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

Unit Title: We Shall Overcome by Blowing in the Civil Wind: The Rights and End of the Cold War
Unit: Eight
Big Idea: Postwar USA (1945-1991)
Pacing: Fifth Six Weeks
Essential Standard (s)
Priority Standards
·  8.H.2.2 Summarize how leadership and citizen actions influenced the outcome of key conflicts in North Carolina and the United States.
·  8.H.3.2 Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States.
·  8.H.3.3 Explain how individuals and groups have influenced economic, political, and social change in North Carolina and the United States.
·  8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments.
·  8.C&G.2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States.
·  8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change.
·  8.C&G.2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States History.
Supporting Standards
·  8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
·  8.E.1.2 Use economic indicators to evaluate the growth and stability of the economy of North Carolina and the United States.
·  8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States.
·  8.C.1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States. / Essential Questions:
·  How do differences in values and beliefs lead to conflict?
·  How do competition and challenges to authority foster change?
Conceptual Lenses
·  Authority
·  Change
·  Competition
·  Conflict
·  Values & Beliefs
Skills:
·  Construct charts, graphs & historical narratives to explain particular events or issues over time.
Civil Rights Timeline
This is timeline for students to complete as well as
answers. Adapt as necessary for your students or
to suit your needs.
Civil Rights Timeline 2
·  Summarize the literal meaning of historical documents in order to establish context.
·  Use primary and secondary sources to interpret various historical perspectives.
·  Use historical inquiry to evaluate the validity of sources used to construct historical narratives.
Civil Rights Documents and Visual Images
Post War US 1945-68 Documents
Contemporary US 1968 to present Documents
·  Compare historical and contemporary issues to understand continuity & change in development of NC & USA.
·  Civil Rights
Mini DBQ and Separate But Equal lessons are
particularly good.
What Students will be able to do for Integration in
Reading:
Key Vocabulary: SWBAT define and explain the terms authority, segregation, integration, and containment.
Language Functions: SWBAT explain the purpose of the Berlin Wall and the
significance of its fall..
Language Skills: SWBAT read two passages about different governments of the US and Soviet Union and identify the similarities and differences between the two. (Reading passages should be chosen/modified in accordance with the LEP students’ zone of proximal development).
Grammar and Language: SWBAT use adjectives in writing about life for African Americans during the Civil Rights Movement.
·  Lesson Tasks: SWBAT read and summarize a passage about Vietnam anti-war protests and explain this summary to a group.
·  Language Learning Strategy: SWBAT develop a timeline of major of the Civil Rights Movement. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy). / Academic/Content Vocabulary
Academic Vocabulary Content Vocabulary
·  Prejudice Proliferate
·  Integrate/Integration McCarthyism
·  Controversy Iran Hostage Crisis
·  Containment Energy Crisis
·  Disobedience OPEC
·  Global Camp David Accords
·  Authority Reaganomics
·  Media Change of Role of Media in
·  Conspiracy Government and Politics
First Gulf War/Operation Desert
Storm
Instructional Strategies:
Differentiated Instruction Think Pair Share
Jig Saw Discussion
Cooperative Grouping Peer Partner Learning
Centers Cloze Procedure
Assessment Tasks:
Formative
Summative
Resources:
·  Cold War Culture
·  Collection of student handouts related to Cold War
·  Overview of the Vietnam War
·  Analyze museum artifacts and first-person accounts of World War I and the Vietnam War, then take on the role of soldiers and a news team to present and write and produce a newscast that investigates the conditions of the everyday soldier on the ground.
·  National Scene 1975-2011: Focus of NC and national events within this time period.
·  Civil Rights Interactive Timeline
·  Khan Academy clip on Vietnam War
·  The 1960s: Who won? Student Protest and the Politics of Dissent