2:
I Can trace the causes and
effects of the Revolutionary
war, and assess the impact
of major events, problems,
and personalities during the
Constitutional Period in
North Carolina and the
New Nation.
2.01 Trace the events
leading up to the
Revolutionary War and
evaluate their relative
significance in the onset of
hostilities.
I Can:
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
8.H.1.4 Use historical
inquiry to evaluate the
validity of sources used
to construct historical
narratives (e.g.
formulates historical
questions, gather data
from a variety of
sources, evaluate and
interpret data and
support interpretations
with historical
evidence).
8.H.2.1 Explain the
impact of economic,
political, social, and
military conflicts (e.g.
Introduce Vocabulary
for Chapter Five
Sec 1 Road to
Independence
Sec 2 NC in the War for
Independence
Sec 3 British Invade the
Carolinas
Sec 4 North Carolinians
Fight Each Other
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 12
2.02 Describe the
contributions of key North
Carolina and national
personalities from the
Revolutionary War era and
assess their influence on the
outcome of the war.
war, slavery, states’
rights and citizenship
and immigration
policies) on the
development of North
Carolina and the
United States.
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
8.H.1.4 Use historical
inquiry to evaluate the
validity of sources used
to construct historical
narratives (e.g.
formulates historical
questions, gather data
from a variety of
sources, evaluate and
interpret data and
support interpretations
with historical
evidence).
8.H.2.2 Summarize how
leadership and citizen
actions (e.g. the
founding fathers, the
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 13
2.03 Examine the role of
North Carolina in the
Revolutionary War
Regulators, the
Greensboro Four, and
participants of the
Wilmington Race Riots,
1898) influenced the
outcome of key conflicts
in North Carolina and
the United States.
8.H.1.4 Use historical
inquiry to evaluate the
validity of sources used
to construct historical
narratives (e.g.
formulates historical
questions, gather data
from a variety of
sources, evaluate and
interpret data and
support interpretations
with historical
evidence).
8.H.2.3 Summarize the
role of debate,
compromise, and
negotiation during
significant periods in
the history of North
Carolina and the
United States.
8.H.3.3 Explain how
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 14
individuals and groups
has influenced
economic, political and
social change in North
Carolina and the
United States.
15 Competency Goal 2:
I Can trace the causes and
effects of the Revolutionary
war, and assess the impact
of major events, problems,
and personalities during the
Constitutional Period in
North Carolina and the
New Nation.
2.04 Examine the reasons
for the colonist’s victory
over the British, and
evaluate the impact of
military successes and
failures, the role of foreign
interventions, and ongoing
political and economic
domestic issues.
I Can:
8.H.1.4 Use historical
inquiry to evaluate the
validity of sources used
to construct historical
narratives (e.g.
formulates historical
questions, gather data
from a variety of
sources, evaluate and
interpret data and
support interpretations
with historical
Introduce Vocabulary
for Chapter Six
(Fledgling State In A
New Union)
Sec 1 The State in the
Confederation
Sec 2 NC Joins the New
Union
Sec 3 NC’s Role in the
New Nation
Sec 4 Efforts to Improve
NC
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 15
evidence).
8.H.2.1 explain the
impact of economic,
political, social, and
military conflicts (e.g.
war, slavery, states’
rights and citizenship
and immigration
policies) on the
development of North
Carolina and the
United States.
8.H.2.2 Summarize how
leadership and citizen
actions (e.g. the
founding fathers, the
Regulators, the
Greensboro Four, and
participants of the
Wilmington race Riots,
1898) influenced the
outcome of key conflicts
in North Carolina and
the United States.
8.G.1.1 Explain how
location and place have
presented opportunities
and challenges for the
movement of people,
goods, and ideas in
North Carolina and the
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 16
2.05 Describe the impact of
documents such as the
Mecklenburg Resolves, the
Halifax Resolves, the
Albany Plan of Union, the
Declaration of
Independence, the State
Constitution of 1776, the
Articles of Confederation,
the United States
Constitution, and the Bill of
Rights on the formation of
the state and national
governments.
United States.
8.H.1.1 Construct
charts, graphs, and
historical narratives to
explain particular
events or issues.
8.C&G.1.2 Evaluate the
degree to which
democratic ideals are
evident in historical
documents from North
Carolina and the
United States (e.g. the
Mecklenburg Resolves,
the Halifax Resolves,
the Declaration of
Independence, the
Articles of
Confederation, the Bill
of Rights and the
principles outlined in
the US Constitution and
North Carolina
Constitution of 1776,
1868 and 197`1).
4th Six Weeks
8th Grade Social Studies
Big Question: What is the best way to communicate?
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 17
Days NCSCoS Unit
Objectives/Goals
NCCS Skill/Vocabulary Terms Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
15 Competency Goal 3:
I Can identify key events
and evaluate the impact of
reform and expansion in
North Carolina during the
first half of the 19th
century.
3.05 Compare and
contrast different
perspectives among North
Carolinians on the
national policy of Removal
and resettlement of
American Indian
populations.
I Can:
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
8.H.1.4 Use historical
inquiry to evaluate the
validity of sources used
to construct historical
narratives 9e.g.
formulates historical
questions, gather data
from a variety of
sources, evaluate and
interpret data and
support interpretations
with historical
evidence).
8.H.2.3 Summarize the
role of debate,
compromise, and
Introduce Vocabulary
for Chapter Seven
(North Carolina Finally
Awakens)
Sec 1 Murphy’s Dreams
Fulfilled
Sec 2 The Cherokee
Removal
Sec 3 Whigs Support
Development
Sec 4 “The Rainbow of
Promise”
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 18
negotiation during
significant periods in
the history of North
Carolina and the United
States.
8.H.3.1 Explain how
migration and
immigration
contributed to the
development of North
Carolina and the United
States from colonization
to contemporary times
(e.g. westward
movement, African
slavery, trail of Tears,
the Great Migration
and Ellis and Angel
Island).
8.C&G.1.4 Analyze
access to democratic
rights and freedoms
among various groups
in North Carolina and
the United States (e.g.
enslaved people,
women, wage earners,
landless farmers,
American Indians,
African Americans and
other ethnic groups.
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 19
5 Competency Goal 3:
I Can identify key events
and evaluate the impact of
reform and expansion in
North Carolina during the
first half of the 19th
century.
3.04 Describe the
development of the
institution of slavery in the
State and nation, and
assess its impact on the
economic, social, and
political conditions.
I Can:
8.H.1.3 Use primary
and secondary sources
to interpret various
historical perspectives.
8.H.1.4 Use historical
inquiry to evaluate the
validity of sources used
to construct historical
narratives (e.g.
formulates historical
questions, gather data
from a variety of
sources, evaluate and
interpret data and
support interpretations
with historical
evidence).
8.H.2.1 Explain the
impact of economic,
political, social, and
military conflicts (e.g.
war, slavery, states’
rights and citizenship
and immigration
Introduce Vocabulary
for Chapter Eight
(An Agrarian Society)
Sec 1 A State of
Yeoman Farmers
Sec 2 Slaves and
Masters
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 20
policies) on the
development of North
Carolina and the United
States.
8.H.3.1 Explain how
migration and
immigration
contributed to the
development of North
Carolina and the United
states from colonization
to contemporary times
(e.g. westward
movement, African
slavery, Trail of Tears,
the Great Migration
and Ellis and Angel
Island).
8.E.1.1 Explain how
conflict, cooperation,
and competition
influenced periods of
economic growth and
decline (e.g. economic
depressions and
recessions).
8.C&G.1.4 Analyze
access to democratic
rights and freedoms
among various groups
in North Carolina and
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 21
the United states (e.g.
enslaved people,
women, wage earners,
landless farmers,
American Indians,
African Americans and
other ethnic groups.
10 Competency Goal 4:
I Can examine the causes,
and character of the Civil
War and Reconstruction,
and their impact on North
Carolina and the nation.
4.01 Identify and analyze
the significance of the
causes of secession from
the Union, and compare
reactions in North
Carolina to reactions I
other regions of the nation.
I Can:
8.H.1.5 Analyze the
relationship between
historical context and
decision-making.
8.H.2.1 Explain the
impact of economic,
political, social, and
military conflicts (e.g.
war, slavery, states’
rights and citizenship
and immigration
policies) on the
development of North
Carolina and the United
States.
8.H.2.3 Summarize the
role of debate,
compromise, and
Introduce Vocabulary
for Chapter Nine
(Civil War and
Reconstruction)
Sec 1 Sectionalism and
Secession
Sec 2 Sticking with the
Confederacy
Sec 3 Conflicts on the
Home front
Sec 4 Reconstruction in
the State
Sec 5 African
Americans during
Reconstruction.
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 22
4.02 Describe the political
and military developments
of the Civil War and
analyze their effects on the
outcome of the war.
negotiation during
significant periods in
the history of North
Carolina and the United
States.
8.G.1.2 Understand the
human and physical
characteristics of
regions in North
Carolina and the United
States 9e.g. physical
features, culture,
political organization
and ethnic make-up).
8.C&G.1.3 Analyze
differing viewpoints on
the scope and power of
state and national
governments (e.g.
Federalists and anti-
Federalists, education,
immigration and
healthcare.
8.H.1.5 Analyze the
relationship between
historical context and
decision-making.
8.H.3.2 Explain how
changes brought about
AVID Strategies
Instructional Coach
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 23
by technology and other
innovations affected
individual and groups
in North Carolina and
the United States (e.g.
advancements in
transportation,
communication
networks and business
practices).
8.G.1.1 Explain how
location and place have
presented opportunities
and challenges for the
movement of people,
goods, and ideas in
North Carolina and the
United States.
8.C&G.1.3 Analyze
differing viewpoints on
the scope and power of
state and national
governments (e.g.
Federalists and anti-
Federalists, education,
immigration and
healthcare.
8.C&G.1.4 Analyze
access to democratic
rights and freedoms
among various groups
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 24
4.03 Assess North
Carolina’s role in the Civil
War and analyze the social
and economic impact of
the war on the state.
in North Carolina and
the United states (e.g.
enslaved people,
women, wage earners,
landless farmers,
American Indians,
African Americans and
other ethnic groups).
8.C&G.2.3 Explain the
impact of human and
civil rights issues
throughout North
Carolina and United
States history.
8.H.1.5 Analyze the
relationship between
historical context and
decision-making.
8.H.2.1 Explain the
impact of economic,
political, social, and
military conflicts (e.g.
war, slavery, states’
rights and citizenship
and immigration
policies) on the
development of North
Carolina and the United
States.
8.H.2.2 Summarize how
leadership and citizen
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 25
4.04 Evaluate the
importance of the roles
played by individuals at
the state and national
levels during the Civil War
and Reconstruction
Period.
actions (e.g. the
founding fathers, the
Regulators, the
Greensboro Four, and
participants of the
Wilmington Race Riots,
19890 influenced the
outcome of key conflicts
in North Carolina and
the United States.
8.E.1.1 Assess North
Carolina’s role in the
Civil War and analyze
the social and economic
impact of the war on the
state.
8.H.1.5 Analyze the
relationship between
historical context and
decision-making.
8.H.2.2 Summarize how
leadership and citizen
actions (e.g. the
founding fathers, the
Regulators, the
Greensboro Four, and
participants of the
Wilmington Race Riots,
1989) influenced the
outcome of key conflicts
in North Carolina and
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 26
the United States.
8.H.2.3 Summarize the
role of debate,
compromise, and
negotiation during
significant periods in
the history of North
Carolina and the United
States.
8.H.3.3 Explain how
individuals and groups
have influence
economic, political and
social change in North
Carolina and the United
States.
8.C&G.1.2 Evaluate the
degree to which
democratic ideals are
evident in historical
documents from North
Carolina and the United
States (e.g. the
Mecklenburg Resolves,
the Halifax Resolves,
the Declaration of
Independence, the
Articles of
Confederation, the Bill
of Rights and the
principles outlined in
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 27
4.05 Analyze the political,
economic, and social
impact of Reconstruction
on the state and identify
the reasons why
Reconstruction came to an
the US Constitution and
North Carolina
Constitution of 1776,
1868 and 197`1).
8.C&G.1.3 Analyze
differing viewpoints on
the scope and power of
state and national
governments (e.g.
Federalists and anti-
Federalists, education,
immigration and
healthcare.
8.C&G.2.1 Evaluate the
effectiveness of various
approaches used to
effect change in North
Carolina and the United
States (e.g. picketing,
boycotts, sit-ins, voting,
marches, holding
elected office and
lobbying.
8.H.1.5 Analyze the
relationship between
historical context and
decision-making.
8.H.2.1 Explain the
impact of economic,
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 28
end. political, social, and
military conflicts (e.g.
war, slavery, states’
rights and citizenship
and immigration
policies) on the
development of North
Carolina and the United
States.
8.E.1.1 Assess North
Carolina’s role in the
Civil War and analyze
the social and economic
impact of the war on the
state.
8.C&G.1.4 Analyze
access to democratic
rights and freedoms
among various groups
in North Carolina and
the United states (e.g.
enslaved people,
women, wage earners,
landless farmers,
American Indians,
African Americans and
other ethnic groups).
8.C&G.2.1 Evaluate the
effectiveness of various
approaches used to
effect change in North
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 29
Carolina and the United
States (e.g. picketing,
boycotts, sit-ins, voting,
marches, holding
elected office and
lobbying.
8.C&G.2.3 Explain the
impact of human and
civil rights issues
throughout North
Carolina and United
States history.
8.C.1.3 Summarize the
contributions of
particular groups to the
development of North
Carolina and the United
States (e.g. women,
religious groups, and
ethnic minorities such
as American Indians,
African Americans, and
European immigrants).
5th Six Weeks
8th Grade Social Studies
Big Question: Do others see us more clearly than we see ourselves?
NCSCoS Unit
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 30
Days Objectives/Goals NCCS Skill/Vocabulary Terms Instructional Strategies
&
Instructional Activities
Recommended Resources Recommended Assessments
10 Competency Goal 5:
I Can evaluate the impact
of political, economic, and
social technological
changes on life in North
Carolina from 1870 to
1930.
5.01 Identify the role
played by the agriculture,
textile, tobacco, and
furniture industries in
North Carolina, and
analyze their importance
in the economic
development of the state.
I Can:
8.H.3.2 Explain how
changes brought abut
by technology and other
innovations affected
individuals and groups
in North Carolina and
the United states (e.g.
advancements in
transportation,
communication
networks and business
practices.
8.H.3.3 Explain how
individuals and groups
have influenced
economic, political and
social change in North
Carolina and the United
States.
Introduce Vocabulary
for Chapter Ten
(Towns, Trains, and
Transportation)
Sec 1 Trains Lead to
Town Growth
Sec 2 Tobacco and
Textiles Spur the
Transition
Sec 3 The Transition in
the Towns
Sec 4 The Transition in
Countryside
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Internet Historical and
map web sites
Student Journals
Laptop/Computer
Cornell Notes
AVID Strategies
Instructional Coach
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 31
5.02 Examine the changing
role of educational,
religious, and social
institutions in the state and
analyze their impact.
8.H.3.4 Compare
historical and
contemporary issues to
understand continuity
and change in the
development of North
Carolina and the United
States.
8.C.1.3 Summarize the
contributions of
particular groups to the
development of North
Carolina and the United
States (e.g. women,
religious groups, and
ethnic minorities such
as American Indians,
African Americans, and
European immigrants).
8.H.3.1 Explain how
migration and
immigration
contributed to the
development of North
Carolina and the United
States from colonization
to contemporary times
(e.g. westward
movement, African
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 32
slavery, Trail of Tears,
the Great Migration
and Ellis and Angle
Island).
8.H.3.3 Explain how
individuals and groups
have influenced
economic, political and
social change in North
Carolina and the United
States.
States.
8.H.3.4 Compare
historical and
contemporary issues to
understand continuity
and change in the
development of North
Carolina and the United
States.
8.C&G.2.1 Evaluate the
effectiveness of various
approaches used to
effect change in North
Carolina and the United
States (e.g. picketing,
boycotts, sit-ins, voting,
marches, holding
elected office and
lobbying.).
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 33
5.03 Describe the social ,
economic, and political
impact of migration of
North Carolina.
5.04 Identify technological
8.H.3.4 Compare
historical and
contemporary issues to
understand continuity
and change in the
development of North
Carolina and the United
States.
8.G.1.2 Understand the
human and physical
characteristics of
regions in North
Carolina and the United
States (e.g. physical
features, culture,
political organization
and ethnic make-up).
8.C.1.3 Summarize the
contributions of
particular groups to the
development of North
Carolina and the United
States (e.g. women,
religious groups, and
ethnic minorities such
as American Indians,
African Americans, and
European immigrants).
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 34
advances, and evaluate
their influence on the
quality of life in North
Carolina.
8.H.3.2 Explain how
changes brought abut
by technology and other
innovations affected
individuals and groups
in North Carolina and
the United states (e.g.
advancements in
transportation,
communication
networks and business
practices.
10 Competency Goal 5:
I Can evaluate the impact
of political, economic, and
social technological
changes on life in North
Carolina from 1870 to
1930.
5.05 Assess the influence of
the political, legal, and
social movements on the
political system and life in
North Carolina.
I Can:
8.H.2.1 Explain the
impact of economic,
political, social, and
military conflicts (e.g.
war, slavery, states’
rights and citizenship
and immigration
policies) on the
development of North
Introduce Vocabulary
for Chapter Eleven
(The Patterns of
Progress)
Sec 1 Progress,
Democrats, and
Education
Sec 2 Black Responses
to Segregation
Sec 3 Main Streets and
Mill Villages
Sec 4 Progress in the
Countryside
Sec 5 Impact of the
First World War
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 35
Carolina and the United
States.
8.H.3.3 Explain how
individuals and groups
have influenced
economic, political and
social change in North
Carolina and the United
States.
8.C&G.1.4 Analyze
access to democratic
rights and freedoms
among various groups
in North Carolina and
the United States (e.g.
enslaved people,
women, wage earners,
landless farmers,
American Indians,
African Americans and
other ethnic groups).
8.C&G.2.1 Evaluate the
effectiveness of various
approaches used to
effect change in North
Carolina and the United
States (e.g. picketing,
boycotts, sit-ins, voting,
marches, holding
elected office and
lobbying).
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 36
5.06 Describe North
Carolina’s reaction to the
increasing United States
involvement in world
affairs including
participation in World
War I, and evaluate the
impact on the state’s
economy.
8.C&G.2.3 Explain the
impact of human and
civil rights issues
throughout North
Carolina and United
States history.
8.H.2.1 Explain the
impact of economic,
political, social, and
military conflicts (e.g.
war, slavery, states’
rights and citizenship
and immigration
policies) on the
development of North
Carolina and the United
States.
8.E.1.1
Explain how conflict,
cooperation, and
competition influenced
periods of economic
growth and decline (e.g.
economic depressions
and recessions.
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 37
10 Competency Goal 6:
I Can analyze the
immediate and long-term
effects of the Great
Depression and World
War II on North Carolina.
6.01 Identify the causes
and effects of the Great
Depression and analyze
the impact of New Deal
policies on Depression Era
life in North Carolina.
I Can:
8.H.3.2 Explain how
changes brought about
by technology and other
innovations affected
individuals and groups
in North Carolina and
the United States 9e.g.
advancements in
transportation,
communication
networks and business
practices.
8.H.3.3 Explain how
individuals and groups
have influenced
economic, political and
social change in North
Carolina and the United
States.
8.E.1.1 Explain how
conflict, cooperation,
Introduce Vocabulary
for Chapter Twelve
(The Great Depression
and the Big War)
Sec 1 NC Roars
Through the Twenties
Sec 2 Great Depression
Levels NC Describe
Sec 3 Net Deal Plows
Through NC
Sec 4 NC Again Helps
Win the World War
Discuss the Unit Big Question
Develop Learning Targets
Discuss Learning Targets
Use I Can Statements
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 38
and competition
influenced periods of
economic growth and
decline (e.g. economic
depressions and
recessions).
8.E.1.3 Explain how
quality of life is
impacted by personal
financial choices (e.g.
credit, savings,
investing, borrowing
and giving).
8.C&G.1.3 Analyze
differing viewpoints on
the scope and power of
state and national
governments (e.g.
Federalists and anti-
federalists, education,
immigration and
healthcare).
8.C&G.2.1 Evaluate the
effectiveness of various
approaches used to
effect change in North
Carolina and the United
States (e.g. picketing,
boycotts, sit-ins, voting,
marches, holding
elected office and
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 39
6.02 Describe the
significance or major
events and military
engagements associated
with World War II and
evaluate the impact of the
war on North Carolina.
6.03 Examine the
significance of key ideas
and individuals associated
with World War II.
6.04 Assess the impact of
lobbying).
8.H.2.1 Explain the
impact of economic,
political, social, and
military conflicts (e.g.
war, slavery, states’
rights and citizenship
and immigration
policies) on the
development of North
Carolina and the United
States.
8.H.2.2 Summarize how
leadership and citizen
actions (e.g. the
founding fathers, the
Regulators , the
Greensboro Four, and
participants of the
Wilmington Race Riots,
1898) influenced the
outcome of key conflicts
in North Carolina and
the United States.
8.C.1.3 Summarize the
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 40
World War II on the
economic, political, social,
and military role of
different groups in North
Carolina including women
and minorities.
contributions of
particular groups to the
development of North
Carolina and the United
states (e.g. women,
religious groups, and
ethnic minorities such
as American Indians,
African Americans, and
European immigrants).
6th Six Weeks
7th Grade Social Studies
Big Question: Community or Individual – Which is more important?
8 Competency Goal 7:
I Can analyze changer in
North Carolina during the
postwar period to the
1970s.
7.01 Analyze the extent
and significance of
economic changes in North
Carolina.
7.02 Evaluate the
importance of social
change to different groups
in North Carolina.
I Can:
8.E.1.2 Use economic
indicators (e.g. GDP,
inflation and
unemployment) to
evaluate the growth and
stability of the economy
of North Carolina and
the United States.
8.H.2.2 Summarize how
leadership and citizen
actions (e.g. the
founding fathers, the
Regulators, the
Greensboro Four, and
Introduce Vocabulary
(for Chapter Thirteen
Postwar Choices and
Freedoms)
Sec 1 The Politics of
Reform and Reaction
Sec 2 Postwar
Prosperity Spreads
Across the state
Sec 3 New Choices in
Daily Life
Sec 4 The Civil Rights
Movement Comes to
North Carolina
Discuss the Unit Big Question
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 41
7.03 Assess the influence of
technological advances on
economic development and
daily life.
7.04 Compare and
contrast the various
political viewpoints
surrounding issues of the
participants of the
Wilmington Race Riots,
1898) influenced the
outcome of key conflicts
in North Carolina and
the United States.
8.C&G.2.3 Explain the
impact of human and
civil rights issues
throughout North
Carolina and United
States history.
8.H.3.2 Explain how
changes brought about
by technology and other
innovations affected
individuals and groups
in North Carolina and
the United States (e.g.
advancements in
transportation,
communication
networks and business
practices).
8.C&G.1.3 Analyze
differing viewpoints on
the scope and power of
sate and national
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 42
post World War II era.
7.05 Evaluate the major
changes and events that
have effected the role of
local, state, and national
governments.
governments (e.g.
Federalist and anti-
Federalists, education,
immigration and
healthcare).
8.C&G.1.4 Analyze
access to democratic
rights and freedoms
among various groups
in North Caroling and
the Untied States (e.g.
enslaved people,
women, wage earners,
landless farmers,
American Indians,
African Americans and
other ethnic groups).
8.H.3.2 Explain how
changes brought about
by technology and other
innovations affected
individuals and groups
in North Carolina and
the United States (e.g.
advancements in
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 43
transportation,
communication
networks and business
practices).
8.H.2.1 Explain the
impact of economic,
political, social, and
military conflicts (e.g.
war, slavery states’
rights and citizenship
and immigration
policies) on the
development of North
Carolina and the United
States.
8.C&G.1.3 Analyze
differing viewpoints on
the scope and power of
sate and national
governments (e.g.
Federalist and anti-
Federalists, education,
immigration and
healthcare).
8.C&G.1.4 Analyze
access to democratic
rights and freedoms
among various groups
in North Caroling and
the Untied States (e.g.
enslaved people,
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 44
women, wage earners,
landless farmers,
American Indians,
African Americans and
other ethnic groups).
8.C&G.1.4 Analyze
access to democratic
rights and freedoms
among various groups
in North Caroling and
the Untied States (e.g.
enslaved people,
women, wage earners,
landless farmers,
American Indians,
African Americans and
other ethnic groups).
8 Competency Goal 8:
I Can evaluate the impact
of demographic, economic,
technological, social, and
political developments in
North Carolina since the
1970’s.
8.01 Describe the changing
demographics in North
Carolina and analyze their
significance for North
Carolina’s society and
economy.
I Can:
8.H.3.1 Explain how
migration and
immigration
contributed to the
development of North
Carolina and the United
Introduce Vocabulary
for Chapter Fourteen
(Stars on the National
Stage)
Sec 1 Republicans
Restore Political
Balance
Sec 2 First Truly Urban
Places Develop
Sec 3 New Technologies
Alter the Industrial
Economy
Sec 4 NC Acts to
Discuss the Unit Big Question
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 45
States from colonization
to contemporary times
(e.g. westward
movement, African
slavery, Trail of Tears,
the Great Migration
and Ellis and Angel
Island).
8.H.3.3 Explain how
individuals and groups
have influenced
economic, political and
social change in North
Carolina and the United
States.
8.G.1.2 Understand the
human and physical
characteristics of
regions in North
Carolina and the United
States 9e.g. physical
features, culture,
political organization
and ethnic make-up).
8.C.1.2 Summarize the
origin of beliefs,
practices, and traditions
that represent various
groups within North
Carolina and the United
States (e.g. Moravians,
Preserve Its Resources
Lesson Plans
Graphic Organizers
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 46
8.02 List economic and
technological advances
occurring in North
Carolina since 1970, and
assess their influence on
North Carolina’s role in
the nation and the world.
8.03 Describe the impact of
state and national issues
on the political climate of
North Carolina.
Scots-Irish, Highland
Scots, Latino, Hmong,
African, ad American
Indian).
8.H.3.2 Explain how
changes brought about
by technology and other
innovations affected
individuals and groups
in North Carolina and
the United states (e.g.
advancements in
transportation,
communication
networks and business
practices).
8.E.1.1 Explain how
conflict, cooperation,
and competition
influenced periods of
economic growth and
decline (e.g. economic
depressions and
recessions).
8.G.1.2 Understand the
human and physical
characteristics of
regions in North
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 47
8.04 Assess the importance
of regional diversity on the
development of economic,
social, and political
institutions in North
Carolina.
Carolina and the United
States 9e.g. physical
features, culture,
political organization
and ethnic make-up).
8.C&G.1.3 Analyze
differing viewpoints on
the scope and power of
state and national
governments (e.g.
Federalists and anti-
Federalists, education,
immigration and
healthcare).
8.C&G.2.3 Explain the
impact of human and
civil rights issues
throughout North
Carolina and United
States history.
8.H.3.1 Explain how
migration and
immigration
contributed to the
development of North
Carolina and the United
States from colonization
to contemporary times
(e.g. westward
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 48
movement, African
slavery, Trail of Tears,
the Great Migration
and Ellis and Angel
Island).
8.C.1.3 Summarize the
contributions of
particular groups to the
development of North
Carolina and the United
states (e.g. women,
religious groups, ad
ethnic minorities such
as American Indians,
African Americans, and
European immigrants.
8 Competency Goal 9:
I Can explore examples of
and opportunities for
active citizenship, past and
present, at the local and
state level.
9.01 Describe
contemporary political,
economic, and social issues
at the state and local
levels, and evaluate their
impact on the community.
I Can:
8.H.2.1 Explain the
impact of economic,
political, social, and
military conflicts (e.g.
war, slavery, states’
rights and citizenship
and immigration
policies) on the
development of North
Introduce Vocabulary
for Chapter Fifteen
(A Work in Progress”
Sec 1 The Impact of
Global Change
Sec 2 Living Local in a
Global Economy
Sec 3 NC Government
in the New century
Discuss the Unit Big Question
Textbook
Revised Blooms Taxonomy
(Key Words & Model
Questions)
Student Activity
Workbook
Atlases
Maps
Vocabulary and Reading
Warm-up Activities
Writing About the Big
Question
Vocabulary Builder
Lesson Plans
Graphic Organizers
Daily Formative Assessments
Section Assessments
Unit Assessments
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 49
Carolina and the United
States.
8.H.3.1 Explain how
migration and
immigration
contributed to the
development of North
Carolina and the United
states from colonization
to contemporary times
(e.g. westward
movement, African
slavery, Trail of Tears,
the Great Migration
and Ellis and Angel
Island).
8.H.3.2 Explain how
changes brought about
by technology and other
innovations affected
individuals and groups
in North Carolinaa nd
the United States (e.g.
advancements in
transportation,
communication
networks and business
practices).
8.G.1.3 Explain how
human and
environmental
Dictionary
Newspaper and magazine
archives
SmartBoard
Laptop/Computer
Internet Historical and
map web sites
Student Journals
Cornell Notes
AVID Strategies
Instructional Coach
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 50
interaction affected
qualify of life and
settlement patterns in
North Carolina and the
United States (e.g.
environmental disasters,
infrastructure
development, coastal
restoration and
alternative sources of
energy).
8.E.1.2 Use economic
indicators (e.g. GDP,
inflation and
unemployment) to
evaluate the growth and
stability of the economy
of North Carolina and
the United States.
8.E.1.3 Explain how
quality of life is
impacted by personal
financial choices (e.g.
credit, savings,
investing, borrowing
and giving).
8.C&G.1.3 Analyze
differing viewpoints on
the scope and power of
state and national
governments (e.g.
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 51
9.02 Identify past and
present state and local
Federalists and anti-
Federalists, education,
immigration and
healthcare.
8.C&G.1.4 Analyze
access to democratic
rights and freedoms
among various groups
in North Carolina and
the United States (e.g.
enslaved people,
women, wage earners,
landless farmers,
American Indians,
African Americans and
other ethnic groups).\
8.C7G.2.3 Explain the
impact of human and
civil rights issues
throughout North
Carolina and United
States history.
8.H.2.2 Summarize how
leadership and citizen
actions (e.g. the
founding fathers, the
Regulators, the
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 52
leaders from diverse
cultural backgrounds and
assess their influence in
affecting change.
Greensboro Four, and
participants of the
Wilmington Race Riots,
1898) influence the
outcome of key conflicts
in North Carolina and
the United States.
8.H.2.2 Summarize how
leadership and citizen
actions (e.g. the
founding fathers, the
Regulators, the
Greensboro Four, and
participants of the
Wilmington Race Riots,
1898) influence the
outcome of key conflicts
in North Carolina and
the United States.
8.H.3.3 Explain how
individual and groups
have influenced
economic, political and
social change in North
Carolina and the United
States.
8.C&G.2.1 Evaluate the
effectiveness of various
approaches used to
effect change in North
Carolina and the United
Halifax County Public Schools
8th
Grade Social Studies Pacing Guide
2011-2012
Page 53
9.03 Describe
opportunities for and
benefits of civic
participation.
States (e.g. picketing,
boycotts, sit-ins, voting,
marches, holding
elected office and
lobbying).
8.H.3.3 Explain how
individual and groups
have influenced
economic, political and
social change in North
Carolina and the United
States.
8.C&G.2.1 Evaluate the
effectiveness of various
approaches used to
effect change in North
Carolina and the United
States (e.g. picketing,
boycotts, sit-ins, voting,
marches, holding
elected office and
lobbying).
6 Social Studies Review for
Exam
General Overview