NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 8

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, and members of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide a comprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to be helpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry ● Standard: the State Board of Education approved standard(s) for a strand ● Objective: the State Board of Education approved objectives for teaching and learning ● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective ● Students will Understand: understandings that students should be able to arrive at as a result of the instruction ● Students will Know: information the student should know ● Example Topics: possible content and/or topic ideas that can be used to teach the objective ● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective ● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective ● Examples to enhance the student’s ability to make connections across other disciplines and in the real world ● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list ● Not meant to be content that must be taught all at once ● Not a checklist for basic recall or memorization ● Not a checklist for assessment for each objective ● Not intended to refect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

1 Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, think critically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiry process on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year or semester.

Inquiry 6-8 The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 6-8 grade band. Teachers should be encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 8 students will have been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiry indicators in each grade.

Category Indicator Compelling Questions I.1.1 Construct a compelling question through a disciplinary lens individually and with peers Supporting Questions I.1.2 Construct supporting questions based upon disciplinary concepts I.1.3 Analyze details, central ideas, and inferences from sources using discipline-specifc strategies. Gathering and Evaluating Sources I.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure, credibility, reliability, and context of the sources to guide the selection I.1.5 Identify evidence that draws information from multiple perspectives Developing Claims and Using Evidence I.1.6 Construct claims and counterclaims using evidence while pointing out the strengths and limitations of both based on multiple sources I.1.7 Construct arguments consisting of multiple claims with evidence from sources and attention to disciplinary detail Communicating Ideas I.1.8 Construct responses to supporting and opposing perspectives supported by evidence I.1.9 Determine the credibility of disciplinary arguments of peers I.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional, national, Taking Informed Action and/or global issues I.1.11 Use a range of civic approaches to address problems being investigated

2 The time period and focus for this course is from the colonial era through the present day.

Unpacking the Behavioral Science Objectives Standard 8.B.1 Analyze the impact of group behavior on the development of North Carolina and the nation Overarching Concepts: Group Behavior, Development, Nation Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.B.1.1 Determine Students must be A state or nation may Information about various Example Groups that Students compile a how the able to demonstrate change based on the groups’ culture contributed to NC & US timeline throughout the relationship their knowledge and diverse ideas, traditions, development course of the year that between different understanding of and relationships of Geographic regions and ● American Indians in documents signifcant regional, social, how interactions various regional, social, country origins of North Carolina interactions/events that ethnic, and racial between various or ethnic cultures immigrants to North ○ The Eastern involve a regional, groups have regional, social, Carolina and the United Band of social, ethnic, or racial contributed to the ethnic, and racial Diverse cultures are States Cherokee group and its development of groups have valuable to the Indians relationships with North Carolina contributed to the development of a state Examples of cultural ○ Haliwa-Saponi others. For each and the nation development of and nation diffusion and cultural ○ Lumbee Tribe interaction/event, North Carolina and relationships present in ○ Meherrin students indicate if the United States. North Carolina and the Sappony there was a positive, United States ○ Occaneechi neutral, or negative Band of the impact on their Saponi Nation relationship with others ○ Waccamaw and how that interaction Siouan impacted North ● Asia and Pacifc Carolina or the United Islanders States. ● American Indians ● Moravians Students compare and ● Scotch-Irish contrast ● Quakers communication styles ● LatinX Americans of various regional, ● Asian Americans social, ethnic, and racial ● African Americans groups to understand ● Puritans how such ● Catholics communication has ● Sikh contributed to the

3 ● Hindu development of North ● Mormons Carolina and the nation. ● Jewish Americans ● Muslim Americans

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.B.1.2 Explain Students must be Values, beliefs, and Cultural values Contact between Students create an how cultural able to demonstrate practices of various European explorers, Ignite presentation to values, practices, knowledge and cultures infuence the Indigenous Africans, and American explain how the and the understanding of development of a state Indians immigrant culture of the interactions of how the values and or nation Various examples of Highlands of Scotland various beliefs of various cultural practices, values, Contact between infuenced the settlers indigenous, groups have Values, beliefs, and and belief systems that Christian missionaries & around the Appalachian religious, and infuenced North traditions of the past indigenous, religious, and American Indians mountains. racial groups have Carolina and the infuence the present racial groups contributed infuenced the United States, paying and future cultural to the development of Contact between Chinese Students create a development of specifc attention to norms of a state or North Carolina and the Railroad Workers, LinkedIn-style profle or North Carolina race, religion, and nation United States American Industrialists, a more traditional and the nation indigenous peoples. and American Indians resume for the Quakers A state and nation’s The various cultural (or other group) to identity is infuenced by practices, values, and Contact between explain how they the values and beliefs belief systems of the American settlers in the infuenced the United of diverse groups that American Indians before American West and States and North reside in that nation contact with other cultural Southwest and Carolina. The groups indigenous peoples of profle/resume should Mexico and the include the following How the cultural practices, Southwest sections: 1) values, and belief systems Background: when the of American Indians Examples of cultural group settled in North infuenced the way of life values/practices Carolina, what areas of Africans and Europeans ● Pacifsm they settled in, what ● Equality brought them to the ● Freedom area; 2) About: ● Religious freedom signifcant individuals ● Private property vs. that are part of this shared ownership group, events that the

4 ● Individualism Quakers were involved ● Collectivism in; 3) Accomplishments: key contributions that the Quakers made to the development of the state/local community; 4) Recommendations: Which groups or individuals would “recommend” the Quakers due to the positive impacts the Quakers had on their lives?

Unpacking the Civics and Government Objectives Standard 8.C&G.1 Understand how democratic principles have infuenced the government structure and policies of North Carolina and the nation Overarching Concepts: Democratic Principles, Government Structure, Government Policies Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.C&G.1.1 Students must be The political and social Democratic ideals Democratic ideals Students watch a video Summarize the able to demonstrate behaviors of a state or ● Limited government or read about the democratic ideals the ability to capture nation are governed by How democratic ideals are ● Popular sovereignty preamble of the United outlined in the the essence of its values and beliefs refected in local, state, ● Separation of States’ Constitution and founding democratic ideals stated in the founding and national governments powers summarize the documents of the within the founding documents ● Republicanism democratic ideals with state and national documents of state The democratic principles ● Federalism a storyboard or series government and national Democratic ideals are of American government ● Individual rights of political cartoons. government. often refected in state ● Civil rights and national founding ● Equality Students review the documents ● Rule of law Articles of Confederation using a Founding documents Jigsaw activity. Each ● United States group identifes which Constitution of the democratic ideals ● North Carolina are included in their

5 Constitutions of article and provide a 1776, 1868, and visual summary of what 1971 that ideal was designed ● Declaration of to do as part of the Independence document. ● Mecklenburg Resolves ● Halifax Resolves ● North Carolina Charters ● Tribal Constitutions ● Mayfower Compact ● Articles of Confederation ● Bill of Rights

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.C&G.1.2 Students must be State and local Democratic ideals Democratic ideals Students are provided Compare how able to discuss the government decisions ● Limited government with summaries of state and local similarities and are often made in Various decisions made at ● Popular sovereignty well-known federal governments differences of how compliance to the ideals the state and local level ● Separation of court cases and the conform and decisions at the and principles found in The concept and intent of powers decisions made at the confict with the state level may or the founding documents democratic principles ● Republicanism state-level before they democratic ideals may not conform or of a nation ● Federalism progressed to the of the nation confict with ● Individual rights supreme court. democratic ideals of Confict may arise when ● Civil rights Students explore how the nation. state and local decisions ● Equality the cases upheld or did do not align to the ● Rule of law not uphold the Students must be political ideals of a democratic ideals of the able to discuss the nation Founding documents nation. similarities and ● United States differences of how Constitution Students use diagrams, decisions at the ● North Carolina written expressions, or local level may or Constitutions of artistic expressions to may not conform or 1776, 1868, and compare the confict with 1971 Reconstruction

6 democratic ideals of ● Declaration of amendments and Jim the nation. Independence Crow laws. In ● Mecklenburg comparing these topics, Resolves the students compare ● Halifax Resolves how each conformed or ● Constitutions of conficted with the Indigneous Tribes democratic ideals of the ● Articles of nation. Confederation ● Mayfower Compact ● North Carolina Charters

Decisions that conform/confict with democratic ideals ● State upholding 1898 Wilmington Coup ● Eugenics ● 13th, 14th, 15th amendments ● 19th amendment ● Redlining ● Swann v. Charlotte Mecklenburg Board of Education ● Sundown towns ● Brown v. Board of Education ● Indian Removal Act of 1835 ● Jim Crow laws ● District of Columbia Emancipated Compensation Act

7 Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.C&G.1.3 Students must be Government structures Democratic ideals Indian Removal Act Students write a Critique the able to evaluate the may or may not be paragraph to evaluate policies, laws, and extent to which designed to uphold and Various policies, laws, and Great Society the extent to which the government policies, laws, and refect the founding government structures that state’s emergency structures of government ideals of a nation refect American Dawes Act response plans have North Carolina structures, at the democratic ideals aligned with America’s and the nation in state and national Confict may arise when GI Bill ideals of limited terms of level, conform or policies and laws do not Various policies, laws, and government. conforming to or confict with the align to the political government structures that Compromise of 1877 conficting with democratic ideals of ideals of a nation confict with American Students answer the American America. democratic ideals State & Federal writing prompt: As a democratic ideals Freedom, equality, and recognition of American means of providing for justice may not be Indians national security, should attainable or equitable the federal government for everyone when the Plessy v. Ferguson have unlimited authority laws, policies, and the to monitor your social actions of government do The New Deal media activity, have not align with its access to your e-mail founding democratic The Fair Deal accounts, library ideals records, and other Farmers Home personal information? Administration Do these government authorities conform or Jim Crow Laws confict with democratic ideals of the founding Eugenics Board of North fathers of limited Carolina government?

Redlining Students answer the writing prompt: Should Afrmative Action the state government be able to restrict what Chattel Slavery/Peonage types of businesses can operate if public safety Gerrymandering is at risk (e.g., in the case of a natural

8 Homestead Act disaster, public health concerns, during war, Patriot Act etc.)? Explain why or why not and give Chinese Exclusion Act examples of why this should or should not be Affordable Care Act allowed under our state and national constitutions.

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.C&G.1.4 Students must be Differing viewpoints on The similarities between Perspectives on Students create a Venn Compare able to discuss the the scope and power of state, national, and tribal presidential executive Diagram concerning a different similarities and state, national, and tribal government roles orders and the use of topic, such as perspectives on differences of state, governments can lead to executive orders healthcare or education. the role of state, national, and tribal ideological debates and The differences between One circle shows the national, and governments. confict state, national, and tribal Incidents where North federal government’s tribal government roles Carolina governor role in that topic and the governments Confict may arise when activated state troops other circle shows the people interpret the role Debates over the scope (supporters & opponents) state government’s role of state, national, and and power of the tribal, in that topic. Where the tribal governments state, and national Tribal reservation politics circles intersect, differently governments are on-going Bureau of Indian Affairs students identify grey areas where the roles of Examples of issues Federalists/ state and federal surrounding the scope and Anti-Federalists governments are not power of different levels of clearly defned. To government (historically Federal/state/tribal create a triple Venn and modern day) government role Diagram, the teacher ● Decisions about may use Tribal slavery government. ● Taxation ● Education Students answer the ● Economic writing prompt: Tribal Decisions governments have ○ Creation/ sovereignty to rule

9 elimination of themselves. Compare national bank the role of the tribal ○ Bank bailouts government to the role ● Immigration of the state government. ● Legal age for and Explain your answer laws (e.g., voting, citing examples. getting married, etc.)

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.C&G.1.5 Students must be Access to democratic Various examples of American Indians in Students read and Compare access able to discuss the rights and freedoms democratic rights North Carolina investigate a variety of to democratic similarities and among a nation’s citizens ● The Eastern Band of sources related to the rights and differences various may change over time as The various groups who Cherokee Indians Women’s Suffrage freedoms of groups have to a result of confict and have struggled for access ● Haliwa-Saponi Movement. Students various access rights and compromise to democratic rights and ● Lumbee Tribe identify and compare indigenous, freedoms, paying freedoms and why they ● Meherrin Sappony the arguments used for religious, racial, specifc attention to Citizenship in a were denied access ● Occaneechi Band of giving women the right gender, ability, indigenous, democratic society the Saponi Nation to vote. Students then and identity religious, racial, should afford its Ways in which democratic ● Waccamaw compare and contrast groups in North gender, ability, and members equal access rights were denied ● Siouan those arguments to Carolina and the identity groups in to certain rights, liberties, other suffrage nation North Carolina and and protections under the Examples of various Enslaved people movements. Students the nation. law groups that were denied create a diagram to rights based on race, Suffrage highlight the similarities religion, ethnicity, gender, and differences. ableness, physical 13th, 14th, and 15th location, cultural beliefs, amendments Students create one and socio-economic status timeline representing Immigrants native tribal access to voting rights and Title IX another timeline that represents women’s Americans with access to voting rights. Disabilities Act The students use the ● Title II timelines to circle or

10 ● Title III highlight periods in history in a way that Individuals with shows the comparison Disabilities Education Act of access to democratic rights and freedoms.

Students create a chart comparing how the 13th, 14th, and 15th amendments provided access to democratic rights and freedoms differently for various groups (e.g., indigenous, religious, racial, gender, ability, identity, etc.).

Unpacking the Civics and Government Objectives Standard 8.C&G.2 Evaluate the effectiveness of societal reforms Overarching Concepts: n/a Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.C&G.2.1 Students must be able Strategies to reform Examples of groups and Strategies/approaches to Students research the Summarize the to demonstrate the society may take organizations used to affect change Civil Rights Act of 1964 strategies and ability to create a many different forms address discrimination and ● Picketing and create a storyboard societal reforms summary or abstract in a democratic oppression in North ● Boycotts summarizing the issues used to address (not retell) of strategies society Carolina and the United ● Lawsuits addressed by the act as discrimination and societal reforms States ● Sit-ins well as how the act and oppression specfally used to Oppression and ● Voting addressed in North Carolina address discrimination discrimination may Examples of citizen actions ● Marches discrimination and and the nation and oppression in change over time as a and their outcomes in ● Holding elected oppression. North Carolina and the result of reform relation to events that ofce United States. efforts addressed discrimination ● Lobbying The teacher gives and oppression in North ● Armed resistance students fve Carolina and the United ● Hunger strike newspaper articles

11 States ● Advertising from the 1900s about ● Social media the suffrage movement campaigns that addresses or ● Walk-outs connects in some way ● Organizing to strategies or societal reforms used to Societal reforms address discrimination ● Temperance or oppression. The Movement students read each ● Mental article and create a health/healthcare newspaper headline ● Prison reform summarizing each ● Immigration rights article. ● DACA/Dreamers ● Sovereign rights of Indigenous tribes ● Abolitionism ● Voting ● Labor conditions ● Integration of public accommodations ● American Indian Movement ● Asian American Movement

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.C&G.2.2 Students must be able Access to democratic Various examples of Effectiveness of reforms Students choose to Assess the to evaluate the extent rights and freedoms reforms in North Carolina ● Desegregation investigate one reform effectiveness of to which various may change over time and the United States ● Women’s suffrage attempt and assess its reforms in terms reform efforts as a result of political, ● Mental health impact. The students of the impact on impacted individuals, social, or economic Criteria to evaluate the ● Labor reform evaluate if the reform individuals, policies, and reform efforts effectiveness of various ● FDR’s New Deal attempt was successful policies, and institutions in North approaches used to effect ● Civil Rights for change and outline institutions in Carolina and the Various reform efforts change whether the actions Movements what moves were made

12 North Carolina nation. may or may not be produced desired ● American Indian to make change. and the nation effective in changing outcomes such as change Movement Students then examine laws and policies that in laws and/or access to ● Asian American the effectiveness and beneft everyone opportunities otherwise Movement impact of the reform. denied ● Child labor ● Criminal justice Students analyze a set ● Education of sources related to ● Temperance the strategies and ● Farm workers reforms used to movement address a political or ● Equal Rights social issue within Amendment North Carolina. After Movement their analyses, students make a judgement about these reforms answering: Did the reform(s) create positive change, no change, or negative change? Students are asked to provide evidence from the sources to support their evaluation.

Unpacking the Economics Objectives Standard 8.E.1 Understand the economic development of North Carolina and the nation Overarching Concepts: Economic Development, Nation Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.E.1.1 Explain Students must be Economic growth or The various times North Rip Van Winkle State Students research and how economic able to demonstrate decline can impact the Carolina and the United create a presentation growth and how economic personal and business States experienced periods Economic boom of the on one of the current decline have growth and decline decisions of people and of economic growth and 1920s growing industries in positively and impacts why people the communities in decline North Carolina (e.g., negatively live where they do which they live Credit Biotech, Financial, impacted and how they live Examples of how individuals Information Technology,

13 individuals, within North An individual’s quality of are impacted by economic Buying on margin etc.), outlining how and groups, Carolina and the life may be impacted by growth and decline why it is growing in this communities, United States. economic growth and Speculation area. Students and businesses decline within a state or Examples of how describe how it is in North Carolina nation businesses are impacted by Great Depression impacting individuals, and the nation economic growth and groups, communities, decline Gold rushes and businesses.

Dust Bowl Students read articles related to the decline of War manufacturing an industry in North Carolina (e.g., furniture, Post World War II fshing, farming, etc.). economic boom Students create a chart recording the positive Industrial boom and and negative impacts decline (textiles) this decline had on individuals and Data farms and research communities across the complexes state. For each positive or negative identifed, Dot-Com bubble students make clear connections to the Economic panics of decline of the specifc 1800s industry that demonstrates Stock market crashes understanding of the cause-and-effect Recession 2007-2008 relationship at play.

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.E.1.2 Explain Students must be Overuse of scarce Examples of types of Impacts of trade Students create a how industry and able to demonstrate resources through trade industry important to North ● Outsourcing cause-and-effect chart trade impact the understanding of the and industry may lead to Carolina economy ● Creation of new demonstrating the economy and causes and effects economic instability, industries impacts trade had on people of North industry and trade recession, or depression Examples of types of ● Closing of existing North Carolina (e.g.,

14 Carolina and the have on both the within a state or nation industry important to United industries furniture industry, nation economies and States economy ● New kinds of agricultural trading, people of North Industry and trade within employment textile mills, RTP, etc.). Carolina and the a state or nation may Examples of how trade ● Unemployment United States. impact the goods people impacts the economies of ● Investment in a Students create an have access to within a North Carolina and United community advertisement for a community States ● Increased revenue specifc industry in community highlighting how the Examples of the types of industry impacted goods and services traded Fishing North Carolina or the to and from North Carolina nation. and United States Shipping

Agriculture/cash crops

Timber

Naval stores

Triangular trade

Plantation system

Railroads

Textile mills

Furniture industry

Tobacco industry

Imports and exports

Rural electrifcation

Military in North Carolina

Research Triangle

15 Park/Biotechnology

North Carolina’s Global TransPark

Tech companies ● Google ● Facebook ● Apple

Distribution hubs ● Amazon ● Wayfair ● Walmart ● Coca Cola ● Publix ● Lenovo ● Polo/Ralph Lauren

Banking industry

Paved roads expansion and interstate highways

Industrialization

Tourism industry

The North American Free Trade Agreement

Henry Clay’s American System

Intercontinental Railroad

Filmmaking

16 Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.E.1.3 Students must be Women, racial minorities, Examples of women who American Indian farming Students read about a Distinguish the able to differentiate and indigenous groups contributed to economic and agriculture practices minority North Carolina role women, the signifcance of often play a key role in prosperity entrepreneur whose indigenous the role various demanding and Cult of Domesticity business created groups, and people had in contributing to economic Examples of racial economic prosperity. racial minorities contributing to equity, equality, and minorities who contributed Republican Motherhood Students analyze the played in economic equity, mobility within a state or economic prosperity reading to fnd evidence contributing to equality, and nation Indentured Servants of how that business the economic mobility in North Examples of American has led to economic prosperity of Carolina, paying Cooperation and Indians who contributed to Enslaved People prosperity and mobility. North Carolina in specifc attention to collaboration among economic prosperity terms of equity, women, indigenous various groups may lead Free Blacks The teacher gives equality, and groups, and racial to more equity, equality, students 3-5 primary mobility minorities. and mobility within a Sharecropping/tenant source documents state or nation farming regarding the role Students must be women, indigenous able to demonstrate Black Wall Street/Hayti groups, and racial knowledge of the minorities have played ways in which the Great Migration in contributing to the economic economic prosperity of contributions of American Indian Fur North Carolina. various people and Trade Students identify groups benefted evidence of those North Carolina, even Women Homesteaders contributions in each if they did not document. always beneft the Rosie the Riveter individuals or Students analyze groups that made New Deal Programs written and visual the contributions. documents of women Women in the workforce workers in various industries of North Entrepreneurs/ Carolina. Students entrepreneurship determine important evidence in each Reservation gaming document that addresses the following

17 Farming/agriculture questions: 1) How did women contribute to economic prosperity in North Carolina? 2) In what ways did economic mobility occur as a result? 3) Did their contributions help move women towards equality?

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.E.1.4 Students must be Individual decisions on How to save and invest Savings The teacher gives Exemplify ways able to use material spending and saving can wisely to achieve future students 3-5 scenarios personal presented to them to infuence the economic goals Spending of fnancial decisions fnancial come up with new growth of a state or people have made. decision-making examples of ways nation The use of credit and Taxes infuences the personal fnancial borrowing Students create their economy decision making A state or nation’s Credit own scenarios of infuences the economic growth or The benefts of charitable fnancial economy. decline can be related to giving Borrowing decision-making. The the personal fnancial students must tell how decisions of its citizens How to create and Investing the economic decision implement a plan to improve impacts the economy. short and long term quality Giving of life Students complete a Budgeting “chain reaction” graphic organizer or a cause-and-effect chart explaining the connection between personal fnancial decisions and economic impacts. The teacher can differentiate this activity

18 by allowing some students to fll in their graphic organizer on their own, identifying both the decisions and the impacts. Other students can be given examples of personal fnancial decisions and generate economic impacts.

Unpacking the Geography Objectives Standard 8.G.1 Understand geographic factors that infuence the development of North Carolina and the nation Overarching Concepts: Geographic Factors, Development, North Carolina, Nation Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.G.1.1 Summarize Students must be Geographic regions may How to describe the Types of regions Students annotate a the human and able to demonstrate differ based on physical various regions of North ● Functional topographical map of physical the ability to create a characteristics Carolina and the United (man-made) North Carolina in a way characteristics of summary or abstract States in terms of ● Formal (climate, that summarizes three North Carolina and (not retell) about The physical and human physical environment physical features) human characteristics the nation human and physical characteristics of a state (both natural and ○ Coastal Plain and three physical characteristics of or nation can be man-made) ○ Piedmont characteristics of each North Carolina and identifed by the types of ○ Mountains region. the United States. regions they possess How to describe North ○ Tidewater Carolina and the United ● Vernacular Students are given a The physical and human States in terms of their (regional identities/ topographical map characteristics of a place location relative to other perceptual regions) presenting different may infuence the states and nations resources in the United development of a state Physical characteristics States focused on or nation The characteristics that ● Natural resources renewable energy. After defne a particular region ○ Rivers reading the documents, in North Carolina and the ○ Timber students summarize the United States ○ Minerals potential renewable ● Ocean energy usage with a

19 Examples of sustainable ● Mountains 60-second Public resources ● Plains Service Announcement. ● Deserts Note: This can be an ● Woodlands electronic, written, or oral presentation. Human Characteristics ● Buildings ● Roads ● Railroads ● Parks ● Nature reserves ● Hiking trails ● Renewable energy ○ Solar panels ○ Hydroelectric dams ○ Wind turbines

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.G.1.2 Explain how Students must be The physical How physical geography Location/resources Teachers put students location, resources, able to demonstrate characteristics of a place impacts the development ● Settlement in groups to research and human how the may contribute to the of North Carolina and the patterns of East vs. visual imagery showing geography development of social, cultural, or United States West North how the human infuenced the North Carolina and economic development Carolina geography of North development of the United States of a state or nation How human geography ● Fertile farmland Carolina has been North Carolina and have been impacted impacts the development ● Impact of natural infuenced by tourism. the nation by location, The physical of North Carolina and the disasters Groups are asked to resources, and characteristics of a place United States ○ Hurricanes explain how human human geography. may present challenges ○ Tornadoes geography impacts to the social, cultural, ○ Flooding tourism and infuences and economic ○ Drought the development of our development of a state ○ Beach erosion state by creating a or nation ● Tourism business TikTok-style video. ○ Minerals ○ Timber Students create a visual ○ Furniture graphic that explains

20 industry in how the physical North Carolina geography and location impacted the rise of Human geography textile mills in the ● Buildings Southern United States ● Roads/highways or North Carolina. ● Railroads ● Windmills ● Man-made lakes/water sources ● Research Triangle Park ● North Carolina’s Global TransPark ● Charlotte area banking hub

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.G.1.3 Explain how Students must be The physical Specifc geographic Opportunities Students answer the location and human able to demonstrate characteristics of a place challenges or ● Fresh water rivers writing prompt: How do geography understanding of may contribute to the opportunities for the ● Fertile farmland location and human presented how the movement movement of people, movement of people, ● Gold exploration geography work together opportunities and of people, goods, goods, and ideas of a goods, and ideas in ● Navigation and to create opportunities challenges for the and ideas have been state or nation North Carolina transportation that draw new industries movement of impacted by physical ● Railroads (Apple, Google, medical, people, goods, and and human The physical Specifc geographic ● Industrialization etc.) to the research ideas in North geography. characteristics of a place challenges or ● Farming and triangle area? Carolina and the may present challenges opportunities for the tobacco nation Students must be for the movement of movement of people, ● Logging in rivers Students create an able to demonstrate people, goods, and ideas goods, and ideas in the ● Textile industry annotated map (e.g., understanding of of state or nation United States ● Military base Google My Map, Padlet why opportunity and ● Outer Banks Map, Google Slide, etc.) challenge are ● Gas pipelines documenting the reasons for the ● Migration challenges the Outer movement of people, Banks of North Carolina

21 goods, and ideas in Challenges have posed to the North Carolina and ● Mountain movement of people the United States. territories and goods throughout ● Desert North Carolina history. ● Redlining Teachers use this ● Climate assessment multiple ● Graveyard of the times throughout the Atlantic course. ● Outer Banks ● Gentrifcation ● Migration

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.G.1.4 Explain the Students must be People may choose to Reasons why people Forced Students create a reasons for and able to demonstrate migrate to a state or migrate (both forced and ● Triangular pro/con list that could effects of forced the causes of forced nation to gain access to voluntary) to and within Trade/Slave Trade have been created by an and voluntary and voluntary water, better climate, the United States ● Peonage African American living migration on migration in North fertile soil, or other ● Trail of Tears in rural North Carolina. various groups in Carolina. natural resources Effects of migration ● Indentured The pro/con list should North Carolina and (both forced and servitude refect an African the nation Students must be Migration may result in voluntary) to and within ● American American’s thoughts on able to demonstrate new ideas, culture and a the United States Internment Camps trying to decide whether the effects of forced workforce for a state or ● Refugee camps or not to move to the and voluntary nation Policies, practices, and ● Reservations North in 1925. Students migration in North laws that limit or impact ● Dust Bowl detail the economic, Carolina. The migration of people individuals and/or groups political, and cultural to an area may result in from immigrating to or Voluntary reasons for each pro changes to both the migrating within the ● Colonial charters and con. physical and human United States ● Colonization characteristics of a place ● Great Wagon Road Students are given data or region ● Proclamation of charts refecting 1763 migration to North ● Religious freedom Carolina. Students ● North Carolina & explain the push and California Gold pull factors that have Rush infuenced those

22 ● Underground migration patterns. Railroad ● Urbanization ● Industrialization ● Urban migration ● Ellis/Angel Island ● Great Migration ● Indentured Servitude ● Agricultural opportunities ● Migrant farming

Effects of Migration ● Population shifts ● Cultural diffusion ● Nativism ● Shifts in employment

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.G.1.5 Explain how Students must be Geographic expansion of Various ways geographic Geographic Expansion Students create an geographic able to demonstrate a state or nation may lead expansion has impacted ● Louisiana Purchase Ignite presentation to expansion impacted they understand how to unintended the development of ● Mexican Cession explain how geographic the development of political, economic, consequences North Carolina and the ● Westward expansion of the United North Carolina and and social United States Expansion States led to the nation development in When a state or nation ● Annexation of improvements in North Carolina has expands, individuals, and Specifc examples of the Alaska and Hawaii transportation and been impacted by groups may be presented United States acquiring ● Gadsden Purchase industry. geographic with new challenges and new territory ● Annexation of expansion. opportunities that can Texas Students are given a impact development ● Cuba, Puerto Rico, worksheet listing 10-15 Guam, Philippines examples of geographic expansions in both the Impacts of Expansion United States and North ● Roads Carolina. The students

23 ● City growth complete the worksheet ● Businesses & by flling in how each industry expansion impacted the ● Railroads development of the ● Land grants nation or state. ● Pollution ● Ecosystems ● Loss of native lands ● Access to natural resources

Unpacking the History Objectives Standard 8.H.1 Understand the role of confict and cooperation in the development of North Carolina and the nation Overarching Concepts: Confict, Cooperation, Development, North Carolina, Nation Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.H.1.1 Explain the Students must be Political, economic, North Carolina’s role in Causes/effects of Given an event or causes and effects able to demonstrate geographic, and cultural selected local, state, conficts confict (national or of confict in North they understand the conditions in a state or national, and global ● Population state), students Carolina and the causes and effects nation can create conficts redistribution complete a graphic nation of confict in North confict and war ● States rights organizer depicting the Carolina and the The role and implications ● Slavery cause(s) and effect(s) United States. Political, economic, of the United States’ ● Land expansion of that event or confict. geographic, and cultural involvement in or isolation ● Land disputes conditions in a state or from global conficts and ● Annexation Students create a nation can be shaped the reasons for ● Federalism fowchart to trace the by confict and war involvement or isolation ● Taxation without issues at the heart of representation the Cold War. The The causes of various ● Congressional fowchart should types of conficts (military representation address the causes and economic, political, and ● Political balance in effects of those issues. social ideologies) congress ● Break-up of the Students create a series plantation system of TikTok-style video ● Nativism clips that highlight the

24 ● Disenfranchisement causes, events, and ● Civil rights effects of Culpeper’s ● Civil rights Rebellion. Students’ legislation explanations may be ● Secession verbal, on-screen text ● Wage & labor over their video, or a disputes dance motion set to music that fts the idea Examples of conficts and/or emotion related ● Bacon/Culpeper to the details. Rebellion ● Lord’s proprietors ● Federalist/ Anti-Federalists ● National Bank ● Labor unions ● Internment camps ● Domestic and international wars ● Indian removal ● Suffrage ● Taxation of colonies ● Mercantilism ● War of 1812 (trade, embargo) ● Economic impacts of war ● Great Depression

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.H.1.2 Summarize Students must be Democracies may Examples of historical and Great Compromise Students read debates how debate, able to demonstrate engage in debate, contemporary economic, between the negotiation, the ability to create compromise, and political, and cultural Anti-Federalist/ Federalists and the compromise, and a summary or negotiations to solve debates that have taken Federalist Anti-Federalists. cooperation have abstract (not retell) problems and issues place in North Carolina Students summarize the been used in the about how debate, that exist in a state or and the United States Articles of Confederation beliefs and arguments

25 history of North negotiation, nation vs. Constitution of both the Federalists Carolina and the compromise, and Various compromises that and the Anti-Federalists nation cooperation have Competing values and have taken place in North Freesoilers vs. proslavery with a newspaper been used over time beliefs can play an Carolina and the United headline. in North Carolina important role in States Missouri Compromise and the United sparking debates and The teacher shows States. compromise that can Compromise of 1850 students a short video create new policies and clip on the Compromise laws within a state or North Carolina debate on of 1850. After watching nation secession the video, students summarize the main Presidential vs. idea of the video clip. congressional reconstruction

Labor unions & negotiations

Women’s suffrage debate

Cuban missile crisis

Isolation vs. neutrality

Civil rights legislation

Globalization

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.H.1.3 Explain how Students must be Discriminatory behavior The causes of slavery, Grandfather clause Students create a front slavery, segregation, able to demonstrate can lead to exploitation segregation, voter page news story of an voter suppression, they understand and suppression of suppression, Poll tax injustice they have reconcentration, how slavery, individual rights reconcentration, and other learned about. The and other segregation, voter discriminatory practices Literacy test story should explain the discriminatory suppression, Slavery and segregation details related to the practices have reconcentration, and allow dominant groups The effects of slavery, De jure segregation injustice issue (causes)

26 been used to other discriminatory in power to control and segregation, voter as well as any suppress and practices have been limit the rights of others suppression, De facto segregation responses (effects) to it, exploit certain used to suppress within a nation or state reconcentration, and other naming key people, groups within North and exploit discriminatory practices on American internment groups, and actions. Carolina and the individuals over Individuals and groups individuals camps nation over time time. that have power in a Students are put in society may have an Trail of Tears groups. Each group is interest in limiting the given primary source distribution of that Black codes documents on the power internment of Slave codes Japanese-Americans during WWII. Each Reservation system group creates a cause-and-effect Redlining diagram showing the causes and effects of Relocation acts the internment camps. Students present their Broken and unfulflled diagrams to the class. treaties with American Indian Tribes

Eugenics

Unequal distribution of wealth and wages

Employment policies

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.H.1.4 Explain how Students must be The actions people use Examples of specifc Recovery Students are given recovery, resistance, able to as strategies of individual and group ● Reconstruction primary source and resilience to demonstrate their resistance and actions of resistance to ● New Deal documents on the inequities, understanding of resilience to injustice injustice in North Carolina ● Post - 9/11 development of injustices, how responses to may help shape a state and the United States ● Response to natural Princeville, North discrimination, inequities, or nation disasters Carolina. After reading

27 prejudice, and bias injustices, Examples of inequities, ● Economic stimulus the documents, have shaped the discrimination, Individuals and groups injustice, and discrimaition students write a brief history of North prejudice, and bias may resist injustice faced by individuals and Resistance paragraph with the Carolina and the have shaped North and demand equal groups in North Carolina ● Civil disobedience following points nation Carolina and the treatment which can and the United States ● Rallies/marches included: 1) How the United States. lead to reforms that ● Strikes people of Princeville can transform a nation Examples of how groups ● Walkouts have exhibited and individuals have ● Sit-ins resistance to injustice, showed resilience in the ● Boycotts discrimination, and face of injustice ● Voter registration prejudice; and 2) How drives & voting the people of Princeville ● Communicating have exhibited with local, state, resilience to injustice, and U.S. elected discrimination, and ofcials prejudice. ● Petitions ● Letter writing & Students fll out a social media cause-and-effect chart campaigns focused on a topic related to the objective Resilience (e.g., environmental ● Responses to movements, civil rights natural disasters movements, suffrage ● Holocaust survivors movements, etc.). The ● Surviving the Great chart should ask Depression students to fll out ● Battle of Hayes information that: 1) Pond Addresses causes of ● American patriotic inequities and injustices sentiment after in a state/nation; 2) 9/11 Shows acts of ● Responses to resistance as a cause Wilmington Coup shaping North ● Responses to Carolina/United States; destruction of Black 3) Shows ways Wall Street in Tulsa resilience has helped and Hayti in North shape the state/nation; Carolina and 4) Addresses how

28 ● American Indian individuals and groups maintenance of have been able to culture despite recover from the efforts of discriminatory practices assimilation that once existed in a state/nation.

Unpacking the History Objectives Standard 8.H.2 Understand how innovation and change have impacted the development of North Carolina and the nation Overarching Concepts: Innovation, Change, Development Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.H.2.1 Explain how Students must be Technology and Examples of technological Aviation/ First Flight Students record innovation and able to demonstrate innovation can lead to advances in United States themselves giving a technology have that they societal changes and North Carolina history Cotton gin news report about the contributed to understand how completion of the change in North innovative ideas and Technology and Examples of inventions Dams and water wheels, Fayetteville-Western Carolina and the technological innovation can have a unique to North Carolina and waterpower Plank Road system in nation inventions have positive impact and Bethania, North infuenced change unintended The positive and negative Plank roads in North Carolina. Students’ in North Carolina consequences impacts of innovation on Carolina news stories should and the United individuals and groups in include the causes of States. regions of North Carolina Erie Canal the plank road system, and the United States the positive and Steam engine and negative impacts of the railroad plank road system, and how the plank road Dismal Swamp Canal system impacted growth in North Model T Carolina.

Interstate highway Students complete a system graphic organizer depicting various types Telegraph of innovations in transportation. The Telephone graphic should detail

29 the following: 1) What Radio each innovation was designed to do; 2) How Television each innovation contributed to the Internet beneft of transportation and travel; 3) How each Social media innovation improved transportation in the Smartphones nation; and 4) How each innovation improved Assembly line transportation in North Carolina. Mass production

Ironclads

Blockade runners

Rifes

“Smart” weapons

Atomic weapons

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.H.2.2 Explain the Students must be Individuals and groups Examples of people in the Groups Students answer the infuences of able to demonstrate can be powerful forces history of North Carolina ● Quakers writing prompt: How did individuals and they understand the for societal change and the United States that ● Moravians the Radical Republicans groups during various ways in infuenced change or ● Regulators impact political times of innovation which different The desire for societal innovation ● Sons of Liberty involvement and and change in North individuals and reform can motivate ● Edenton Tea Party changes following the Carolina and the groups in North individuals and groups Examples of groups in the ● Founding Fathers Civil War (e.g., nation Carolina and in the to act and bring about history of North Carolina ● Radical Republicans Freedmen's Bureau, United States change and the United States that ● Abolitionists Education, Legislation, infuenced and infuenced change or ● War Hawks of 1812 Civil Rights, etc.)?

30 facilitated change. innovation ● Muckrakers Students identify at ● Progressives & least two impacts. How individuals and Populists groups have infuenced ● Flappers From a teacher-provided change or innovation in ● Labor unions list, students select and North Carolina and the ● NAACP research an individual or United States ● Greensboro Four group that had a ● Farm Workers signifcant impact on Alliance the nation or community. Students Individuals create a superhero or ● Penelope Baker superhero team based ● Hugh Williamson on their selected ● Dorthea Dix individual or group. The ● Calvin Wiley description of the ● Archibald Murphy superhero or superhero ● Upton Sinclair team could include: 1) ● Harvey Milk an origin story including ● Duke, Reynolds, the impact of their Hanes (Tobacco) background; 2) an ● Ella Baker image (drawing or ● Vernon Johns electronic) of the ● Martin Luther King superhero, including a Jr. rationale for the colors ● John Lewis and symbols in their ● Congressional appearance; 3) a leaders description of powers ● Presidents and weaknesses in ● Civil Rights leaders relation to their ● Cesear Chavez accomplishments; 4) an ● Dolores Huerta archvillain related to ● Fred Korematsu what the individual/ group were fghting against; and 5) a short story or comic of the hero’s latest adventure depicting their impact on a historical time of

31 change.

Mastery of the Students Will Examples of Formative Objective Students Will Know Example Topics Objective Understand Assessment 8.H.2.3 Explain how Students must be Indigenous and The ways in which different Individuals Students write a Public the experiences and able to demonstrate marginalized groups individuals and groups may ● Susan B. Anthony Service Announcement achievements of understanding of often contribute to the have infuenced the ● Sojourner Truth (PSA). The PSA should women, minorities, how the lived political, economic, outcome of conficts ● Abigail Adams tell the public the indigenous, and experiences and and cultural ● Elizabeth Cady following about the marginalized achievements of development of a state Examples of leadership Stanton person or group: 1) groups have various groups or nation despite and individual/group action ● Eleanor Roosevelt Experience(s) of the contributed to the infuenced the limited opportunities in North Carolina and the ● Greensboro Four person or group within development of development of the for social mobility United States ● Ella Baker the state or nation; 2) North Carolina and United States and ● Septima Clark Signifcance(s) of the the nation over time North Carolina, Individual and group Examples of achievements ● Karen Korematsu person or group in the paying specifc experiences can drive of various women, ● Daisy Bates state or nation; and 3) attention to women, the outcome of events, indigenous, and minority ● Fannie Lou Hamer Achievement(s) of the various indigenous, conficts, and groups ● A. Philip Randolph person or group and religious, and racial decisions ● Cesear Chavez how that achievement groups. Ways diverse women, ● Dolores Huerta contributed to the The experiences and indigenous, religious, and ● Harvey Milk development of the achievements of racial groups have made state or nation. people with different contributions to North Groups cultural backgrounds Carolina and the United ● American Indians in Students are assigned a may foster change and States United States person who contributed innovation that can ● Immigrants to the development of improve a nation ● North Carolina Farm North Carolina or the Workers United States. Students ● American Indians in create a short one-page North Carolina resume that lists all the ○ The Eastern ways the person Band of impacted North Cherokee Carolina or the United Indians States. ○ Haliwa-Saponi ○ Lumbee Tribe ○ Meherrin

32 Sappony ○ Occaneechi Band of the Saponi Nation ○ Waccamaw Siouan

33