Halifax County Schools Eighth Grade Social Studies Pacing Guide 2013-2014

Halifax County Schools Eighth Grade Social Studies Pacing Guide 2014-2015

Unit Title:Getting Swag on in WWII and Cold War Hating on Communism
Unit: Seven
Big Idea: WWII and the Origins of Cold War
Pacing:Fifth Six Weeks
Essential Standard (s)
Priority Standards

• 8.H.2.1 Explain the impact of economic, political, social, and military conflicts on development of NC and USA.
• 8.C.1.3 Summarize the contributions of particular groups to the development of NC and the USA.

Supporting Standards

• 8.H.2.2 Summarize how leadership and citizen actions influenced the outcome of key conflicts in NC and USA.

• 8.H.2.3 Summarize the role of debate, compromise, and negotiation, during significant periods in history of NC and USA.
• 8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline.
• 8.E.1.2 Use economic indicators to evaluate the growth and stability of the economy of NC and the USA.

/ Essential Questions:

• How do leadership and citizen action affect the outcome of war?
• How does war affect society?
• How can war cause competition for power?

Conceptual Lenses

• War
• Competition
• Power

Skills:

• Construct charts, graphs & historical narratives to explain particular events or issues over time.

Cold War

• Summarize the literal meaning of historical documents in order to establish context World War II Propaganda

• Use primary and secondary sources to interpret various historical perspectives.

Considering Perspectives Regarding the Dropping of the Atomic Bomb

• Use historical inquiry to evaluate the validity of sources used to construct historical narratives.

American Newsreel About D-Day

• Compare historical and contemporary issues to understand continuity and change in development of NC & USA

President Roosevelt’s Response to the Attack on Pearl Harbor vs. President Bush’s Response to the Attack on 9/11

• Evaluate the degree to which democratic ideals are evident in historical documents from NC and the USA.

Stories From Internment Camp Survivors
What Students will be able to do for Integration in
Reading:

• Key Vocabulary: SWBAT define and explain the terms communism and democracy.

• Language Functions: SWBAT explain how fear can cause discrimination.
• Language Skills: SWBAT write an explanation for or against dropping the atomic bomb and identify counter arguments.

• Grammar and Language: SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing democracy and communism.
• Lesson Tasks : SWBAT read and summarize a passage about women’s roles changing during World War II and explain this summary to a group.
• Language Learning Strategy SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of World War II. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy).

/ Academic/Content Vocabulary
Academic Vocabulary Content Vocabulary

• Draft Genocide
• Mobilization Satellite
• Rationing Collective
• Contribution Satellite Nation
• Internment Communist Revolution in China
• Nuclear
• Contain/Containment
• Theory
• Pact
• Minority

Instructional Strategies:
Differentiated Instruction Think Pair Share
Jig Saw Discussion
Cooperative Grouping Peer Partner Learning
Centers Cloze Procedure
Assessment Tasks:
Formative
Summative
Resources:

• Collection of student handouts related to WWII Timeline of World War II events
• Interactive WWII map
• The Atomic Bomb and the End of World War II:A Collection of Primary Sources

Additional resources will be listed here as unit development continues.