Stokes County Schools

8th Grade Social Studies

North Carolina and the United States
Curriculum Guide
Reminder: The Unpacking Documents available at the following site are vital for the implementation of the curriculum guide. Please refer to
this document for clarification of standards and examples of activities to use. 8th Grade Unpacking Document
Course Description and Organization:
Students in eighth grade will continue to expand the knowledge, skills, and understandings acquired in the fourth and fifth grade examination of North Carolina and the
United States. Students will embark 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
the critical events, personalities, issues, and developments in the state and nation from the Revolutionary Era to contemporary times. Although the major focus is state
and national history, efforts should also be made to include a study of local history.

The standards are organized around 5 strands: history, geography and environmental literacy, economics and financial literacy, civics and government, and culture. The
strands are not to be taught in isolation. The conceptual organization of units is designed to provide a more in-depth focus at events of significant importance in the
development of the United States and North Carolina. Conceptual lenses of change, conflict, revolution, national identity, values & beliefs, expansion, alliance and
traditions will allow teachers to focus more closely students study of these events.

Suggested Timing:
Teachers have been provided with a suggested timing for 34 weeks of instruction.

Additional Standards:
Although 8th grade Social Studies will be taught using primarily the North Carolina Social Studies Essential Standards, teachers are expected to integrate the standards
for Common Core Literacy in History/Social Studies, Information and Technology, and English Language Development. You can find these standards at the following
websites:

Common Core Literacy in History/Social Studies: http://www.corestandards.org/the-standards/english-language-arts-standards/history-social-studies/grades-6-8/

Information and Technology Skills: http://www.ncpublicschools.org/docs/acre/standards/new-standards/info-technology/grades9-12.pdf
English Language Development: http://www.wida.us/standards/elp.aspx

Integrated Research Skills:

In order for the learner to develop grade level appropriate research skills, the following research topics should be introduced: Identify reliable sources, note taking skills,
outlining, how to cite a source within a text, how to create a works cited page (5 sources, at least two from a print) how to avoid plagiarism and Public Speaking Skills.

Vocabulary for All Year:

The following vocabulary terms should be discussed throughout the school year and in all units. Primary Document, Secondary Documents,
Location, Government, Maps, Charts and Graphs
 Clarifying Student Suggested
Unit Title Major Concepts Objectives I can Statements Critical Content Vocabulary Terms Timing

1 Tools of Historical Geography: I can demonstrate knowledge of Basic tools used to Primary and Location 2 Weeks
Historical Thinking, Maps 1.1,1.2, 1.3 interpret maps: Cardinal directions, map key, title, and Secondary Place
Making History: 1.1, 1.2, scale. Resources Region
1.3 I can compare the characteristics of the 3 regions of Sources, What is Movement
NC. the Source? When Human Environment
I can identify the regions of the United States. is it produced? Interaction
I can evaluate the impact of the Five Themes of Who created it? Coastal
Geography of the United States and NC. What was the Plains
I can differentiate between a Primary Document and a creators intent? Mountains regions
Secondary Document. Regions of NC
I can determine the main point of a historical document. Push Pull factors
I can use examples of Primary Sources from earlier Five Themes
time periods.
I can describe NC and the United States in terms of
Location relative to other States and Nations.

Unit Reflection: In this unit, the student will review the basic geography of both North Carolina and the United States. This unit will lay the foundation for how our
nation began and how North Carolinas history impacted the nation. Students will also review how to use primary and secondary documents in the classroom.

Suggested Activities and Resources: Suggested Sites and Resources:

Create a map showing the United States placing North http://www.dpi.state.nc.us/curriculum/socialstudies/middl

Carolina in the appropriate location. On the map identify
egrades/discovernc/
the 3 regions of North Carolina with each being color
coded. Create a map key, compass rose, title and scale https://www.ecu.edu/cs-hhp/exss/upload/MSE%20Social
chart for the map. %20Studies.pdf
Writing Suggestion: Have student write a paragraph on http://www.livebinders.com/play/play?id=394361
which region of NC is their favorite and why. Students http://www.learnnc.org/search?phrase=social%20studies
should include various attributes from the region %20grade%208
including geographical features, weather and various
known activities or resources from the area.
 Major Concepts Clarifying Student Suggested
Unit Title Objectives I can Statements Critical Content Vocabulary Terms Timing

2 Our Colonization, History: 1.2, 2.2, I can evaluate the relationships between the Native Colonies Melting pot, 3 Weeks
Colonial Settlement, 3.1, 3.3, Americans and the European Explorers/Settlers. Slavery, Middle
Heritage Patterns, Geography: 1.1, I can compare and contrast the characteristics of the American Slave Colonies, Southern
Diversity 1.3 three types of colonies that develop during the colonial Trade Colonies, Northern
Economics: 1.1, period. Colonies, Industry,
Civics & Govt: I can evaluate how the settlement of the colonies was Native Culture Plantation,
2.1 determined by various factors: Natives, Pirates, immigrant Mercantilism,
Culture: 1.1, 1.2, groups, natural resources, and geography. Indentured
1.3 I can describe how the different culture groups settled in Servants, Slaves,
America and how that influenced the development of Monarchy,
North Carolina and the United States. apprentice,
I can explain the motivating factors that caused proprietor,
explorers and colonists to come to America. transactions,
I can describe how the environment influenced early House of Burgess
settlement. Salem Witch Trials
Lost Colony, Walter
I can describe how the interactions between the
Raleigh
Europeans and Native Americans impacted each other.
NC Rebellions
I can describe the different cultural groups that settled Navigation Acts
the 13 colonies and how they influenced the development Disease
of the colonies. Climate conditions
I can describe the structure of the colonial governments Cash crops
and how effective they were. Shipbuilding
I can explain the daily life of a colonist. Puritans
Quakers
 Highland Scots
Mayflower Compact

Unit Reflection: In this unit, the students focus will be on exploration and colonization, Including interactions between Europeans and Native Americans. How, why, and where the
colonists settled and how this impacted the colonies. The social classes, daily life, and the governments of the colonies will be discussed. Obstacles such as climate, disease, and
conflict will play a role on how the colonists succeeded or failed.

Suggested Activities and Resources: Suggested Sites:

Create a Facebook page for one of the early colonists, European leaders
or major Native American who played a role in Americas early
http://www.ushistory.org/us/index.asp
settlement. This could be adapted to be a page about a specific group of http://www.nhd.org/USHistoryPrimarySources.htm
people such as the Quakers, Puritans, Highland Scots or Native
Americans. http://www.archives.gov/education/research/primary-
Research the individual trials of the Salem Witch Trials and write a brief
sources.html
summary using the details.
http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/Indiv
Unit Title
iduals.pdf Major Concepts Clarifying Student Critical Content Vocabulary Terms Suggested
Objectives I can Statements Timing
3 Road to Reaction, History: 1.1, 1.2, I can identify the causes and events which led to the French-Indian War
Revolution, 3 Weeks
Revolution Revolution, 1.3, 2.1, 2.2, 2.3, outbreak of the American Revolution. American Mecklenburg
Reform, 3.1, 3.3, I can examine Primary Sources to Understand their Revolution Resolves, Halifax
Individual Geography: 1.1 impact on the call for independence of the colonists. Declaration of Resolves, Articles of
Rights, Civics & Govt: I can examine the reasons for the colonists victory Independence Confederation,
Enlightenment. 1.1, 1.2, 1.3, 2.1, based on the key battles, foreign interventions, political Battles of Blockade, boycott,
2.3, and economical issues. Significance inImport, Export,
Culture: 1.1 I can describe the contributions of key North Carolina North Carolina Loyalist, Patriot,
and the national leaders from the Revolutionary War era. taxation without
Sedition, Tory,
I can explain why American colonists were unhappy with RepresentationUnalienable, Whig
British rule. Continental Mayflower Compact
I can describe how American citizens promote change in Congress Whiskey Rebellion
the colonies. Redcoats
I can describe major events that led up to the colonies Northwest Territory
declaring war against Britain. Federalist,
Federalist papers
I can describe the outcome of the Revolutionary War
Paul Revere
and how North Carolina was affected.
Samuel Adams
Treaty, boycott
Sugar Act, Stamp
Act, Quartering Act
Townshend Acts,
Intolerable Acts
Boston Massacre
Sons of Liberty
First Continental
Congress
Revenue
Unit Reflection: This unit will have the student learn the reasons for the start of the Revolutionary War. An emphasis will be placed on citizenship and the role it plays
on the development of our nation. Students will also see how compromise is necessary for greatness to occur.
Suggested Activities: Suggested Sites:
Wiki Project Link: http://webcache.googleusercontent.com/search? http://historyexplorer.si.edu/themes/theme/?key=123 -Smithsonian
q=cache:nhUeVYI9oqsJ:eduscapes.com/hightech/projects/lawhead.doc+&cd
=14&hl=en&ct=clnk&gl=us http://www.history.org/history/teaching/enewsletter/volume2/october03/techtips.cfm
Have a debate between the British and Americans discussing various -collection of websites on Revolutionary topics
taxes and their purpose and need. http://www.livebinders.com/play/play?id=394361
Patriotic Posters: The website link will take you to site with an idea for http://worldhistorymatters.org/
Patriotic Posters
http://whattheteacherwants.blogspot.com/2011/03/revolutionary-war- https://www.youtube.com/watch?v=jYyttEu_NLU
projects.html https://www.youtube.com/watch?v=A_56cZGRMx4
The link below is another suggested Poster Project with PDF files you

Clarifying Student Suggested

Unit Title Major Concepts Objectives I can Statements Critical Content Vocabulary Terms Timing
4 Launching National History: 1.3, 2.1, I can defend the various points of view of the authors of Founding Fathers, Eli Whitney, Cotton 3 Weeks
a New Identity, 2.2, 2.3, 3.3, Famous Documents and the constitutional plans / Federalists v. Anti- Gin, James and Dolly
Nation and Political Economics: 1.1, compromise during this time period. Federalists Madison, Louisiana 1 Week
State Systems, Civics & Govt: I can evaluate the cause and effect of the War of 1812. Federalism Purchase, Thomas
Governmental 1.1, 1.2, 1.3, 1.4, I can explain how democratic ideas were used to create United States Jefferson, George End of
Systems, Culture: 1.1 Constitution Washington, John 1st
the Declaration of Independence.
expansion. Bill of Rights Adams, Alexander Quarter
I can describe how North Carolina acted as a new and Grading
independent state after the Revolution. Testing the Hamilton,
Period
I can describe the three branches of the United States Government Constitutional vs.
Government and how power is balanced among them. War of 1812 Unconstitutional 2 weeks
Nullify, Secede, Tariff,
I can describe the events that led up to NC refusing to
impressments
sign the US constitution and how the events were
Democrat/Republican
resolved.
Separation of Powers
Popular Sovereignty
Checks and balances
Limited Powers
Oregon trail

Unit Reflection: This unit will focus on how a new and independent nation evolved, and its government formed. The role of the citizen continues to develop and the
student will discover the importance of a persons rights and responsibilities as a citizen.

Suggested Activities and Resources: Suggested Sites:

http://chnm.gmu.edu/loudountah//lessons/lesson9/PosterProject. http://www.livebinders.com/play/play?id=394361
pdf http://worldhistorymatters.org/
http://chnm.gmu.edu/loudountah/lessons/lesson9/StudentHando http://www.learnnc.org/search?phrase=social%20studies
utsPacket.pdf %20grade%208
http://www.education.com/activity/article/Declaration-would- https://www.youtube.com/watch?v=ie6mvIDU2y4
you-sign/ https://www.youtube.com/watch?v=rjvo6yrrA5A
http://www.mcwdn.org/dof/doiact.html https://www.youtube.com/watch?v=bns6aKfrIjA
https://www.youtube.com/watch?v=F0Kbn8hFT1Q

Clarifying Student Suggested

Unit Title Major Concepts Objectives I can Statements Critical Content Vocabulary Terms Timing
5 Antebellum Economy, History: 1.1, 1.2, I can Identify how the differences between the Antebellum, Trail of Tears, Great 5 Weeks
America & Values & 1.3, 1.4, 2.1, 2.2, economic development of the North and South and how it Jacksonian Awakening,
the Civil Beliefs, Conflict 2.3, 3.1, 3.2, 3.4 led to Sectionalism. Democracy, Railroad, Andrew
War Geography: 1.1, I can explain how technology and other innovations Abolitionists, Jackson, Monroe
1.2 affected movement and expansion westward. North Carolinas Doctrine, Slave Acts,
Economics: 1.1, I can explain states rights and contrast it with the Constitution of Missouri
1.2, federalists view of government. 1835, American Compromise, Kansas
Civics & Govt: I can explain the impact of primary sources on cultural Civil War, Nebraska Act, John
1.1, 1.3, 1.4, 2.3 changes during this time period. Sectionalism, Brown, Industrial
Culture: 1.2, 1.3 I can list and evaluate the lasting effects of the Civil Manifest Destiny, revolution, NC Gold
War on the United States as a whole. Industrial / Rush, Abolition,
I can assess NCs role in the United States Civil War. Technology Manifest Destiny,
improvements, Anaconda Plan,
Transportation Emancipation
Revolution Proclamation, Iron
Clad
Abolitionist
Underground
Railroad
Secede

Unit Reflection: The focus of this unit will be the decisions that America made by the early presidents and how that affected the development of the nation. New
developments in technology and science will also dictate how society evolves.

Suggested Activities and Resources: Suggested Sites:

https://mrdhammill.files.wordpress.com/2011/0
8/civilwarbattleproject.pdf
http://www.history.com/images/media/pdf/Civil
War150Guide.pdf
http://www.ducksters.com/history/emancipation
_proclamation.php
Major Concepts Clarifying
http://www.civilwar.org/education/history/eman
Unit Title Objectives
I can Statements
cipation-150/emancipation-proclamation.html
https://www.youtube.com/watch?v=7LSkfmCj8Jg
http://www2.lhric.org/pocantico/civilwar/cwar.ht
m
http://www.civilwar.org/education/teachers/curric
ulum/civil-war-curriculum/middle-school/lesson-
plans-middle.html
https://www.youtube.com/watch?
Student v=jHqDp590dzQ Suggested
http://www.learnnc.org/lp/editions/nchist-
Critical Content Vocabulary Terms Timing
newnation/4374
http://civics.sites.unc.edu/files/2012/05/NCGoldR
6 Rebuilding societal change, History: 1.2, 1.3, I can analyze the political, economic and social impacts Reconstruction Immigration, Ellis 2 Weeks
a Nation systems, 1.4, 2.1, 2.3, 3.3, of Reconstruction. Acts, Ten Percent Island,
individual rights 3.4, I can discuss the three amendments that directly Plan, Radical Black Codes, Jim End of
Economics: 1.1, resulted from the Civil War. Republicans, Crow Laws 2nd
Civics & Govt: I can give examples of factors that contributed to the Plessy v. Ferguson, Carpet Bagger, Quarter
1.2, 1.4, 2.1, 2.3 end of Reconstruction. black codes, New Debt Grading
Period
Culture: 1.2, 1.3 I can describe the impact of Reconstruction on the South, textile mills Gilded Age,
southern region of the United States. Imperialists, Martial
I can analyze and identify the reasons why Law, Reconstruction,
Reconstruction came to an end. Scalawag,
I can explain the new system of labor and economic Sharecropping,
problems after the Civil War. tenant farming,
Tycoon, Vigilante,
Textile,
13th 14th 15th
Amendments
KKK

Unit Reflection: The main focus of this unit will be on how the United States was affected by war and rebuilt after internal devastation. Another focus will be how the
Civil War affected all aspects of life in the United States and how NC was affected by Reconstruction efforts.

Suggested Activities: Suggested Sites:

http://www.pbs.org/wnet/jimcrow/ LearnNC-many lessons available on Reconstruction

http://www.learnnc.org/lp/editions/nchist-newsouth/contents
https://quizlet.com/7345009/sharecropping-and- http://www.pbs.org/wnet/aaworld/classroom.html -African American World
jim-crow-flash-cards/ PBS
http://www.pbs.org/wgbh/americanexperience/freedomriders/issues/jim-
http://betterlesson.com/community/lesson/19603/l crow-laws
esson-3-sharecropping http://americanhistory.si.edu/brown/history/1-segregated/jim-crow.html
http://www.pbs.org/tpt/slavery-by-another-name/themes/sharecropping/

Major Concepts Clarifying Student Suggested

Unit Title Objectives I can Statements Critical Content Vocabulary Terms Timing
7 Into a New Imperialism, History: 1.1, 1.2, I can identify the push/pull factors which led to the Spanish-American Wilmington Riots 4 Weeks
Century Western 1.3, 1.4, 2.1, 2.3, United States expansion west. War, movement (1898),
Expansion, 3.1, 3.2, I can evaluate the impact of technological innovations Westward, Womans Rights,
interdependence Economics: 1.1, that influenced the lives of citizens. World War I, Imperialism,
1.2, 1.3, I can explain the political, legal and societal movements Zimmerman Note, Neutrality, Labor
Civics & Govt: in the United States and their effects on the lives of Roaring 20s, Union, Civic,
1.4, 2.1, 2.2 Citizens appeasement, alliances, The great
Culture: 1.3 I can defend the United States change of thought from Reform war, segregation,
isolationism to global involvement of the United States integration
and North Carolina in World War I. stalemate, suffrage,
prohibition,
assembly lines
economic
child labor
melting pot

Unit Reflection: This unit will focus on how the United States continued to grow and expand. The Industrial Revolution will be addressed and how citizens began to
change as a result of industry, economics, and technology.

Suggested Activities: Suggested Sites:

http://www.loc.gov/teachers/classroommaterials http://www.loc.gov/teachers/classroommaterials/lessons/suffrage/
/lessons/women-rights/ http://www.learnnc.org/lp/editions/nchist-
https://www.teachervision.com/gender- newcentury/contents
studies/suffrage/6717.html http://www.pbs.org/teachers/thismonth/women/
http://www.loc.gov/teachers/classroommaterials http://teacher.scholastic.com/activities/suffrage/
/lessons/labor/ http://www.history.com/topics/labor
http://www.mea.org/pd/labor_union_resources_f
or_teachers_lesson_plans.html

Major Concepts Clarifying Student Suggested

Unit Title Objectives I can Statements Critical Content Vocabulary Terms Timing
8 Depression Markets, History: 2.1, 2.2, I can explain the causes and effects of the Great Great Depression, Manhattan Project, 4 Weeks
and War Alliances, war, Geography: 1.1, Depression. New Deal, FDR, totalitarianism,
Invasions, 1.2, I can analyze the roles of various types of governments depression, World appeasement,
leadership Economics: 1.1, at the outbreak of World War II. War II Hoover Camps,
1.2, 1.3, I can examine the New Deal and its goals. FDR, New Deal,
Civics & Govt: I can analyze the events leading to the defeat of the CCC, TVA,
1.1 Axis powers. Pearl Harbor,
I can explain the events leading up to the war in Europe D-Day, Fascism,
and the Pacific. dictator,
I can evaluate how different groups in North Carolina communism, Anti-
were affected by World War II. Semitism,
Holocaust,
isolationism,
Sabotage, Stock
market, internment,
Great Depression,
Atomic Bombs
Dust Bowl

Unit Reflection: The students will focus on the economic situation that the United States faced and the effects of the Great Depression. This unit will also discuss
imperialism and the changes that were taking place around the globe.

Suggested Activities and Resources: Suggested Sites and Resources:

http://www.educationworld.com/a_lesson/lesson/lesson147.shtml
Choose a veteran of the Manhattan Project and read his/her biography
on the website at: Children of the Manhattan Project website.
Read The Secret Project Notebook by award-winning author Carolyn
Reeder and use the study guide to elicit discussions and writing
prompts.
http://www.learnnc.org/lp/editions/nchist-worldwar/contents
http://www.activeagingonline.com/Articles/general/Dust%20Bowl
%20Stories%20(April%202010).html
http://www.ushistory.org/us/51f.asp
http://www.livebinders.com/play/play?id=394361
http://www.lessonplanet.com/search?keywords=manhattan+project

Major Concepts Clarifying Student Suggested

Unit Title Objectives I can Statements Critical Content Vocabulary Terms Timing
9 Post War authority, rights, History: 1.3, 1.4, I can argue the effects of the atomic bomb on the Post- civil rights Greensboro Sit-ins 4 Weeks
and Conflict patterns, 2.1, 2.2, 3.2, 3.3, War era. baby boom Civil Rights
conflict, 3.4, I can trace the events which led to the Civil Rights Civil Rights Act of Greensboro Four 1 Week
democratic Economics: 1.1, movement and evaluate its impact on the lives of citizens. 1964 Marshall Plan
ideals 1.2, I can examine the effects of economic and population Brown v. Board Red Scare End of 3rd
Civics & Govt: growth in the United States. of Education Cold War Quarter
1.1, 1.2, 1.4, 2.1, I can trace the development of the early civil rights communism McCarthyism Grading
Period
2.2, 2.3 movement. Marshall Plan Arms Race
I can discuss how the lives of African American, Cold War Vietnam War 3 weeks
women, and Native Americans in North Carolina changes Vietnam War Korean War,
as a result of civil rights struggles. Korean Discrimination
I can trace the United States involvement in the War Non-violent civil
Vietnam War. Great Society disobedience
segregation
Martin Luther King Jr.
March on Washington
Space Race
Iranian Hostage Crisis
Super Power
Economics
Americans with
Disabilities Act
Labor issues

Unit Reflection: The student will focus on how the United States and North Carolina emerged from World War II as a Superpower.

Suggested Activities and Resources: Suggested Links and Resources:

http://www.learnnc.org/lp/pages/3819 Post War North Carolina- http://www.learnnc.org/lp/editions/nchist-
http://amhistory.si.edu/docs/JoinTheStudentSitInsTeacherGuide.pdf postwar/contents
http://www.educationworld.com/a_lesson/lesson/lesson333.shtml http://www.history.com/topics/korean-war
http://www.learnnc.org/lp/editions/brownvboard-docsouth/1276 http://www.nationalcenter.org/brown.html
http://www.teachertube.com/video/brown-v-board-of-education-26457
 Major Concepts Clarifying Student Suggested
Unit Title Objectives I can Statements Critical Content Vocabulary Terms Timing

10 Modern traditions, change, History: 1.4, 3.4, I can identify the social and political effects of the Watergate, 9/11/01, Nixon, 2 Weeks
America & interdependence, Geography: 1.1, Vietnam War. - I can analyze how the end of the Cold War Patriot Act, Free Trade
North globalization 1.2, 3.4, 3.3, impacted American society. terrorism, Affirmative action,
Carolina Economics: 1.1, I can defend US actions in response to terrorism and globalization, Inflation, refuge, Fall
1.2, 1.3, domestic challenges. NAFTA, AIDs, of Berlin wall, Gulf
Civics & Govt: I can describe and analyze the changing demographics affirmative action, war, census.
1.1, 1.2, 1.3, 1.4, in North Carolina and the United States. deficit, recession, Terrorists
2.2., 2.3 I can illustrate important economic and technological outsourcing, Globalization
advancements in the late 20th and early 21st centuries. immigration Immigration
I can identify leaders at the national, state, and local challenges
levels of government.

Unit Reflection: This unit will focus on contemporary times and issues with which our nation and North Carolina face.

Suggested Activities and Resources: Suggested Sites and Resources:

http://www.discoveryeducation.com/teachers/f https://www.youtube.com/watch?v=CsqACUvNSgY
ree-lesson-plans/watergate.cfm http://www.911memorial.org/lesson-plans-6-8
http://www.teachhub.com/september-11- http://www.pbs.org/wgbh/pages/frontline/gulf/
teaching-resources http://www.pbs.org/wgbh/pages/frontline/teach/gu
http://teacher.scholastic.com/scholasticnews/in lfguide/gwtimeline.html
depth/911/teachers/lesson_plans.htm http://www.digitalhistory.uh.edu/era.cfm?eraID=20&smtID=1
http://www.learnnc.org/lp/editions/nchist-recent/contents