WSFCS 8Th Grade Pacing at a Glance

Winston-Salem/ ForsythCountySchools

Recommended 8th Grade Pacing Guide

North Carolina History

Developed 2008

*for a detailed set of Graphic Organizers, go to the following website:

Introduction

Several teachers from WSFCS met and developed a pacing guide/curriculum document for North Carolina Historystarting 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. Withthe new graduation focus on preparing students for the 21stCentury 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…
Suggested number of days per unit
Thematic Concepts in each unit
Factual Content to cover (people, events, places, treaties, wars, acts to recognize and recall)
Vocabulary lists to help teachers focus on building a student’s academic vocabulary by using word walls and word maps
Target Goals for students to accomplish by the end of units
Global Connections that can be extensions of the NC Standard Course of Study
The NC Standard Course of Study for easy reference
To establish with teachersquarterly 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:
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.

Table of Contents

Pages…

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.

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

9-11 days

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?

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
anthropologist
settlement
indigenous
tribal
exploration
interaction

/ Target Goals:
Students should be able to…

Show how humans have benefited from the environment for survival & profit
Identify pushpull factors for migration, exploration, & settlement

Global Connections:

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

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

9-11 days

/ 4(themes 3-5)
A NewStateGrows 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:
reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration
Civil 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 days / 11
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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Columbian Exchange
Cherokee
Lost Colony
Jamestown
Culpepper’s Rebellion
New Bern
Piedmont
French and Indian War
Moravian
Parliament
Continental Army
Boston & Edenton Tea Parties
TryonPalace
Loyalist/ Tory
Patriot
Mecklenburg Resolves
Declaration of Independence
KeyNC battles during the Revolutionary War (Battles of King’s Mountain, Guilford Courthouse, Moore’s CreekBridge)
“Tar Heel”
cash crops
Industrial Revolution
Manifest Destiny
Jacksonian Democracy
Constitution of 1835
gold rush
westward expansion
Indian Removal Act (“Trail of Tears”)
plantation system
Dorothea Dix (Hospital)
Mexican-American War
Nat Turner’s Rebellion
Compromise of 1850
Dred Scott Decision
Underground Railroad
Abe Lincoln & election of 1860
Jefferson Davis
Confederate States of America
Ft.Sumter
Anaconda Plan
FortFisher
Emancipation Proclamation
Sherman’s march to the sea
development of political parties
FortMacon
Reconstruction
13th – 15th Amendments
Duke family
Jim Crow Laws
Ku Klux Klan
Wright Brothers
World War I
Great Migration
League of Nations
Roaring 20’s
Prohibition
new forms of music(jazz-blues-shag)
suffrage
Charles Darwin
“Black Thursday”
Great Depression
Hoovervilles
New Deal (TVA, SSA, NRA)
Franklin D. Roosevelt
Axis & Allies
Holocaust
USS North Carolina
Cold War & arms race
McCarthyism-Red Scare
Korean War
Brown Vs. Board of Education
Kennedy’s assassination
SNCC & ShawUniversity
Greensboro sit-ins
Black Panthers & “Black Power”
NAACP
Civil Rights Act
Voting Rights Act
NC Mutual Life Insurance Co.
Swann v. Charlotte-Meck BOE
Terry Sanford
Vietnam War
Watergate
Equal Rights Act
Billy Graham
Title IX
North Carolina’s 12th District
Jesse Helms
Notable recent NC members of US Congress (Edwards, Dole, Burr, Foxx, Shuler, etc.)
Notable military bases in NC (Ft. Bragg-81st Airborne-Camp Lejeune, Pope & Seymour-Johnson AFB)
Professional Sports in NC (Hornets, Panthers, Hurricanes, NASCAR)
Maya Angelou
NAFTA
Recent Governors of NC (and to be elected in 2008)
ResearchTrianglePark
9/11
War in Iraq
OPEC
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.)

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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
Suggested
# of Days / 7-10 / Unit Essential 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/
Events / Vocabulary Builder / Examples ofTarget 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 affectedNorth Carolina economically?

Early Settlement:

What made NC attractive to indigenous settlement?

(anthropology and archeology)
European Exploration:

How did the Renaissance make European exploration of NC possible?
Who was responsible for African slavery?

(sociology & history) / 1.01 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.
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:

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 pushpull factors for migration, exploration, & settlement.

Global Connections:

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

UNIT OF STUDY/THEME: / Colonial North Carolina (1600s-1750s)/ In Focus: CG 1
Suggested
# of Days / 15-18 / Unit Essential Question / How has cultural diversity shaped North Carolina?
Examples of Lesson Essential Questions / SCOS Objectives / Concepts &
Key Terms/People/Place/
Events / Vocabulary Builder / Examples of Target Goals & Global Connections
Society & 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:

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?

/ 1.01 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.
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.
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. / 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
Moravian
Heath Patent

/ 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 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
Suggested
# of Days / 17-20 / Unit Essential Question / How did the American Revolutionary War change our state?
Examples of Lesson Essential Questions / SCOS Objectives / Concepts &
Key Terms/People/Place/
Events / Vocabulary Builder / Examples of Target Goals & Global Connections
Society & 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:

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 togain 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?

/ 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 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. / Concepts: