WCPS Gr 8 Soc Studies Curriculum Guide 2012 DRAFT REV

7/28/2019 WCPS Gr 8 Soc Studies Curriculum Guide 2012 DRAFT REV

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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 isfrom 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 inthe 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 thecritical 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 thatshaped 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 atthe 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.
http://www.dpi.state.nc.us/docs/acre/standards/new-standards/social-studies/8.pdfhttp://www.dpi.state.nc.us/acre/standards/support-tools/#unsocialhttp://www.dpi.state.nc.us/docs/acre/standards/support-tools/unpacking/social-studies/8th.pdfhttp://www.dpi.state.nc.us/docs/acre/standards/support-tools/crosswalks/social-studies/8th.pdfhttp://nchs.ucla.edu/Standards/world-history-standardshttp://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://www.dpi.state.nc.us/docs/acre/standards/new-standards/social-studies/8.pdfhttp://www.dpi.state.nc.us/acre/standards/support-tools/#unsocialhttp://www.dpi.state.nc.us/docs/acre/standards/support-tools/unpacking/social-studies/8th.pdfhttp://www.dpi.state.nc.us/docs/acre/standards/support-tools/crosswalks/social-studies/8th.pdfhttp://nchs.ucla.edu/Standards/world-history-standardshttp://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf


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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 yearlongcourse 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 thenation 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. PerdueGovernor
http://www.learnnc.org/nchistory/http://www.ncleg.net/enactedlegislation/sessionlaws/pdf/2009-2010/sl2009-236.pdfhttp://www.learnnc.org/nchistory/http://www.ncleg.net/enactedlegislation/sessionlaws/pdf/2009-2010/sl2009-236.pdf


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

Grade 8 Social Studies ---At a Glance

Comparing the new 2010 NCEssential 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 onthe 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 conceptualframework reduces the number of objectives while continuing to address similar topics, facts and skills.

3. The 2010K12 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 2010Essential 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 2006North 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 andmodel historical inquiry. Visit http://www.learnnc.org/nchistory/
http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/


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The Five Conceptual Strands

in Social Studies


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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: Leadershipmay dictate how nations respond to environmental challengesand issues ofsocial justice.


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Examples of CONCEPTS for the 5 Conceptual Strands


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Geography Culture Economics/PersonalFinancialLiteracy

Civics andGovernment

History

Place

Region

Location

Movement

Human-Environment

InteractionPhysicalEnvironment

Landforms

Water forms

Geographic

PatternsSettlementPatterns

Civilization

Migration

ReligionLanguage

Ethnicity

Society

Civilization

Culture

DiversityValues &Beliefs

Needs/Wants

Scarcity

Resources

Costs

Standard of

LivingMarketeconomy

Markets

Trade

Exchange

Supply andDemand

PoliticsLimitedGovernment

Citizenship

Rule of Law

Political

ActionPoliticalSystem

NationalIdentity

IndividualRights

Power

Freedom

ChangeContinuity

Patterns

Conflict

Cooperation

Revolution

LeadershipInvasion

Conquest

Colonialism

War

National

IdentityImperialism


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

K 12 Shifts in theNC Social Studies Essential Standards

Elementary Shifts

Kindergarten: Citizenship & Responsibility


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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 StudiesCommon 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
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf


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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 integratedstudy of the Ancient World through Exploration.

7th Grade: Shift from a study of just Africa, Asia, and Australia to an integratedstudy 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


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Focus: North Carolina and the United States: Creation and Development of theState 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 At a Glance Yearly Pacing Guide --- 8th Grade SOCIAL STUDIES

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine WeeksWeeks 1-2

North Carolina/United States

Weeks 10-18

Life in the Antebellum Period

Weeks 19-23

Reunion and Growth

Weeks 28-36

The US as a World Power


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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

Weeks 2-3

North Carolina/United States

Colonization


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 4-9Beginning of a New Nation

Political and Democratic Ideals of aNew Nation


Trace the causes and effects of theRevolutionary 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

Suggestion:

A writing assessment should be

included each nine weeks.

****First Common Unit Test

should be completed during the

10th or 11th week.

and the Civil War

Expansion and Division within the United

States


Identify key events and evaluate

the impact of reform and

expansion in NC/US during thefirst 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

Waralong with its impacts on NCand 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

Suggestion:



****Second Common Unit Test

should be completed during the 19thor 20th week.

of the United States

Transition to an Industrial Power


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 technologicalchanges on life in NC in the secondhalf 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


Describe the US and NCs reaction toincreasing involvement in world

affairs and the impact on theeconomy.

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

Suggestion:



****Third Common Unit Test should

be completed during the 28th or 29 th

week.

Transitions into the Modern Era

Essential Std/Clarifying Objs:

Describe the USs and NCs

reaction to increasinginvolvement in world affairsand the impact on theeconomy.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 thistime 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 the1970s.

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 sincethe 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 activecitizenship, past and present, at

the local and state levels.8.C&G.1, 8.C&G.2

Suggestion:



****Fourth Common Unit Test

should be completed during the

34th, 35th, or 36th week.

Wayne County Public Schools

Essential Standards Quarterly Pacing Guide for Social Studies, Grade 89-Wks Unit Essential Major Topics/Concepts from Textbook Resources


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Period Standards/Clarifying Objectives

DPIs Unpacking Documents Alignment

1st

9-weeks

North

Carolina/

United States

Geography

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

8.G.1.1, 8.G.1.3

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.

Creation andDevelopment

Of NC in US History

pp. H-14-25

NC History Digitaltextbookhttp://www.learnnc.org/nchistory/

NorthCarolina/

United States

Colonization

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

Explain how migration and immigrationcontributed to the development of North

Carolina and the United States from


Creation andDevelopment

of NC in US History

Chapters 1-2

NC History Digitaltextbookhttp://www.learnnc.org/nchistory/

Beginning of a

New NationPolitical &

Democratic Ideals of

a New Nation

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

Trace the causes and effects of the

Revolutionary War and assess how they

affected people during the Constitutional

Period in NC and the US.

Creation and

Development

of NC in US History Chapters 3-7

NC History Digital

textbookhttp://www.learnnc.org/nchistory/

2nd

9-weeks

Life in the

Antebellum

Period

and the

Civil War

Expansion &

Division

within the US

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

Identify key events and evaluate the impact

of reform and expansion in NC/US duringthe first half of the 19 th century.

Understand why secession occurred and

analyze the Civil Waralong 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.

Creation and

Development

Of NC in US History Chapters 10-16

NC History Digital


3rd

9-weeks

Reunion and

Growth of the

United States

Transition to

an Industrial

Power

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

Analyze Reconstruction along with its

impact on NC and the nation.


social, and technological changes on life in

NC in the second half of the 1800s.

Creation and

Developmentof NC in US History

Chapters 17-21

NC History Digital


Wayne County Public Schools
http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/http://www.learnnc.org/nchistory/


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Essential Standards Quarterly Pacing Guide for Social Studies, Grade 89-Wks

Period

Unit Essential

Standards/Clarifying Objectives

Major Topics/Concepts from

DPIs Unpacking Documents

Textbook

Alignment

Resources

3rd

9-weeks

(Contd.)

Increasing

Involvement

in

World Affairs

Emergence of

a World

Power

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

Describe the US and NCsreaction to increasinginvolvement in world affairs

and the impact on theeconomy.

Causes and effects of theGreat Depression and theNew Deal

Creation and

Developmentof NC in US History

Chapters 22-25

NC History Digital


4th

9-weeks

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,

Describe the US and NCs

reaction to increasinginvolvement in world affairsand the impact on theeconomy.

Causes and effects of majorhistorical events during thistime period

Analyze changes in NC duringthe postwar period to the1970s.

Evaluate the impact ofdemographic, economic,technological, social, andpolitical developments since

the 1970s.

Creation and

Developmentof NC in US History Chapters: 26-31

NC History Digital

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


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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 activecitizenship, past and present, atthe local and state levels.

Pacing Guide with Unit Description Wayne County Public Schools Essential Standards Social Studies, Grade 8Subject: Social StudiesGrade Level: 8th

Unit Title: Colonization of North America

Timeframe Needed for Completion: Approximately 2-3 weeks

9-Weels Period: Beginning 1st 9-WeeksBig 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 immigrationcontributed to the development of NorthCarolina and the United States from


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

Essential Questions:

Compare and contrast the characteristics of the 3 types of colonies which developed during theColonial 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 & EasternWoodlands and evaluate the relationships between Native Americans and EuropeanExplorers?

Essential Skills/Vocabulary:

Culture

Freedom

GeographyLocationColonization

Migration

RegionsMap Skills

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 shouldcome to America or not. Use sound reasoning.

Students will create an advertisement to entice colonists to journey toAmerica, using vivid descriptions of the area in the colony of NC.

Read and discuss several short stories and listen for student understanding ofNative American behaviors, colonial lifestyles, and colonists desire forchange.

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 .


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Integration Opportunities:

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

Subject: NC/US HistoryGrade Level: 8

Unit Title: Beginning of a New Nation

Timeframe Needed for Completion: Approximately 5 to 6 Weeks

9-Weeks Period: Last 5 Weeks of 1st 9-Weeks

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

Understandings: Colonists Desire for Independence

Colonists Frustration over English Rule

Revolutionary Period

Constitutional Period

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 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.

Essential Skills/Vocabulary: Assessment Tasks:


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Create a map (i.e. 13 colonies/states, Revolutionary War battles, French and Indian War,

etc.). 8.H.1.1

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

Revolutionary War, cause and effect, etc.). 8.H.1.1

Summarize leadership and citizenship actions which influenced the outcome of key conflicts

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

debate, etc.). 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.1.2,

8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 -- objectives can be

reached using multiple activities or by clustering.

Use historical inquiry to construct products which reflect knowledge and understanding (i.e.variety of sources, variety of events, etc.). 8.H.1.4

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

8.H.1.5 , 8.H.2.2

Summarize the role of debate, compromise and negotiation during the founding of our

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

Analyze primary and secondary sources to understand differing viewpoints as well as fact and

opinion. 8.H.1.3

Argue your opinion concerning how geography affected citizens (i.e. economics, culture,

ideas, political, ethnic etc.). 8.G.1.1, 8.G.1.2

Bill of Rights CultureConstitution Freedom

Declaration of Independence GeographyWar Location

Colonization Migration

Differing viewpoints RegionsTaxes Map Skills

Protest

MonarchyDemocracyGovernment

Revolt

Anti-FederalistsFederalists

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 8Subject: NC/US History

Grade Level: 8Unit Title: Life in the Antebellum Period and the Civil War

Timeframe Needed for Completion: 9 weeks

9-Weeks Period: 2nd 9-WeeksBig Idea/Theme: Expansion and Division within the United StatesUnderstandings:

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


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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 Waralong with its impacton 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


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


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 CivilWar.

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

Essential Skills/Vocabulary: Assessment Tasks: Create a map (i.e. CSA/USA, Civil War battles, etc.). 8.H.1.1

Analyze and create charts, graphs, and maps related to the Antebellum and

Civil War Periods (i.e. western migration, Trail of Tears, Civil War battles,etc.). 8.H.1.1

Summarize leadership and citizenship actions which influenced the outcome

of key conflicts (i.e. activities using primary and secondary sources, written

form, role playing, posters, debate, etc.). 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5,

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

8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2, 8.C.1.2 --- objectives can be reached

using multiple activities or by clustering.

Use historical inquiry to construct products which reflect knowledge and

ExpansionReform

Differing viewpointsSlavery

Growing painsIndian removal

Political Parties

Technology

Manifest DestinySecessionTerritory


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AnnexationTransportation

AbolitionInstitution of slavery

Confederate States of America

AntebellumStates Rights

Reconstruction

IndustryTransportationIronclad

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 8Subject: NC/US HistoryGrade Level: 8

Unit Title: Reunion and Growth of the United States

Timeframe Needed for Completion: Approximately 5 weeks

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


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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


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


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.


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 usingprimary 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.




made. 8.H.1.5, 8.H.2.2

Summarize the role of debate, compromise and negotiation during the 2 nd 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


Create an opinion concerning how geography affected citizens (i.e.

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


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

ReconstructionIndustry

Urban development

Social movementsGreat Migration

Advancements in transportation, communication, and

businessRobber Baron

Industrial RevolutionMelting Pot

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

Ellis IslandBlack codes

Impeachment

Freedmens Bureau Immigrants

Carpetbaggers Labor unionsScalawags CompetitionFifteenth Amendment Tenements

Stock Settlement house

Stockholders Mills and factoriesEmigrate/immigrate Tobacco

Monopoly Tenant farmingAssembly Line Share Cropping

Urban/Rural National Farmers AllianceReformers Populist Party


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Integration Opportunities: Beginning with Reconstruction, create a chart identifying key steps in how the United States evolved into theIndustrial Revolution. Integrate the chart with a visual representation (i.e. graphs, paintings, photographs, videos, etc.)


Grade Level: 8Unit Title: Increasing Involvement in World Affairs

Timeframe Needed for Completion: Approximately 4 weeks

9-Weeks Period: 2nd half of 3rd 9-WeeksBig Idea/Theme: Emergence of a World PowerUnderstandings:

World War I

Stock Market Crash

Great Depression Era

Role of technology Conflict


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Differing ideologies

NCs role in national events


Describe the USs and NCs reaction to

increasing involvement in world affairs andthe 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


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


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.




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





Using philosophical chairs, debate a topic using at least 2 different viewpoints

and complete a writing assignment on the chosen viewpoint. 8.H.1.3, 8.H.2.3, 8.H.3.4

Imperialism Consumer Goods

Panama Canal Wall Street

Central Powers StockAllied Powers Depression

Prussia New Deal

League of Nations Dust BowlCommunism DictatorsProgressives Isolationism

Muckrakers San Francisco earthquake 1906

Income tax Spanish-American WarProhibition Reformers

Civil RightsDiscrimination

Credit

Interest


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Integration Opportunities: Using a credible source(s), research the causes of the Great Depression. Create a product using the same progressionas the timeline of the depression. Use supporting details and opinion based on historical knowledge. (i.e. journal, letter, editorial, etc.)


Grade Level: 8Unit Title: The US as a World Power

Timeframe Needed for Completion: 9 weeks

9-Weeks Period: 4th 9-WeeksBig Idea/Theme: Transitions into the Modern Era

Understandings:

World War II

Conflict

Differing ideologies

NCs role in national events


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Cold War

Vietnam Era

Social Change

Responsibility of citizens

Rights for minorities

Equality

Astronomical growth of technology

War on Terror

Financial Crises


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 politicaldevelopments 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 localand state levels. 8.C&G.1, 8.C&G.2


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 UnitedStates 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 11 th on North Carolina and the United States.



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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



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






and complete a writing assignment on the chosen viewpoint.

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

Nazism Acid Rain

Fascism Erosion

Dictators Incumbent

Isolationism Terrorism

Concentration camps Globalization

Holocaust Free Trade

Pearl Harbor NAFTA

Axis Powers Demographics

Allies Cold War

Nisei D-Day

Nuremburg Trials Civil RightsManhattan Project

Citizenship

Communism

Recession

Segregation

Integration

Super Power (World Power)

Al Quaida

Brown vs. Board of Education of Topeka

Totalitarian

Arms Race

RefugeesSegregated

Equal Rights Amendment (ERA)

NASA

Internet

AIDS

Recession

Sit-in

Busing

Non-violent protest

Census

Redistricting

Research Triangle ParkIntegration Opportunities: Choose a historical text related to this time period for students to independently and proficiently read and respond toin a written form.

The 2010 NC Grade 8 Essential Standards for Social Studies


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