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					                      Common Core Planning and 8th Grade Social Studies Pacing Guide



Clarifying Objectives :
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate
historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with
historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.



Clarifying Objectives :
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and
citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four,
and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the
United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North
Carolina and the United States.



Clarifying Objectives :
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States
from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration
and Ellis and Angel Island).
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 (e.g. advancements in transportation, communication networks and business practices).
8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and
the United States.
8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North
Carolina and the United States.

Clarifying Objectives :
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).



Clarifying Objectives :
8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g.
economic depressions and recessions).
8.E.1.2 Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the
economy of North Carolina and the United States.
8.E.1.3 Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and
giving).



Clarifying Objectives :
8.C & G. 1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government,
popular sovereignty, separation of powers, republicanism, federalism and individual rights).
8.C & G. 1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and
the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of
Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of
1776, 1868 and 1971).
8.C & G. 1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and
anti-Federalists, education, immigration and healthcare).
8.C & G. 1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United
States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other
ethnic groups).


Clarifying Objectives :
8.C & G. 2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United
States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying).
8.C & G. 2.2 Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to
education, housing and employment).
8.C & G. 2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States history.


Clarifying Objectives :
8.C. 1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States
(e.g. Columbian exchange, slavery and the decline of the American Indian populations).
8.C. 1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and
the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latino, Hmong, African, and American Indian)
8.C. 1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States
(e.g. women, religious groups, and ethnic minorities such as American Indians, African Americans, and European
immigrants).
   Unit Title: Geography Review of NC                        Day’s Taught:

Clarifying Objectives :
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate
historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with
historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).
Generalizations/ Enduring Understandings:
How does physical geography affects growth patterns.
Essential Questions:
What physical characteristics of North Carolina affected regional development?
How did regional characteristics affect settlement of North Carolina?
How have regional variations of land, climate, and resources in North Carolina affected patterns of settlement?

Conceptual Lens:
Patterns of settlement.

Geographical development



Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.


History               Civics and             Economics             Geography             Culture
                      Government             --IntraCoastal        -Fall Line            -Urban
                                             Waterway              -Outer banks          -Rural
                                             -Natural Resources    -Inlets
                                                                   -Shoals
                                                                   -Continental Shelf
                                                                   -Continental Divide
                                                                   -Sand Bank
                                                                   -Tidewater
                                                                   -Piedmont
                                                                   -Climate
                                                                   -Sunbelt
                                                                   -Loam
                                                                   -Coastal Plain
                                                                   -Mountain
                                                                   -Blue Ridge
                                                                   Mountains
                                                                   - Appalachian
                                                                   Mountains
Critical Content: Students will know. . .
The students will know and identify the regions of North Carolina.
The students will apply the five themes of geography to understand the geography of North Carolina.

Possible Performance Tasks: Students will be able to do. . .
Students will describe the three major geographic regions of North Carolina.
Students will explain the differences in climate and natural resources.
Students will explain the types of settlement and economy most suitable to each region.
Unit Title: NC Native Americans                               Day’s Taught:

Clarifying Objectives :
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate
historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with
historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North
Carolina and the United States.
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).

Generalizations/ Enduring Understandings:
How did native culture evolve.

Essential Questions:
Who first settled the Americas and North Carolina, and what kinds of cultures did they develop to survive.
Conceptual Lens:

Identifying how native cultures evolved over time.

Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.
History             Civics and               Economics              Geography                   Culture
-Paleo              Government                                                                  -Anthropologist
-Archaic                                                                                        -Archaeologist
-Woodland                                                                                       -Slash and Burn
-Mississippian                                                                                  -Artifact
-Pacific Northwest                                                                              -Oral history
-Desert Southwest                                                                               -Culture
-Plains                                                                                         -Culture Regions
-Eastern Woodland


Critical Content: Students will know. . .
Students will know how humans first settled the Americas.
Students will be able to discuss geographic difference of the major regions of North America.
Students will analyze how different environments gave rise to different ways of life.

Possible Performance Tasks: Students will be able to do. . .
   Unit Title: European Colonization and Exploration         Day’s Taught:

Clarifying Objectives :
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and
citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North
Carolina and the United States.
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States
from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration
and Ellis and Angel Island).
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 (e.g. advancements in transportation, communication networks and business practices).
8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and
the United States.
8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North
Carolina and the United States.
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).
8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g.
economic depressions and recessions).
8.E.1.2 Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the
economy of North Carolina and the United States.
8.E.1.3 Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and
giving).
8.C & G. 2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States history.




Generalizations/ Enduring Understandings:
Greed and Exploitation
Clash of Culture

Essential Questions:
Why did Europeans first explore North America and North Carolina, and what were the consequences?


Conceptual Lens:

Movement and Power

Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.
History             Civics and               Economics              Geography                   Culture
-Exploration        Government               -Columbian             -Movement                   -Religion
-Colonization       -Monarchy                Exchange               -Slave Trade                -Immunity
-Lost Colony                                 -Trade
-Spanish Armada                              -Mercantilism
                                             -Privateering
                                             -Charter

Critical Content: Students will know. . .
Students will discuss political, religious and economic motives for European overseas exploration.
Students will explain the effects of the Columbian Exchange.
Students will discuss specific events during colonization in North Carolina.

Possible Performance Tasks: Students will be able to do. . .
Students will be able to describe primary sources of the lost colony.
Students will analyze and discuss primary sources from the time period.



   Unit Title: North Carolina: One of the Thirteen Colonies   Day’s Taught:

Clarifying Objectives :
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate
historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with
historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and
citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four,
and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the
United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North
Carolina and the United States.
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States
from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration
and Ellis and Angel Island).
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 (e.g. advancements in transportation, communication networks and business practices).
8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and
the United States.
8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North
Carolina and the United States.
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).
8.C & G. 1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government,
popular sovereignty, separation of powers, republicanism, federalism and individual rights).
8.C & G. 1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and
the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of
Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of
1776, 1868 and 1971).
8.C & G. 1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and
anti-Federalists, education, immigration and healthcare).
8.C & G. 1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United
States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other
ethnic groups).
8.C & G. 2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United
States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying).
8.C & G. 2.2 Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to
education, housing and employment).
8.C & G. 2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States history.
8.C. 1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States
(e.g. Columbian exchange, slavery and the decline of the American Indian populations).
8.C. 1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and
the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latino, Hmong, African, and American Indian)
8.C. 1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States
(e.g. women, religious groups, and ethnic minorities such as American Indians, African Americans, and European
immigrants).
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States
from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration
and Ellis and Angel Island).
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 (e.g. advancements in transportation, communication networks and business practices).
8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and
the United States.
8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North
Carolina and the United States.




Generalizations/ Enduring Understandings:
Development of Colony and government
Essential Questions:
How did different goals and geographical locations affect the development of England’s North American colonies.

Conceptual Lens:

Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.
History             Civics and               Economics              Geography              Culture
Jamestown Colony    Government                      Naval Stores         Backcountry              Dissenter
                     Religious Freedom              Quitrent             Shenandoah               Social Ladder
Plymouth                                            Plantations          Valley                   Gentry
                    Economic                        Pirate Activity                               Apprentice
French and Indian
                                                                                                  Artisans
War                 Rise of colonial                                                              Indentured Servant
                        political parties.                                                            Slaves
                                                                                                      Planter
                        Iroquois League                                                               Immigration

                        Lords Proprietors

                        Cary’s Rebellion

                        Culpeppers Rebellion

                        Tuscarrora War




Critical Content: Students will know. . .able to explain the creation of early political parties.
Students will know Revolution is a process of smaller revolts.
Leaders come from diverse backgrounds

Possible Performance Tasks: Students will be able to do. . .create flow charts of various events in this unit.
   Unit Title: Revolution and the New Nation                  Day’s Taught:

Clarifying Objectives :
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate
historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with
historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and
citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four,
and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the
United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North
Carolina and the United States.
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).
8.C & G. 1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government,
popular sovereignty, separation of powers, republicanism, federalism and individual rights).
8.C & G. 1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and
the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of
Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of
1776, 1868 and 1971).
8.C & G. 1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and
anti-Federalists, education, immigration and healthcare).
8.C & G. 1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United
States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other
ethnic groups).
8.C & G. 2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United
States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying).
8.C & G. 2.2 Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to
education, housing and employment).
8.C. 1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States
(e.g. Columbian exchange, slavery and the decline of the American Indian populations).
8.C. 1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and
the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latino, Hmong, African, and American Indian)
8.C. 1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States
(e.g. women, religious groups, and ethnic minorities such as American Indians, African Americans, and European
immigrants).

Generalizations/ Enduring Understandings:
Essential Questions: How did war and England’s new colonial policy push North Carolinians’ towards revolution.


Conceptual Lens: Driving factors for revolution

Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.
History             Civics and               Economics              Geography                 Culture
French and Indian   Government                      Plantaion            Chesapeake
War                 Regulator movement              Taxation             Bay
                    Albany Plan of Union            Mercantilism         Eastern
Boston Massacre     Proclamation of 1763                                 Continental
                    New Colonial Policy                                  Divide
Tea Parties         Acts
                    Mecklenburg Resolves
War in the South    Halifax Resolves




Critical Content: Students will know. . .
The events that led to the Revolutionary war.
Evaluate significance and the onset of hostilities.

Possible Performance Tasks: Students will be able to do. . .
Describe the impact of era documents on the formation of state and national governments.
Create a timeline of important historical events leading to the creation of state and national governments.
   Unit Title: Decline and Reform and North Carolina      Day’s Taught:

Clarifying Objectives :

Generalizations/ Enduring Understandings:

Essential Questions: What key reforms moved NC and the United States forward during the 1830’s.
Conceptual Lens:

Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.
History             Civics and               Economics              Geography                  Culture
War of 1812         Government                      King Cotton          Louisiana                    Rip Van Winkle
                     Archibald Debow                Impressment          Purchase                     metaphor
Jacksonian          Murphey                         N.C. Railroad                                     Slavery
Democracy                                           Plantation                                        Public Schools
                    Compromise of 1820              system                                            Dorothy Dix
Trail of Tears                                      Gold Rush
                    Compromise of 1850              CA/NC
Mexican War
                    Kansas-Nebraska Act

                      Internal Improvements

                      Popular Sovereignty

                      Constitutional
                      Convention of 1835




Critical Content: Students will know. . .
Compromise is a lesson of give and take.
Individuals needed to push reform ideas in order for the majority to understand the concept.
The reasons for amending the state constitution in 1835.

Possible Performance Tasks: Students will be able to do. . .
Explain the changes that had been made to the state constitution and the effects they had on individual groups.
   Unit Title: War and Reconstruction                        Day’s Taught:

Clarifying Objectives :
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate
historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with
historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and
citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four,
and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the
United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of 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 (e.g. advancements in transportation, communication networks and business practices).
8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and
the United States.
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).
8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g.
economic depressions and recessions).
8.E.1.2 Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the
economy of North Carolina and the United States.
8.E.1.3 Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and
giving).
8.C & G. 1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government,
popular sovereignty, separation of powers, republicanism, federalism and individual rights).
8.C & G. 1.2 Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and
the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of
Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of
1776, 1868 and 1971).
8.C & G. 1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and
anti-Federalists, education, immigration and healthcare).
8.C & G. 1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United
States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other
ethnic groups).
8.C & G. 2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United
States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying).
8.C & G. 2.2 Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to
education, housing and employment).
8.C & G. 2.3 Explain the impact of human and civil rights issues throughout North Carolina and United States history.
8.C. 1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States
(e.g. Columbian exchange, slavery and the decline of the American Indian populations).
8.C. 1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and
the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latino, Hmong, African, and American Indian)
8.C. 1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States
(e.g. women, religious groups, and ethnic minorities such as American Indians, African Americans, and European
immigrants).




Generalizations/ Enduring Understandings:
Great leadership and strategy can overcome massive military armies.
Regional differences in economy can lead to divisions in a national unity.
National leadership may have a polarizing affect on a populous.

Essential Questions:
How did Reconstruction affect N.C. and the Nation?

What issues and events shattered the nation’s unity and led to the Civil War and reconstruction.

How did the military conduct of the Civil War and Reconstruction affect NC and the Nation?

Conceptual Lens: Compromise is needed to solve national problems.

Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.
History             Civics and               Economics              Geography                Culture
Compromise          Government                      Slave Code           Harpers                    Abolitionism
                     Secession                      Slavery              Ferry                      Underground Railroad
Ft. Sumter                                          Industrial vs.       Gettysburg                 Black Codes
                    Anaconda Plan                   Agrarian             Vicksburg                  Freedmen’s Bureau
Ordinance of                                                             Border                     Carpetbaggers
Secession           13th, 14th 15th                                      States                     Scalawags
                    Amendment                                            Battle of                  Ku Klux Klan
Plans for                                                                Bentonville
Reconstruction      State Constitution of                                Bennett
                    1868                                                 Place
Emancipation                                                             Chattanooga
Proclamation        Republican Party

Shermans March        Kirk Holden War

Ft. Fisher            Military Districts
Critical Content: Students will know. . .
National and state leaders.
Time line of the Civil War and Reconstruction.
Economic factors of the war.
How the war affected military and civilian life.
The impact of the 13th, 14th and 15th Amendments on the social fabric of our country and state.

Possible Performance Tasks: Students will be able to do. . .
Chart study: Comparing and Contrasting both sides during the war.
Time line of the War and Reconstruction.
Biographies of important state and national leaders.
Geographical map project of important locations.
   Unit Title: Preparing for the 20th Century                Day’s Taught:

Clarifying Objectives :
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate
historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with
historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and
citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four,
and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the
United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North
Carolina and the United States.
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States
from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration
and Ellis and Angel Island).
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 (e.g. advancements in transportation, communication networks and business practices).
8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and
the United States.
8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North
Carolina and the United States.
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).
8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g.
economic depressions and recessions).
8.E.1.2 Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the
economy of North Carolina and the United States.
8.E.1.3 Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and
giving).




Generalizations/ Enduring Understandings:
With prosperity comes national pride and progress.
Immigration/migration follows prosperity.
Immigration/migration causes diverse social changes.


Essential Questions: How did the Industrial Revolution change the United States.


Conceptual Lens:

Economic Development

Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.
History             Civics and               Economics              Geography                   Culture
Sherman Anti Trust Government                       Industrial           Great Lakes                   Great Migration
Act                  Populism                       Revolution           Ellis/Angel                   Muckrakers
                                                    Piedmont             Island                        Grange
Homestead Act       Progressivism                   Crescent                                           National Farmers
                                                    Corporation                                        Alliance
Trans Continental                                   Monopoloy
Railroad                                             Trusts
                                                     Labor Unions
                                                     Sharecropping
                                                     Tenant
                                                     Farming

Critical Content: Students will know. . .
Economic changes at state and national levels.
Reforms bring changes to education, politics and society.

Possible Performance Tasks: Students will be able to do. . .
Identify political, industrial, social leaders in state and national levels.
Locate various industrial centers found in the state and nation.
How do national reforms support and increase the growing power of farmers in our country.
Compare and contrast Populism and Progressivism.
Explain laws that were passed during this time.
Explain how government actions were the result of technological and industrial developments.
   Unit Title: Crisis War and Recovery                       Day’s Taught:

Clarifying Objectives :
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate
historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with
historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and
citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four,
and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the
United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North
Carolina and the United States.
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States
from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration
and Ellis and Angel Island).
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 (e.g. advancements in transportation, communication networks and business practices).
8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and
the United States.
8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North
Carolina and the United States.
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).
8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g.
economic depressions and recessions).
8.E.1.2 Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the
economy of North Carolina and the United States.
8.E.1.3 Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and
giving).




Generalizations/ Enduring Understandings:
Military dominance
Technological advances in warfare
Impact of economies around the globe

Essential Questions:
How did a growing United States influence abroad and WWI/WWII affect the nation and North Carolina.

Conceptual Lens: Super Power

Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.
History             Civics and               Economics              Geography                   Culture
Imperialism         Government                      Consumer             Europe                        White Supremacy
                     League of nations              Goods                Isthmus                       Civil Rights
Nationalism                                         Credit               Panama                        Discrimination
                    Communism                       Interest             Hawaii                        Rationing
Allied Powers                                                            English                       Internment
                    Fascism                                              Channel
Central Powers
                    Dictator
Zimmerman              Emperor
Telegram



Annexation

Neutrality

Treaty of Versailles

Operation Overlord

D-Day

Holocaust

Pearl Harbor

Island Hopping

Manhattan Project

Critical Content: Students will know. . .
The major powers involved for each side of WWI.
The social changes affecting our state and nation before during and after the war.
The foundations of the consumer age.
The major powers involved for each side of WWII.

Possible Performance Tasks: Students will be able to do. . .
Locate countries involved in WWI.
Identify characteristics of nationalism and Imperialism.
Explain various technological advances to wartime technology.
Create a timeline of world events during both world wars.
Locate countries involved in WWII.
Explain the effects of the war on the civilian population of NC and the nation.
   Unit Title: Changes in North Carolina and the Nation

Clarifying Objectives :
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate
historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with
historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and
citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four,
and participants of the Wilmington Race Riots, 1898) influenced the outcome of key conflicts in North Carolina and the
United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North
Carolina and the United States.
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States
from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration
and Ellis and Angel Island).
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 (e.g. advancements in transportation, communication networks and business practices).
8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in North Carolina and
the United States.
8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North
Carolina and the United States.
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.G.1.2 Understand the human and physical characteristics of regions in North Carolina and the United States (e.g.
physical features, culture, political organization and ethnic make-up).
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina
and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative
sources of energy).
8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g.
economic depressions and recessions).
8.E.1.2 Use economic indicators (e.g. GDP, inflation and unemployment) to evaluate the growth and stability of the
economy of North Carolina and the United States.
8.E.1.3 Explain how quality of life is impacted by personal financial choices (e.g. credit, savings, investing, borrowing and
giving).


Generalizations/ Enduring Understandings:
Technological advances
What is equality?
Us vs them


Essential Questions:
What economic and political changes did North Carolina undergo after WWII?

Conceptual Lens: Super Power

Political Changes

Unit Map: Vocabulary Based on the 5 strands in the Essential Standards.
History             Civics and              Economics              Geography          Culture
Cold War            Government                     Research             Southwest            Counter-Culture
                     Civil Rights Act of           Triangle Park        Asia                 Hippies
Civil Rights        1964                           Consumerism          Central              Environmentalism
Movement                                           Reaganomics          America/South        Spanish speaking
                    Title IX                       Loss of              America              immigration
Vietnam War                                        Manufacturing                             Multi-Culturalism
                    Brown vs Board of              Right to work                             Baby Boomers
Space race                                         state
Environmentalism      Ed.                            Gas Crisis
                                                     OPEC
Terrorism             Voting Rights Act of
                      1965

                      United Nations




Critical Content: Students will know. . .
The baby boomer generation and its impact on the world.
Major events of the Civil Rights Movement.
Cold War events.
Environmentalism

Possible Performance Tasks: Students will be able to do. . .
Concept map of Cold War events.
Annotated Timeline of the Civil Rights movement
Identify political movements/leadership during this time.
                                           8th Grade Social Studies Pacing Guide

                                         DRAFT USING 2010 Essential Standards


Unit 1

Topic- Geography Review of NC

        Using census data from 2000 & 2010, understand and analyze the human and physical regions of NC (8.G.1.2), (8.H.1.1)
        Compare contrast regions for economic and technology diversity( 8.G.1.1)
        Influence of NC products, natural resources, education institutions and politics on both the state/country & world.(8.G.1.1)
        Quality of life in relation to settlement and environmental interactions ie- hurricanes, infrastructure, waterways, energy
         resources. Analyze using Google earth the differences in 3 NC cities thus comparing and contrasting the patterns. (8.G.1.3)
         Lesson Ideas

         -   Hurricane formation, ocean currents, hurricane tracking
         -   Longitude and Latitude of maps, distance from city to city chart
         -   Weather reporter and hurricane warnings
         -   Reflection on Katrina and other natural disasters
         -   Write a song or legend to explain the origins of natural features in NC
         -   Defend the most important region to this state and why
Unit 2

Topic- NC Native Americans

        Understand and explain the influence and impact of Native American culture and beliefs on NC both before and after
         European contact(8.C.1.1), (8.C.1.3)
        Nat.Amer belief systems and the influence on settlement, literature and land ownership. Use Cherokee, Catawba and
         Lumbee legends and oral histories to create a picture of Nat. Amer. Lifestyle and values(8.C.1.1), (8.C.1.3), (8.H.1.3)


Topic- English Exploration of NC

        Investigate the reasons and outcomes of European exploration focusing on Ponce de Leon, Geovanni de Verrazano,
         Hernando DeSoto using primary source diaries, maps and ship logs. (8.H.3.1)
        How did the geography of North Carolina and the Eastern coast effect European exploration, documentation and settlement.
         (8.H.3.1), (8.G.1.1)
        Indentify and understand the sources and effects that contributed to the decline of Native populations in the Carolina’s and
         the US. (8.C.1.1), (8.H.1.5), (8.H.3.1)
        Identify and Evaluate the impact of the Columbian exchange on Native Americans and in turn the beginnings of the slave
         trade. (8.C.1.1)

Topic- Colonization /Settlement of NC

        Compare and Contrast England’s attempts to colonize the NC/Virginia regions (Walter Raleigh’s expeditions- Amadas-
         Barlow, Ralph Lane, John White & Lost Colony) using Raleigh charters, John White’s letter/Diaries, Arthur Barlow’s reports to
         Raleigh and other primary/secondary reports (8.H.2.1), (8.H.2.2), (8.H.1.3), (8.H.1.4)
        Investigate the Nat. Am –v- European views of land ownership and stewardship and its effect on relationships between the
         two groups. (8.C.1.1), (8.C.1.2), (8.
        Explain and understand how Mercantilism and the balance of trade to the growth and decline of the early colonies. (8.E.1.1),
         (8.E.1.3),
        Local Rebellions against Gov. (8.H.2.1)
        Slave –v- Indentured Servants (8.H.2.2) (8.C&G.1.4)
        Great Wagon Road & trade/immigration (8.H.3.1)
        Immigrant groups in 1700’s NC (8.H.3.3)
        Social Ladder (8.H.3.3)
         Lesson Ideas

         -   Growth of crops, land variation & use and soil types
         -   Timeline support, charts of life expectancy and % of living.
         -   Write a dialogue between Cherokee and Europeans from the 1600’s- think about land ownership and usage beliefs.
         -   Create a pamphlet to be circulated in 16th century England encouraging people to be indentured servants.
         -   Compare/Contrast Culpeper’s and Cary’s Rebellions
         -   Look at the social ladder. Students are assigned a station, do mini research on the lives of these people & write a day in
             the life of…
         -   Create a newspaper of the day with headlines from the unit chapters.


Unit 3

Topic - Regulation to Revolution (8.C&G.1)

Topic - NC in Revolution(8.C&G.1)

Topic - NC & the Federal Union (8.C&G.1)

Topic - New Nation

        13 Colonies map (8.G.1.3)
        French & Indian War Play (8.H.2.1)
        Taxes from England (8.E.1)
        Colonists response to Taxes (8.E.1)
        Declaration of Independence & Continental Congress (8C&G.1.2)
        Boston Massacre- Shot heard round the world
        Major battles of the Revolution (8.H.2.1)
    Halifax Resolves/ Mecklenburg Resolves (8.C&G.1.2)
    Political cartoons begin (8.H.1)
    Articles of Confederation –v- Constitution (8.C&G.1.2)
    Slavery and population debates (8.C&G.1.4)
    Branches of Government (8.C&G1.2)
    Bill of Rights (8.C&G. 1.2)
    Rip Van Winkle State (8.H.3.3)
Lesson Ideas

         -   Population growth and % of increase, Revolution math and statistics, electoral voting
         -   Political cartoon analysis
         -   Why was it important for all delegates to reach a unanimous decision on Declaration
         -   What was your life’s “Great Compromise”
         -   Propose a Constitutional Amendment for the year 200_.
         -   Create a print ad campaign for or against the ratification of the Constitution.
         -   Essay defending your right to form your own state & give reasons why- (State of Franklin)
         -   Use pictures of Williamsburg, Constitution Convention, Philadelphia, etc and imagine what if I was there.


Unit 4

Topic - Antebellum Slavery (8.H.3.1)

Topic -Move toward secession (8.H.3)

Topic - NC in the Civil War (8.H.3)

Topic - Reconstruction- (briefly)( 8.E.1.1) (8.C&G.1.1) (8.C&G.1.4) (8.C&G.2.3) (8.H.3.3) (8.H.1.3) (8.H.1.4)

        current (1850’s) map of US
        Westward expansion- brief
        Cherokee Removal
        Southern Slave trade
        Underground Railroad
 Missouri Compromise
 Compromise of 1850
 Bleeding Kansas
 Dred Scott decision
 John Brown’s Raid
 Fort Sumter
 Abolitionist –v- secessionist
 Election of 1860
 Outbreak of Civil War; North –v- South advantage & disadvantage
 Civil War in North Carolina
 Gettysburg, Anaconda Plan, Bull Run
 54th Massachusetts
 Major military commanders
 Peace Movement in NC
 Lincoln’s death & Reconstruction
 Amendments to Constitution
Lesson Ideas

   Military inventions of era, astronomy of Underground Railroad

   Election of 1860- % of votes, population & military #’s, Price increases during war.

   -   Reactions to primary source letters from Trail of Tears, or Civil War.
   -   Underground Railroad – in the shoes of a runaway or a station house
   -   Analyze the Dred Scott Decision
   -   Suggest ways for Pro &Anti Slave settlers to resolve differ. in West. States
   -   How was slavery tolerated in the 3 regions of NC
   -   Create Coded Messages of the Underground Railroad
   -   Primary sources and effects on today’s lifestyle
   -   Analyze the Movie Glory and the real lives of the men of the 54th Mass.
   -   Choose 1 Amendment and defend it as the most important Amendment to the Constitution
Unit 5

Topic - Progressive Era & WWI (8.H.1.5) (8.H.3.4) (8.G.1.3) (8.E.1.1)

Topic - Depression and WWII (8.E.1.1)

Topic - Post War NC

        Labor and Labor reforms- Mills in NC
        Women’s Right to Vote
        WWI alliances and nationalism
        Trench warfare and WWI technology
        Great Depression, Black Tuesday, Stock Market
        TVA and Alphabet soup relief programs
        Dust Bowl
        WWII- Pearl Harbor
        Allies & Axis
        D- Day
        War in Pacific
        Hiroshima & Nagasaki


Lesson Ideas

         -   Chemical warfare, airplanes & lift, nuclear technology (atom bomb)
         -   Stock market charts, agriculture futures & prices, % of increase/decrease
         -   Write a fireside chat that FDR that was made famous by FDR
         -   Use photos & images of Great Depression to imagine yourself there
         -   What was mill life like? Describe.
         -   Imagine a person taking a car out for the first time and no one else in the town has ever seen one.
         -   Car or computer- which has had a greater impact on the 20th century.
         -   Find primary source interviews of people from Dustbowl and comment
         -   How should Americans Remember WWII, D-day, etc?
Unit 6

Topic - Civil Rights movement

        Jim Crow laws
        Emmett Till
        Plessey –v- Ferguson; Brown –v- Board of education
        Little Rock 9
        Montgomery bus boycott
        Greensboro sit- ins & concept of a sit in
        Powerful speeches
        March on Washington
        Civil Rights Act
        Selma
        Thurgood Marshall & Supreme court
        NAACP, CORE, SNCC, ERA
        Literacy tests & voting restrictions


Lesson Ideas

- Black inventors, Authors, Artists

         -   Imagine you are one of the Little Rock Nine Students
         -   Create a Newspaper of the day reacting to the events
         -   Write a speech for the March on Washington


Unit 7

Topic- Cold War
    Pearsall Plan
    Iron Curtain speech –Churchill
    Communism & Fears
    Korean War
    China/Korea/US relations
Topic- Vietnam Era

    Domino theory
    Viet Cong and Ho Chi Mien
    Gulf of Tonkin Resolution
    Key battles in beginning, middle, end of conflict
    Guerrilla Warfare
    Presidents Kennedy, Johnson and Nixon’s contributions
    Draft of American men into military
    26th amendment
    Protests and Events in opposition to war
Topic- NC toward change of Century

      Creation of Towns and suburbs surrounding information centers such as Research Triangle Park
      Environmentalism and policy changes within the US and the state
      Ending of textile manufacturing era

				
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