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
Essential Standards/Clarifying Objs:
Explain how migration and immigration
contributed to the development of North
Carolina and the United States from
colonization to contemporary times.
8.G.1.1, 8.G.1.3, 8.E.1.1
Weeks 4-9Beginning of a New Nation
Political and Democratic Ideals of aNew Nation
Essential Standards/Clarifying Objs:
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
Essential Standards/Clarifying Objs:
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:
A writing assessment should be
included each nine weeks.
****Second Common Unit Test
should be completed during the 19thor 20th week.
of the United States
Transition to an Industrial Power
Essential Standards/Clarifying Objs:
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
Essential Standards/Clarifying Objs:
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:
A writing assessment should be
included each nine weeks.
****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:
A writing assessment should be
included each nine weeks.
****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
colonization to contemporary times.
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
textbookhttp://www.learnnc.org/nchistory/
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.
Evaluate the impact of political, economic,
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
textbookhttp://www.learnnc.org/nchistory/
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
textbookhttp://www.learnnc.org/nchistory/
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
textbookhttp://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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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
colonization to contemporary times.
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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Essential Standards/Clarifying Objectives:
Identify key events and evaluate the impact
of reform and expansion in NC/US during
the first half of the 19th century.8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, 8.C&G.1,
8.C&G.2, 8.C.1
Understand why secession occurred and
analyze the Civil 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
Evaluate the impact of political, economic,
social, and technological changes in life in
NC during the 1800s.8.H.1, 8.H.2, 8.H.3, 8.G.1, 8.E.1, 8.C&G.1,
8.C&G.2, 8.C.1
Essential Questions:
Describe the development of the institution of slavery in North Carolina and the United
States.
Discuss the economic, social and political differences of the North and South.
Trace the movement of North Americans throughout North Carolina and the United States
as a result of the Native American Removal Act.
Examine the geographic, economic and social implications of the California Gold Rush
and of the North Carolina Gold Rush.
Describe the impact of the new State Constitution in 1835 on religious groups, African
Americans, and American Indians.
Trace the events leading to the purchase of the Louisiana Territory and its subsequent
exploration.
Analyze Texas Independence and annexation.
Discuss the impact of the war with Mexico.
Trace the development of railroads in the United States.
Describe the issues of sectionalism and how they led to the Civil War.
Describe the differing opinions on slavery and its expansion became a factor in the 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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Essential Standards/Clarifying Objectives:
Analyze Reconstruction along with its
impacts on NC and the nation. 8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1,
8.C&G.2, 8.C.1
Evaluate the impact of political, economic,
social, and technological changes on life in
NC in the second half of the 1800s.
8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1,8.C&G.2, 8.C.1
Essential Questions:
Provide examples of technological innovations that influenced the lives of citizens in North
Carolina and the United States post Reconstruction
Compare and contrast political, legal and social movements in North Carolina and the
United States.
Essential Skills/Vocabulary: Assessment Tasks:
Analyze and/or create charts, graphs, and maps related to the Reconstruction
and Industrial Revolution time periods. 8.H.1.1
Summarize the contributions of historical figures to the Industrial Revolution
and how they influenced the shaping of American society (i.e. activities 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.
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 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
well as fact and opinion. 8.H.1.3
Create an opinion concerning how geography affected citizens (i.e.
economics, culture, ideas, political, ethnic etc.). 8.G.1.1, 8.G.1.2
Using philosophical chairs debate a topic using at least 2 different viewpoints
and complete a writing assignment on the chosen viewpoint. Identify your
view and support it with facts. 8.H.1.3, 8.H.2.3, 8.H.3.4
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.)
Pacing Guide with Unit Description Wayne County Public Schools Essential Standards Social Studies, Grade 8Subject: NC/US History
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
Essential Standards/Clarifying Objectives:
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
Essential Questions:
Describe the events leading to the outbreak of World War I.
Discuss the involvement of North Carolina and the United States in World War I.
Trace the events leading to the Great Depression.
Examine the programs and goals of the New Deal
Essential Skills/Vocabulary: Assessment Tasks:
Analyze and/or create charts, graphs, and maps related to WWI and the Great
Depression time periods. 8.H.1.1
Summarize the contributions of historical figures to the early 20th century and
how they influenced the shaping of American society (i.e. activities using
primary and secondary sources, written form, role playing, posters, debate,
etc.). 8.H.1.2, 8.H.1.3, 8.H.1.4, 8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.3,8.H.1.2, 8.C&G.1.1, 8.C&G.1.2, 8.C&G.1.3, 8.C&G.2.1, 8.C&G.2.2,
8.C.1.2 -- objectives can be reached using multiple activities or by
clustering.
Use historical inquiry to construct products which reflect knowledge and
understanding (i.e. variety of sources, variety of events, etc.). 8.H.1.4
Analyze the relationship between historical events and decisions that were
made. 8.H.1.5, 8.H.2.2
Summarize the role of debate, compromise and negotiation during the early
20th century in our state and nation (i.e. written form, role playing, posters,
etc.). 8.H.2.3 Compare and contrast the role of debate, compromise, and negotiation in the
events of the 2nd half of the 19th century versus the early 20th century.Summarize your thoughts with supporting facts from both centuries. 8.H.2.3
Analyze primary and secondary sources to understand differing viewpoints as
well as fact and opinion. 8.H.1.3
Create an opinion concerning how geography affected citizens (i.e.
economics, culture, ideas, political, ethnic etc.). 8.G.1.1, 8.G.1.2
Using philosophical chairs, debate a topic using at least 2 different viewpoints
and complete a writing assignment on the chosen viewpoint. 8.H.1.3, 8.H.2.3, 8.H.3.4
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.)
Pacing Guide with Unit Description Wayne County Public Schools Essential Standards Social Studies, Grade 8Subject: NC/US History
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
Essential Standards/Clarifying Objectives:
Describe the US and NCs reaction to
increasing involvement in world affairs and the
impact on the economy.
8.H.1, 8.H.2, 8.H.3.2, 8.H.3.3, 8.H.3.4,
8.G.1.3, 8.E.1, 8.C&G.1, 8.C&G.2, 8.C.1
Causes and effects of major historical events
during this time period.
8.H.1, 8.H.2, 8.H.3, 8.E.1, 8.C&G.1, 8.C.1 Analyze changes in NC during the postwar
period to the 1970s. 8.H.1, 8.H.2, 8.H.3,
8.C&G.1, 8.C&G.2, 8.C.1, 8.E.1, 8.G.1
Evaluate the impact of demographic,
economic, technological, social, and 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
Essential Questions:
Discuss the events leading up to the war in Europe and the Pacific.
Compare and contrast the Axis vs. Allied Powers.
Analyze the events leading to the defeat of the Axis Powers.
Describe the contributions of North Carolinas military to WWII.
Identify primary reasons for the outward migration of African Americans from North
Carolina and other southern states to northern states.
Identify new industries and the changing workforce in North Carolina and the 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.
Essential Skills/Vocabulary: Assessment Tasks:
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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
understanding (i.e. variety of sources, variety of events, etc.). 8.H.1.4
Analyze the relationship between historical events and decisions that were
made. 8.H.1.5, 8.H.2.2
Summarize the role of debate, compromise and negotiation during the early
20th century in our state and nation (i.e. written form, role playing, posters,etc.). 8.H.2.3
Analyze primary and secondary sources to understand differing viewpoints as
well as fact and opinion. 8.H.1.3
Create an opinion concerning how geography affected citizens (i.e.
economics, culture, ideas, political, ethnic etc.). 8.G.1.1, 8.G.1.2
Using philosophical chairs debate a topic using at least 2 different viewpoints
and complete a writing assignment on the chosen viewpoint.
8.H.1.3, 8.H.2.3, 8.H.3.4
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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