WSFCS 8th Grade Pacing at a Glance€¦ · Web view1.02 Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony

Winston-Salem/ Forsyth County Schools

Recommended 8th Grade Pacing GuideNorth Carolina History

Developed 2008

*for a detailed set of Graphic Organizers, go to the following website: http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

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http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600-FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02

Introduction

Several teachers from WSFCS met and developed a pacing guide/curriculum document for North Carolina History starting in 2008-2009, a document that will undergo review and revisions as necessary. The goal was to establish a realistic pacing guide based on 126-160 actual instructional days full of suggested ideas to successfully cover the curriculum. Lastly, the committee members included relevant (and helpful) information for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower them to develop features (such as Essential Questions) on their own.

Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong academic students and to prepare them in the best way possible to succeed in a global society.

How can the Pacing Guides be used?

To guide instructional pacing so that key areas receive proper attention by including helpful information such as…o Suggested number of days per unito Thematic Concepts in each unito Factual Content to cover (people, events, places, treaties, wars, acts to recognize and recall)o Vocabulary lists to help teachers focus on building a student’s academic vocabulary by using word walls and word mapso Target Goals for students to accomplish by the end of unitso Global Connections that can be extensions of the NC Standard Course of Studyo The NC Standard Course of Study for easy reference

To establish with teachers quarterly benchmarks for units of study that should be complete by the end of each quarter to insure a rich and complete curriculum. Students who transfer from one school to another during the school year can best be served by sharing pacing between schools in the district.

To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global connections, vocabulary)

Pacing Guides will be made public to students and parents via website: http://wsfcs.k12.nc.us/departments/socialstudies Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a

living document and must continue to evolve as years go by.

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http://wsfcs.k12.nc.us/departments/socialstudies

Table of ContentsPages…

4-5. Overview of Pacing Guide/Curriculum Document Features

6-30. WSFCS Pacing Guide/Curriculum Document for North Carolina History: Quarters 1-4 pg. 7-8: Pacing Guide pg. 9: Core Curriculum-a top 100 list of Key

Terms/People/Places/Events pgs. 10-30: Curriculum Support Document for NC History

Appendix( pages 31-34 ) :

NC DPI’’s Bloom-Marzano Hybrid Taxonomy of Cognitive Levels (to help develop effective questions) An Item Shells Approach to formulating questions for each cognitive level

We extend deep gratitude and appreciation to all the 8th grade teachers who helped this pacing guide evolve over time. Your experience, time, and

commitment have been valuable throughout the process.

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WSFCS Recommended 8th Grade Pacing Guide

at a Glance (based on 126-160 instructional days)

Unit 1st Q 2nd Q 3rd Q 4th Q Current Adoption

Introduction to 8th grade-opening of school √-3-5 days[Chps]

Social studies skills/ Overview of North Carolina & Settlement (prehistory-1500s)

In Focus: CG 1√-7-10 days

1-2

Colonial North Carolina (1600s-1750s)In Focus: CGs 1-2 √- 15-18 days

2-3

The Revolutionary Period (1750s-1799)In Focus: CG 2

* primarily the causes for revolt√- 17-20 days 5-7 days

4(themes

1-2)

5-15 days in 1st quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

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“In Focus”:Each chapter of the current adoption correlates to specific Competency Goals (CGs), but schools can instead focus on 2 principal CGs that are natural fits for the given unit; each CG is touched upon at least twice in the Pacing Guide

Days: in order to cover the entire curriculum, each unit contains an instructional window; however, instructors should look at the end of each quarter as a benchmark to aim for.

The Revolutionary Period (cont.)* primarily the war and the new state

9-11 days

4 (themes

3-5)

A New State Grows in the 19th century (1800-1850s)/ In Focus: CGs 3-4 √-8-10 days

5 (themes

1-2)A Nation Divided Leads to Civil War

(1840s-1865)/ In Focus: CGs -4 √-16-19 days5

(theme 3) & 6

Social studies skills & overview of North Carolina settlement (pre-history-1500s)5-12 days in 2nd quarter allotted for any of the following:

reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

Suggested # of Days 6-7 Unit Essential

Question How can we better understand North Carolina using the skills of social scientists?

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Loss of Instructional Time: each quarter takes into consideration loss of instructional time due to various school/district mattersCurrent adoption: each unit has been aligned to the current textbook adoption; however, instructors should be teaching the SCOS instead of the textbook

Examples of Lesson Essential Questions SCOS Objectives Key Concepts &

Terms/People/Place/Events Vocabulary Builder Examples of Target Goals, & Global Connections

Social Science skills: Which skill of a

social scientist would you like to develop?

Geography/Human Interaction: How has geography

affected North Carolina historically?

How does/has geography affect(ed) North Carolina economically?

Early Settlement: What made NC

attractive to Native settlement?

1.01 Assess the impact of geography on the settlement and developing economy of the Carolina colony.

1.02 Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.

1.03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.

1.04 Evaluate the impact of the Columbian Exchange on the cultures of American Indians, Europeans, and Africans.

Concepts: social sciences geographic diversity geographic relationships human/ environmental

relationships movement oral traditions slavery

Terms/People/Places/Events: The Piedmont The Sandhills The Outer Banks Columbian Exchange Cherokee

Vocabulary: physical

features region historian geographer anthropologis

t settlement indigenous tribal exploration interaction

Target Goals:Students should be able to… Show how humans have

benefited from the environment for survival & profit

Identify push & pull factors for migration, exploration, & settlement

Global Connections: Other migration

movements in: Polynesia, Africa (Bantu), China (today), & Latin America (early settlers & Aztec)

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“Lesson Essential Questions”= written in “student-friendly” language, contain a clear target for students, connect to other lesson EQs, and are a specific aspect of the Unit EQ. EQs should drive instruction & be made

“Concepts”= broad topics of discussion that the “Terms/People/Place/Events”provide specific examples to study & discuss; both are for teacher planning use.

“Vocabulary Builder”: content-based, students will use these terms regularly beyond the course; useful for students to refer to during a unit as a Word Wall “Target Goals”: a roadmap for unit mastery “Global Connections”: developing students

for the global workforce through social studies.

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WSFCS Recommended 8th Grade Pacing Guide at a Glance (based on 126-160 instructional days)

Unit 1st Q 2nd Q 3rd Q 4th Q Current Adoption-Gibbs Smith

Introduction to 8th grade-opening of school √-3-5 days [Chps]Social studies skills/ Overview of North Carolina & Settlement (prehistory-1500s)

In Focus: CG 1√-7-10 days

1-2

Colonial North Carolina (1600s-1750s)In Focus: CG 1 √- 15-18 days

2-3

The Revolutionary Period (1750s-1799)In Focus: CG 2/ * primarily the causes for revolt

√- 17-20 days 5-7 days

4(themes 1-

2)

5-15 days in 1st quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

The Revolutionary Period (cont.)* primarily the war and the new state

9-11 days

4 (themes 3-5)

A New State Grows in the 19th century (1800-1850s)/ In Focus: CGs 3-4 √-8-10 days

5 (themes 1-2)

A Nation Divided Leads to Civil War(1840s-1865)/ In Focus: CGs -4 √-16-19 days

5-theme 3 & 6

5-12 days in 2nd quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

Reconstruction & North Carolina at the Turn of the Century

(1870-1920s)/ In Focus: CG 5

√-16-20 days 7-8

The Great Depression in North Carolina, World War II & Recovery (1929-1950)/

In Focus: CG 6

√-16-20 days 9

5-13 days in 3rd quarter allotted for any of the following:- 8 -

reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registrationCivil Rights and the Post-War Eras in

North Carolina (1950s-1970s)In Focus: CG 7

√-16-20 days 9-10

North Carolina Since the 1970s (1970s-2000)/ In Focus: CG 8

√-11-15 days 11

Modern North Carolina & the Changing World (2000-today)/ In Focus: CG 8

√-3-5 days11

5-15 days in 4th quarter allotted for any of the following:reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration

Active Citizenship at the State & Local Levels/ In Focus: CG 9

The concepts & terms in the NC Standard Course of Study for Competency Goal 9 can be spread throughout previous units

—

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1. Columbian Exchange2. Cherokee3. Lost Colony4. Jamestown5. Culpepper’s Rebellion6. New Bern7. Piedmont 8. French and Indian War 9. Moravian 10. Parliament 11. Continental Army12. Boston & Edenton Tea Parties13. Tryon Palace14. Loyalist/ Tory15. Patriot16. Mecklenburg Resolves17. Declaration of Independence18. Key NC battles during the

Revolutionary War (Battles of King’s Mountain, Guilford Courthouse, Moore’s Creek Bridge)

19. “Tar Heel”20. cash crops21. Industrial Revolution22. Manifest Destiny23. Jacksonian Democracy24. Constitution of 183525. gold rush26. westward expansion27. Indian Removal Act (“Trail of Tears”)28. plantation system29. Dorothea Dix (Hospital)30. Mexican-American War31. Nat Turner’s Rebellion32. Compromise of 185033. Dred Scott Decision34. Underground Railroad

35. Abe Lincoln & election of 186036. Jefferson Davis37. Confederate States of America38. Ft. Sumter39. Anaconda Plan40. Fort Fisher41. Emancipation Proclamation42. Sherman’s march to the sea43. development of political parties44. Fort Macon45. Reconstruction46. 13th – 15th Amendments47. Duke family48. Jim Crow Laws49. Ku Klux Klan50. Wright Brothers51. World War I 52. Great Migration53. League of Nations54. Roaring 20’s 55. Prohibition56. new forms of music (jazz-blues-shag)57. suffrage58. Charles Darwin59. “Black Thursday”60. Great Depression61. Hoovervilles62. New Deal (TVA, SSA, NRA)63. Franklin D. Roosevelt64. Axis & Allies65. Holocaust66. USS North Carolina67. Cold War & arms race68. McCarthyism-Red Scare69. Korean War70. Brown Vs. Board of Education 71. Kennedy’s assassination

72. SNCC & Shaw University73. Greensboro sit-ins74. Black Panthers & “Black Power”75. NAACP76. Civil Rights Act77. Voting Rights Act78. NC Mutual Life Insurance Co.79. Swann v. Charlotte-Meck

BOE80. Terry Sanford81. Vietnam War82. Watergate83. Equal Rights Act84. Billy Graham85. Title IX86. North Carolina’s 12th District87. Jesse Helms88. Notable recent NC members of US

Congress (Edwards, Dole, Burr, Foxx, Shuler, etc.)

89. Notable military bases in NC (Ft. Bragg-81st Airborne-Camp Lejeune, Pope & Seymour-Johnson AFB)

90. Professional Sports in NC (Hornets, Panthers, Hurricanes, NASCAR)

91. Maya Angelou92. NAFTA93. Recent Governors of NC

(and to be elected in 2008)94. Research Triangle Park95. 9/1196. War in Iraq 97. OPEC98. Famous Tar Heels (Andy Griffith, Ava

Gardner, Doc Watson, Bob Timberlake, Romare Bearden, Dale

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Earnhardt Sr & Jr, Michael Jordan, etc.)

99. Lumbee people 100. Globalization in NC (HP Furniture Market, RTP, Sara Lee, Banking, etc.)

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Core Curriculum for 8 th Grade NC History— a top 100 list of Key Terms/People/Places/Events (see units)

8th-Grade Pacing Guide – North Carolina History

UNIT OF STUDY/THEME: Social studies skills/ Overview of North Carolina & settlement (prehistory-1500s)/ In Focus: CG 1


Question Why can we better understand North Carolina using the skills of social scientists?

Examples of Lesson Essential Questions SCOS Objectives

Concepts & Key Terms/People/Place/

EventsVocabulary Builder

Examples of Target Goals, & Global

Connections

Social Science Skills: Which skill of a

social scientist would you like to develop?

Geography/Human Interaction: Historically, how

has geography affected North Carolina?

How has geography affected North Carolina economically?

Early Settlement: What made NC

attractive to





Concepts: diversity (geographic) relationships

(geographic) relationships (human/

environmental) movement traditions freedom (or lack of)

Terms/People/Places/Events: social sciences Renaissance The Piedmont The Sandhills The Outer Banks Sea dogs Columbian Exchange Huguenots Cherokee

Vocabulary: physical

features region historian geographer anthropologist settlement indigenous tribal exploration interaction conquistadors circumnavigate exports imports

Students should be able to… explain which skill(s)

you would use in examining a particular society or artifact/source.

show how humans have benefited from the environment for survival & profit.

identify push & pull factors for migration, exploration, & settlement.

Global Connections: Trace other migration

movements in: Polynesia, Africa (Bantu), China (today), & Latin America (early settlers & Aztec)

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Examples of Target Goals, & Global

Connectionsindigenous settlement?(anthropology and archeology)

European Exploration: How did the

Renaissance make European exploration of NC possible?

Who was responsible for African slavery?(sociology & history)

1.05 Describe the factors that led to the founding and settlement of the American colonies including religious persecution, economic opportunity, adventure, and forced migration.

Investigate examples of skills used by social scientists in famous discoveries: Ancient Egypt-Greece-Rome-China, Rosetta Stone or India.

Research modern human/Earth relationship: greenhouses, deforestation or whaling for example.

Contrast other periods of “Renaissance”: Golden Age of India & China. Investigate classical

Rome & Greece as inspiration for the Renaissance.

Research earlier explorers: Marco Polo, Vikings, Polynesians.

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UNIT OF STUDY/THEME: Colonial North Carolina (1600s-1750s)/ In Focus: CG 1


Question How has cultural diversity shaped North Carolina?




Examples of Target Goals & Global

ConnectionsSociety & Culture: What differences do

you see between West African and Native American cultures in the 1500s?

How did Native Americans react to the arrival of Africans?

Why did the Columbian exchange change North Carolina?

Innovation: In what ways did

European ideas about exploration change the way people viewed travel?

In your opinion, what was the legacy of Columbus for Native Americans?

Power:





1.05 Describe the factors that led to the founding and settlement of the American colonies including religious persecution, economic opportunity, adventure, and forced migration.

Concepts: movement traditions diffusion (cultural) customs change (innovation) adaptation superiority (cultural)

Terms/People/Places/Events: Tuscarora Roanoke Voyages Lost Colony Jamestown 8 Lords Proprietors Southern/Northern/

Middle Colonies Culpepper’s Rebellion Bath New Bern Cary’s Rebellion Tuscarora War Piedmont French and Indian

War

Vocabulary: immigration push factors pull factors amnesty apprentice aristocrat backcountry indentured servant mercantilism monarchy monopoly proprietor tyranny yeoman pilgrims pirates or pirating immigrants social classes repeal

Students should be able to… show how the

Renaissance motivated exploration

explain why Europeans were so eager to settle in the New World

explain the effects of European exploration on Native Americans

explain how the colonial age blended cultures from Europe, Africa, & the Americas

Global Connections: Compare sugar &/or

tobacco plantations in South America and the Caribbean.

Examine ways the Columbian Exchange

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Connections Why did the English

believe they were superior to Native Americans?

Settlement: Why was England so

eager to settle the New World?

What mistakes were made by the Lost Colonists?

Why do you think that the North Carolina colony was able to survive?

Why is the Moravian faith important in understanding North Carolina's culture?

1.06 Identify geographic and political reasons for the creation of a distinct North Carolina colony and evaluate the effects on the government and economics of the colony.

1.07 Describe the roles and contributions of diverse groups, such as American Indians, African Americans, European immigrants, landed gentry, tradesmen, and small farmers to everyday life in colonial North Carolina, and compare them to the other colonies.

Moravian Heath Patent

affects on the world. Investigate piracy Research religious

freedom and diversity Other

-English/European attempts at exploration in Africa/Australia/

South America. Establishing

economies in new settings

Examine political rebellions.

Analyze the effects of Colonization on indigenous people.

UNIT OF STUDY/THEME: The Revolutionary Period (1750s-1799)/ In Focus: CG 2

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Question How did the American Revolutionary War change our state?





ConnectionsSociety & Culture: How did the new taxes

from Britain affect the lives of North Carolinians?

In what ways did being a militia member change family life?

What do you think was the most significant change for women during wartime?

Causes for Conflict: What events led up to

the Revolutionary War?

How would you describe the mood among North Carolinians prior to the war?

What did N. Carolinians hope to gain by boycotting British goods?

The War as a Turning Point:

2.01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.

2.02 Describe the contributions of key North Carolina and national personalities from the Revolutionary War era and assess their influence on the outcome of the war.

2.03 Examine the role of North Carolina in the Revolutionary War.

2.04 Examine the reasons for the colonists' victory over the British, and evaluate the impact of military successes and failures, the role of foreign interventions, and on-going political and economic domestic issues.

2.05 Describe the impact of documents such as the

Concepts: revolution conflict cooperation civil rights natural rights systems (economic) representation democracy systems (government) change intervention powers (separation of)

Terms/People/Places/Events: Parliament regulators Continental Army Stamp Act Intolerable Acts Townshend Acts Boston Massacre Boston & Edenton

Tea Parties Loyalist/ Tory Patriot Tryon Palace Minutemen Battle of Lexington

Vocabulary: amend boycott guerilla warfare loyalty traitor patriot revolution sedition unalienable rights import repeal duties pardon resolves radical conservative partisans blockade intolerable militia

Students should be able to… explain why New

World citizens were willing to rebel against their native countries for independence.

explain why the Articles of Confederation failed.

show why the term “revolution” may or may not fit the American War for Independence.

describe the impact the war had on NC and the world.

Global Connections: Compare and contrast

the American Revolution with other notable revolutions. (Russian, French, Mexican, South American)

Connect Enlightenment ideas

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Connections Which state and

national figures influenced the outcome of the war?

How did events in North Carolina impact the war?

Why were colonial rebels able to gain victory over the British?

Effects of the War: What were the most

important issues after the war?

At the state & national level, which documents were crucial to forming effective governments?

North Carolinians demanded that a Bill of Rights be attached to the newly-forming Constitution—Why do you think a Bill of Rights was so important?

Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments.

and Concord Mecklenburg Resolves Halifax Resolves Famous NC Battles

during the Revolutionary War (Battle of Moore’s Creek Bridge, Battle of King’s Mountain, Battle of Guilford Courthouse)

Declaration of Independence

Valley Forge Battle of Cowpens “Tar Heels” Yorktown Richard Caswell Moore’s Creek Bridge Flora MacDonald

from Europe to the ideas of the Founding Fathers.

Discuss foreign involvement in the war from Europe.

In what ways did a free NC attract foreign settlers?

UNIT OF STUDY/THEME: A New State Grows in the 19th century (1800-1850s)/ In Focus: CGs 3-4

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Question Why was North Carolina able to grow during an era of reform (1800-1850)?





ConnectionsGrowth & Expansion: How did the growing

cotton and tobacco affect the state’s economy?

In what ways did the policies of Manifest Destiny shape NC?

Conflicts: What was the

relationship between religion and slavery?

Reforms: Why was a second state

constitution needed in 1835?

Social Issues: In what ways were the

lives of slaves affected by early 19th century reforms?

If you were a Cherokee, how would you have responded to

3.01 Describe the causes of the War of 1812 and analyze the impact of the war on North Carolina and the nation.

3.02 Investigate the conditions that led to North Carolina's economic, political, and social decline during this period and assess the implications for the future development of the state.

3.03 Identify and evaluate the impact of individual reformers and groups and assess the effectiveness of their programs.

3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.

3.05 Compare and contrast different perspectives among North Carolinians on the national policy of Removal and Resettlement of American Indian populations.

3.06 Describe and evaluate the geographic, economic, and social implications of the North

Concepts change conflict growth (economic,

population, territorial) division reform freedom natural rights

Terms/People/Places/Events: War of 1812 Rip Van Winkle 2nd Great Awakening cash crops

(cotton/tobacco) free blacks Industrial Revolution Whig Manifest Destiny Andrew Jackson Jacksonian Democracy Constitution of 1835 gold rush westward expansion

Indian Removal Act (“Trail of Tears”)

plantation system Dorothea Dix

Vocabulary: evangelical humanitarian impressments popular sovereignty antebellum tariff cotton gin spirituals planters overseers/drivers manumission resettlement removal

Students should be able to… describe the causes

and effects of the War of 1812.

recognize the underlying reasons for NC’s nickname: The Rip Van Winkle state.

identify major reformers and their platforms.

assess the impact of slavery on the state and the nation.

contrast Native American and settlers’ views in light of the Indian Removal Act and Trail of Tears.

identify religious, political, and social groups affected by the Constitution of 1835.

examine the impact the acquisition of new territory had on the nation and state.

Global Connections:

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Connectionsthe policies of resettlement? Carolina Gold Rush.

3.07 Explain the reasons for the creation of a new State Constitution in 1835, and describe its impact on religious groups, African Americans, and American Indians.

3.08 Examine the impact of national events such as the Louisiana Purchase, the Lewis and Clark Expedition, the War with Mexico, and the California Gold Rush, and technological advances on North Carolina.

4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation.

(hospital) Mexican-American

War

Assess the impact Napoleonic Wars had on nation and state.

Study the worldwide Industrial Revolution.

Examine US relationships with other countries, especially those from which the US gained territory (through finances or force).

Examine displacement of people in other moments of history (Armenian Genocide, Holocaust, Darfur today)

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UNIT OF STUDY/THEME: A Nation Divided Leads to Civil War (1840s-1865)/ In Focus: CG -4


Question Why was the Civil War a turning point in North Carolina history?





ConnectionsRoad to Secession: In what ways did

slavery become a more controversial issue?

Why did NC hesitate to join the Confederate States of America (CSA)?

Social Issues: What hardships did

civilians endure? In what ways did

disenfranchised groups contribute to the war effort?

What effect did the Emancipation Proclamation have on the outcome of the war?

The War: Compared to the

4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation.

4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war.

4.03 Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state.

4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period.

4.05 Analyze the political,

Concepts: division freedom civil rights natural rights self-determination conflict war identity abolition peace

Terms/People/Places/Events: Missouri Compromise

of 1820 Nat Turner’s

Rebellion Compromise of 1850 Fugitive Slave Act “Bleeding Kansas” Dred Scott Decision John Brown & raid on

Harper’s Ferry Underground Railroad Jefferson Davis Abe Lincoln & election

of 1860

Vocabulary: conscription decree desert distiller abolish home front desertion sectionalism abolitionism nullify secede border states slave code annex platform emancipation

Students should be able to… analyze the reasons

for secession (and reactions in NC).

assess NC’s role in the Civil War.

evaluate the impact of the war (socially, politically, and economically) for various groups in North Carolina.

list the main reasons for the Union victory.

evaluate the roles played by significant state and national figures during the Civil War.

Global Connections: Evaluate the impact of

the Civil War on Europe.

Examine how the war - 20 -





ConnectionsNorth, what advantages did the South have?

What effect did Sherman’s March have on North Carolina?

The Civil War - A Turning Point: How did the capture of

Ft. Fisher serve as a turning point during the war?

Which major battle do you consider to be the turning point of the war?

How did NC politics differ from other CSA states?

Why did soldiers desert?

economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end.

Confederate States of America

Ft. Sumter NC’s decision to join

the confederacy Anaconda Plan Fort Fisher Key Battles of C.War ironclads Emancipation

Proclamation William Holden Fort Macon Robert E. Lee Ulysses S. Grant Joseph E. Johnston Sherman’s march to

the sea Bennett Place Bentonville Zeb Vance An Appeal to the

Colored Citizens of the World

“First at Bethel, farthest at Gettysburg, last at Appomattox”

peace movement “Lifeline of the

Confederacy”

impact the cotton trade. (re: India & Great Britain)

Students can compare and contrast another “civil war”: the Great War and how Europe was divided.

Research how slavery ended in other parts of the world, especially in the Americas.

Provide a brief overview of other slaves in world history. (Roman Republic, Sparta, Jews in Egypt, African kingdoms, untouchables in India)

Compare and contrast the emancipation of serfs in Russia under Alexander II.

UNIT OF STUDY/THEME: Reconstruction & North Carolina at the Turn of the Century (1870-1920’s)/ In Focus: CG 5

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Question“By the end of WWI, North Carolina was a different state than after the Civil

War.” How would you respond to that statement?





ConnectionsReconstruction Efforts: How would social

scientists describe the condition of NC right after the Civil War?

What problems were Reconstruction policies designed to solve?

In what ways did Reconstruction fail in NC?

Agricultural Changes: How did the problems

facing NC farmers aid industry?

In what ways did railroads change the economy of North Carolina?

How did industrialization change agriculture in North Carolina?

5.01 Identify the role played by the agriculture, textile, tobacco, & furniture industries in NC, & analyze their importance in the econ. development of the state.

5.02 Examine the changing role of educational, religious, and social institutions in the state & analyze their impact.

5.03 Describe the social, economic, and political impact of migration on NC.

5.04 Identify technological advances, & evaluate their influence on the quality of life in NC.

5.05 Assess the influence of the political, legal, and social movements on the political system and life in NC.

5.06 Describe NC's reaction to the increasing US involvement in world affairs including participation in World War I, & evaluate the impact on the state's economy.

Concepts: technology progress renewal race prejudice transportation industry prevention reform inequality progress

Terms/People/Places/Events: Reconstruction Andrew Johnson Civil Rights Act of

1868 scalawag Freedman’s Bureau

Bill Congressional

Reconstruction 13th – 15th

Amendments Duke family Proclamation of

Amnesty and Reconstruction

Jim Crow Laws

Vocabulary: subjugation carpetbagger grandfather

clause imperialist martial law sharecropping vigilante railroads sharecropping tenant farming progressives reform movement segregation racial inequality neutrality isolationism alliances fundamentalism labor unions

Students will be able to… identify why

Reconstruction ended. assess the impact of

Reconstruction on the political and economic sectors of NC.

analyze the impact of agriculture, tobacco, textile and furniture industries in NC on the economic development of the state.

describe the impact of the changing role of educational institutions on social movements.

Evaluate the impact of NC’s involvement in WWI on the state’s economy.

Global Connections: Compare conditions

in the South after the US Civil War to

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Connections

Reconstruction: What are some

examples of disenfranchisement in post-Reconstruction North Carolina?

Social/Political Events: What role does

education play in a state’s development?

Why is this era called the Guilded Age?

How did the Great War impact NC on the home-front?

poll tax literacy test Ku Klux Klan tobacco textile mills-mill

village furniture Wright Brothers improvements in

education World War I (or the

Great War) Great Migration League of Nations Roaring 20’s Prohibition new forms of music

(jazz-blues-shag) suffrage Charles Darwin

Germany after WWI. Look at other

moments of history when a nation, or region, underwent a “reconstruction”

period. (Iraq today, Marshall Plan for Western Europe) Trace similarities in

agricultural methods between NC and Europe during the Agricultural Revolution. (You can do the same for railroad construction)

Study other groups that suffered disenfranchisement: “untouchables” in India, Native Americans in Latin America, Tibetans today, women in fundamentalist Islamic states, etc.

UNIT OF STUDY/THEME: The Great Depression in North Carolina & WWII (1929-1950)/ In Focus: CG 6


Question How can an era of turmoil serve as an agent of positive change?

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Examples of Lesson Essential Questions SCOS Objectives Concepts & Factual

Content Vocabulary Builder Examples of Target

Goals & Global Connections

Turmoil: Why was the

Stock Market Crash of 1929 an important event in NC history?

If you lived during the Great Depression, what hardship would have been most difficult?

How did NC (and the nation) respond to the attack on Pearl Harbor?

Change: How could you

describe the social changes of 1920’s NC using examples from disenfranchised groups?

In what ways did war effort contributions by North Carolinians differ from WWI to WWII?

6.01 Identify the causes and effects of the Great Depression and analyze the impact of New Deal policies on Depression Era life in North Carolina.

6.02 Describe the significance of major events and military engagements associated with World War II and evaluate the impact of the war on North Carolina.

6.03 Examine the significance of key ideas and individuals associated with World War II.

6.04 Assess the impact of World War II on the economic, political, social, and military roles of different groups in North Carolina including women and minorities.

Concepts: change cycles

(economic) recovery isolation war cooperation aid duty (civic) patriotism nationalism development

(rural)

Terms/People/Places/Events: “Black Thursday” “Black Tuesday” Great Depression Herbert Hoover bank failure Dust Bowl Hoovervilles New Deal (TVA, SSA,

NRA) relief agency World War II Franklin D. Roosevelt Axis & Allies Pearl Harbor P.O.W. Torpedo Junction D-Day

Vocabulary: stocks/ stock market home front depression recession unemployment rationing bankrupt internment price supports speculators minimum wage collective bargaining cooperative sabotage relief default dictator blackouts isolationism blitzkrieg bonds bread lines fascism

Students should be able to.. identify the major

causes of the Great Depression.

analyze the impact of the New Deal during Depression-era NC.

discuss key ideas/ philosophies that differentiated the several warring factions of WWII. (Fascism, Democracy, Communism)

assess the impact of WWII on the economic, political, social and military roles of different groups in NC. (women & minorities.)

assess the influence of technological advances on economic development & daily life.

Global Connections: Look at how the fall of

the US stock market can affect countries around the world.

Compare other

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Which New Deal program was most helpful to North Carolinians?

Traditionally disenfranchised groups filled jobs left open by deployed soldiers. How did a change in the labor force improve how disenfranchised groups were viewed?

Unity & Growth: How did serving

on the front lines help race relations among US soldiers from NC?

How does the creation of the United Nations represent a positive reaction to WWII?

Atomic bomb Holocaust United Nations “Live at Home” O. Max Gardner Home extension USS North Carolina

moments in history when a nation rallied after an attack on its soil. (9/11, Madrid bombings, London bombings, Chechnya attack on school, Bali blasts, Nazi invasion of France & French Resistance, etc.)

Study rapid social changes around the world. (China 1980s-1990s; India today; Victorian Age, Britain; Meiji-era, Japan; etc.)

Compare social programs in the US, such as Social Security, to Socialist countries like France & Spain.

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After years of war, why do you think the economy grew rapidly in the “Baby Boom” era?

UNIT OF STUDY/THEME: Civil Rights and the Post-War Era in North Carolina (1950’s-1970’s) In Focus: CG 7


QuestionWhat was the most significant transformation that took place during the Cold War

Period of North Carolina history?




Cold War: How did the iron

curtain help shape the view of North Carolinians toward communism?

Why did Edward R. Murrow, a famous Tarheel journalist, believe that the “Red Scare” was dangerous for America?

How does the media

7.01 Analyze the extent and significance of economic changes in North Carolina.

7.02 Evaluate the importance of social changes to different groups in North Carolina.

7.03 Assess the influence of technological advances on economic development and daily life.

7.04 Compare and contrast the various political viewpoints

Concepts: change aid (financial) natural rights civil rights race gender equality opportunity education (universal) conflict cooperation media

Vocabulary: cold war communism boycott civil disobedience polio “baby boomers” civil rights sit-in segregation integration busing affirmative action

Students should be able to. compare & contrast

various political viewpoints surrounding issues of the post WWII era. (including the Cold War and the Civil Rights Movement)

understand how global events affected the psychology of N. Carolinians. (bomb

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affect our perception of “War”?

How did the Vietnam War affect the political & social views of North Carolinians?

Social Turmoil: How did Brown vs.

Board of Education change public schools in NC?

Why do you think that the murder of key leaders of the 1960’s ended an “age of innocence”?

Why did the Watergate Scandal change the way we view government?

Why was Swan vs. Mecklenburg County needed to enforce Brown vs. BOE?

How did the role of women change in the 1970’s?

Economy: Which programs best

surrounding issues of the post World War II era.

7.05 Evaluate the major changes and events that have effected the roles of local, state, and national governments.

Terms/People/Places/Events: Cold War & arms race Korean War McCarthyism-Red

Scare United Nations Korean War technological

innovations Brown Vs. Board of Ed Montgomery bus

boycott A.I.M. – American

Indian Movement Kennedy’s

assassination SNCC & Shaw Univ. G.I. Bill Little Rock Nine Freedom Rides Greensboro sit-ins Martin Luther King &

SCLC Black Panthers &

“Black Power” Pearsall Plan NAACP Civil Rights Act Voting Rights Act North Carolina

Fund Appalachia

impasse subsidize discrimination status quo guerilla warfare demoralizing

shelters, Red Scare, assassinations of Malcolm X-MLK-JFK-RFK, space race, Vietnam & anti-war crowd)

evaluate the major changes and events that have affected the roles of local, state and national government.

Global Connections: Analyze why US

presence in Korea was vital in the early years of the Cold War

Examine the French presence in Vietnam and why the US played a role

Research other key assassinations in 20th Century history (& their significant social impact)- Mohandas Ghandi, Bhutto, Sadat, Rabin, Indira Ghandi, Franz Ferdinand, etc.

Develop global timelines for women’s

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addressed poverty in North Carolina?

What role does the Research Triangle Park play in the global market?

What has attracted migrant workers to NC?

Wilmington Ten NC Mutual Life

Insurance Company

Swann v. Charlotte-Mecklenburg BOE

Henry Frye Equal Rights

Amend. Terry Sanford Vietnam War Jesse Helms Sam Ervin Watergate

suffrage, feminist movements, female heads of state

Analyze reasons why people might immigrate using cases from around the world .(Bantu migration, China today, Guatemalans-Salvadorians into Mexico, Eastern Europeans into Western Europe, etc.)

UNIT OF STUDY/THEME: North Carolina since the 1970s (1979-2000) In Focus: CG 8


Question Since 1980, how has North Carolina’s economic development changed society?




Economic Development: Why is the High Point

furniture market an important business event in the world?

How have improvements in

8.01 Describe the changing demographics in North Carolina and analyze their significance for North Carolina's society and economy.

8.02 List economic and

Concepts: rights ( equal) systems (economic) technology globalization immigration cooperation

Vocabulary: amendment affirmative

action inflation gerrymanderi

ng

Students should be able to.. describe the changing

demographics in North Carolina.

analyze the significance of changing

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technology boosted NC’s economy?

In tourism, how has the internet changed the way North Carolinians conduct business?

North Carolina Society: What contributions

have new immigrant groups made to NC?

How have white-collar jobs diversified NC’s ethnic makeup?

Has the growth of professional sports helped the state economy?

Federal-State Government Relationships: What benefits do NC

cities receive from the presence of military bases?

How has the federal government reacted to natural disasters in NC?

Why was Jesse Helms often a controversial figure?

NC is often described

technological advances occurring in North Carolina since 1970, and assess their influence on North Carolina's role in the nation and the world.

8.03 Describe the impact of state and national issues on the political climate of North Carolina.

8.04 Assess the importance of regional diversity on the development of economic, social, and political institutions in North Carolina.

conflict ethnicity diversity recognition (national &

international) power aid relationships (human-

geographic) systems (political)

Terms/People/Places/Events: Research Triangle

Park Susie Sharp Middle East Equal Rights Act Billy Graham Title IX Gloria Steinem &

NOW North Carolina’s

12th District (Mel Watt)

Harvey Gantt Jesse Helms Notable recent NC

members of US Congress (Edwards, Dole, Burr, Foxx, Shuler, etc.)

Notable military bases

“red” state “blue” state incentives refugees boom private sector service sector ordinance technology per capita

income software diversified microelectroni

cs right-to-work

law mediate

demographics for NC’s society and economy.

make connections between technological advances and growing industries.

explain what a transitional phase means in the economy & labor sectors.

show how NC became more recognized nationally and internationally

Global Connections: research other major

furniture markets in the US and the world.

Discuss how new technologies have a global impact. (especially using India, China, and Africa as case studies)

Re-cap tourism from 6th -7th grade. (ecotourism in Brazi;, historic-archaeological

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in political commentary as a “red” state. Do you agree with that label?

Who benefits from gerrymandering a congressional area like NC’s 12th district?

in NC (Fort Bragg [81st Airborne], Pope AFB, Camp Lejeune, Seymour-Johnson AFB)

National Guard Operation Desert Shield

(Desert Storm) Gen. Hugh Shelton Professional Sports in

NC (Hornets, Panthers, Hurricanes, Bobcats, NASCAR, etc.)

Maya Angelou NAFTA

tourism in Greece, Italy & Egypt; beach resorts in Australia, South Africa, Brazil, & Argentina)

Map US military bases in select foreign regions.

Link NC natural disasters to those that occurred around the world since 2000 & examine how governments responded. (Tsunami in Indonesia, earthquake in China, cyclone in Burma, earthquake in Iran)

UNIT OF STUDY/THEME: Modern North Carolina & the Changing World (2000-today)/ In Focus: CG 8


Question Why is it necessary for North Carolina to become part of a global society?

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Terrorism: How did the

events of 9/11 change North Carolina?

Civic Issues: How has the

arrival of recent immigrants brought North Carolina closer to the global community?

If you were a US Senator from NC, which issues would you raise in the Senate?

Human-Geographic Relationships: What challenges

do you think our state will continue to face?

In what ways does rising fuel costs have an impact on our daily lives?

8.01 Describe the changing demographics in North Carolina and analyze their significance for North Carolina's society and economy.

8.02 List economic and technological advances occurring in North Carolina since 1970, and assess their influence on North Carolina's role in the nation and the world.

8.03 Describe the impact of state and national issues on the political climate of North Carolina.

8.04 Assess the importance of regional diversity on the development of economic, social, and political institutions in North Carolina.

Concepts: terrorism conflict religion globalization community diversity change interdependence immigration

Terms/People/Places/Events: Recent Governors of

NC (Martin, Hunt, Easley and to be elected in 2008)

Research Triangle Park (RTP)

Indian Americans film industry 9/11 War in Iraq Habitat for

Humanity goods produced

in China

outsourcing of telecommunications (India)

NC tourism (Blue

Vocabulary globalization refugees banking deport census terrorism drought fundamentalism off-shoring outsourcing imports transplants oil barrels reverse migration redistricting

Students should be able to... describe

contemporary political, economic and social issues at the state and local levels.

assess the importance of regional diversity on the development of economic, social, and political institutions in NC.

describe the impact of state and national issues on the political climate of NC.

identify state and local leaders (past and present) from diverse cultural backgrounds and assess their impact on the community.

Global Connections: Examine how 9/11

affected Muslims & Arabs (or those perceived to be Muslims or Arabs) in

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Ridge Parkway, coast, golf courses, outer banks) and the effect on the environment

OPEC World Trade

Organization Famous Tar Heels

(Andy Griffith, Ava Gardner, Doc Watson, Bob Timberlake, Romare Bearden, Dale Earnhardt Sr & Jr, Michael Jordan, etc.)

Lumbee People Globalization in NC

(HP Furniture market, RTP, Sara Lee, banking, etc.)

the US & around the world

Discuss which challenges the global community might be facing in the near future

Predict what successes NC and the world might see in the near future

UNIT OF STUDY/THEME: Active citizenship at the state & local levels/ In Focus: CG 9 Integrate through the Year

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Suggested # of Days

(Competency Goal 9 objectives can be covered throughout the year as issues of citizenship are discussed and expanded upon)

SCOS Objectives

9.01 Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community.

9.02 Identify past and present state and local leaders from diverse cultural backgrounds and assess their influence in affecting change.

9.03 Describe opportunities for and benefits of civic participation.

Describe opportunities for and benefits of civic participation.

Appendix:

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NC Department of Public Instruction’s Cognitive Level Model: Bloom-Marzano

Hybrid (adopted-1989)

An Item Shells Approach to Formulating Questions for Each Cognitive Level

- 34 -

NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)

NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills

Knowledge Defining problems: clarifying needs, discrepancies, or puzzling situations Setting goals: establishing direction and purpose Observing: obtaining information through one or more senses Formulating questions: seeking new information through inquiry Encoding: storing information through long-term memory Recalling: retrieving information from long-term memoryUseful Verbs: list, name, label, recall, identify, match, choose

Organizing Arranging information so it can be used effectively Comparing: noting similarities and differences between or among entities Classifying: grouping and labeling entities on the basis of their attributes Ordering: sequencing entities according to a given criterion Representing: changing the form but not the substance of informationUseful verbs: categorize, group, classify, compare, contrast

Applying Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or

principles that are required to solve a problem.Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate

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Analyzing Clarifying existing information by examining parts and relationships Identifying attributes and components: determining characteristics or parts of something Identifying relationships and patterns: recognizing ways in which elements are related Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting themUseful Verbs: outline, diagram, differentiate, analyze

Generating Producing new information, meaning, or ideas Inferring: going beyond available information to identify what reasonably may be true Predicting: anticipating next events or the outcome of a situation Elaborating: explaining by adding details, examples, or other relevant informationUseful Verbs: conclude, predict, explain, elaborate, infer

Integrating Connecting and combining information Summarizing: combining information efficiently into a cohesive statement Restructuring: changing existing knowledge structures to incorporate new informationUseful Verbs: combine, summarize, design, imagine, generalize

Evaluating Assessing the reasonableness and quality of ideas Establishing criteria: setting standards for making judgments Verifying: confirming the accuracy of claimsUseful Verbs: judge, evaluate, rate, verify, assess, define criteria

An Item Shells Approach to formulating questions for each cognitive level (some examples)- 36 -

KNOWLEDGE (Identifying):Which _____________________________________ best defines __________________________________?

(fact, concept, principle, or procedure)Which _____________________________________ is characteristic of ____________________________?

(fact, concept, principle, or procedure)

ORGANIZING (Classifying):Which _____________________________________ is an example of ______________________________?

(fact, concept, principle, or procedure)What completes this ________________________________________?

APPLYING (Problem Solving)What is the true nature of the problem?Which _____________________________________ is an example of ______________________________?What is a possible solution?

ANALYZING:What must _________________________________ consist of?Given _____________________________________, what is the primary cause _____________________?What is the relationship between ___________________________ and ___________________________?

GENERATING (Predicting):What would happen if ______________________________________?What is needed to solve this problem?If ____________________________happens, what should be done to ____________________________?On the basis of ____________________________, what should be done to ________________________?

INTEGRATING (Combining):_________________________ and _____________________ will likely make/result in _________________?How can ______________________________ best accomplish ___________________________?

EVALUATING (Judging):What is most effective for ____________________________________?Which _____________________________________ is better (worse) than ___________________________?

(fact, concept, principle, or procedure)What is most effective method for _____________________________?What is the most critical step in this procedure? Which step in unnecessary in this procedure?Which is the most effective (efficient) solution?Why is _________________________ the most effective (efficient) solution?

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Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.

UNIT OF STUDY/THEME:

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While the suggested number of days is important to cover the curriculum effectively, the numbers listed here are meant to provide a general “weight” to each unit’s place in a year.

Unit EQs: What is the key learning for this unit, that serves as an “umbrella” for all the lessons? The unit EQ can address the Competency Goals (CG) that are in “In Focus” for the unit.

Documents

WSFCS 8th Grade Pacing at a Glance€¦ · Web view1.02 Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony