Grade 8 Unpacking Document

NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 8

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students will Understand: understandings that students should be able to arrive at as a result of the instruction● Students will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

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https://www.dpi.nc.gov/glossary-instructional-terms-fall-2021-implementation

Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.

Inquiry 6-8The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 6-8 grade band. Teachers shouldbe encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 8 students will have beenexposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiry indicators ineach grade.

Category IndicatorCompelling Questions I.1.1 Construct a compelling question through a disciplinary lens individually and with peersSupporting Questions I.1.2 Construct supporting questions based upon disciplinary concepts

Gathering and Evaluating SourcesI.1.3 Analyze details, central ideas, and inferences from sources using discipline-specific strategies.I.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure, credibility,reliability, and context of the sources to guide the selection

Developing Claims and Using EvidenceI.1.5 Identify evidence that draws information from multiple perspectivesI.1.6 Construct claims and counterclaims using evidence while pointing out the strengths and limitations ofboth based on multiple sources

Communicating Ideas

I.1.7 Construct arguments consisting of multiple claims with evidence from sources and attention todisciplinary detailI.1.8 Construct responses to supporting and opposing perspectives supported by evidenceI.1.9 Determine the credibility of disciplinary arguments of peers

Taking Informed ActionI.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional, national,and/or global issuesI.1.11 Use a range of civic approaches to address problems being investigated

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The time period and focus for this course is from the colonial era through the present day.

Unpacking the Behavioral Science ObjectivesStandard 8.B.1 Analyze the impact of group behavior on the development of North Carolina and the nationOverarching Concepts: Group Behavior, Development, Nation

Objective Mastery of theObjective

Students WillUnderstand Students Will Know Example Topics Examples of Formative

Assessment8.B.1.1 Determinehow therelationshipbetween differentregional, social,ethnic, and racialgroups havecontributed to thedevelopment ofNorth Carolinaand the nation

Students must beable to demonstratetheir knowledge andunderstanding ofhow interactionsbetween variousregional, social,ethnic, and racialgroups havecontributed to thedevelopment ofNorth Carolina andthe United States.

A state or nation maychange based on thediverse ideas, traditions,and relationships ofvarious regional, social,or ethnic cultures

Diverse cultures arevaluable to thedevelopment of a stateand nation

Information about variousgroups’ culture

Geographic regions andcountry origins ofimmigrants to NorthCarolina and the UnitedStates

Examples of culturaldiffusion and culturalrelationships present inNorth Carolina and theUnited States

Example Groups thatcontributed to NC & USdevelopment● American Indians in

North Carolina○ The Eastern

Band ofCherokeeIndians

○ Haliwa-Saponi○ Lumbee Tribe○ Meherrin

Sappony○ Occaneechi

Band of theSaponi Nation

○ WaccamawSiouan

● Asia and PacificIslanders

● American Indians● Moravians● Scotch-Irish● Quakers● LatinX Americans● Asian Americans● African Americans● Puritans● Catholics● Sikh

Students compile atimeline throughout thecourse of the year thatdocuments significantinteractions/events thatinvolve a regional,social, ethnic, or racialgroup and itsrelationships withothers. For eachinteraction/event,students indicate ifthere was a positive,neutral, or negativeimpact on theirrelationship with othersand how that interactionimpacted NorthCarolina or the UnitedStates.

Students compare andcontrastcommunication stylesof various regional,social, ethnic, and racialgroups to understandhow suchcommunication hascontributed to the

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● Hindu● Mormons● Jewish Americans● Muslim Americans

development of NorthCarolina and the nation.



Assessment8.B.1.2 Explainhow culturalvalues, practices,and theinteractions ofvariousindigenous,religious, andracial groups haveinfluenced thedevelopment ofNorth Carolinaand the nation

Students must beable to demonstrateknowledge andunderstanding ofhow the values andbeliefs of variousgroups haveinfluenced NorthCarolina and theUnited States, payingspecific attention torace, religion, andindigenous peoples.

Values, beliefs, andpractices of variouscultures influence thedevelopment of a stateor nation

Values, beliefs, andtraditions of the pastinfluence the presentand future culturalnorms of a state ornation

A state and nation’sidentity is influenced bythe values and beliefsof diverse groups thatreside in that nation

Cultural values

Indigenous

Various examples ofcultural practices, values,and belief systems thatindigenous, religious, andracial groups contributedto the development ofNorth Carolina and theUnited States

The various culturalpractices, values, andbelief systems of theAmerican Indians beforecontact with other culturalgroups

How the cultural practices,values, and belief systemsof American Indiansinfluenced the way of lifeof Africans and Europeans

Contact betweenEuropean explorers,Africans, and AmericanIndians

Contact betweenChristian missionaries &American Indians

Contact between ChineseRailroad Workers,American Industrialists,and American Indians

Contact betweenAmerican settlers in theAmerican West andSouthwest andindigenous peoples ofMexico and theSouthwest

Examples of culturalvalues/practices● Pacifism● Equality● Freedom● Religious freedom● Private property vs.

shared ownership

Students create anIgnite presentation toexplain how theimmigrant culture of theHighlands of Scotlandinfluenced the settlersaround the Appalachianmountains.

Students create aLinkedIn-style profile ora more traditionalresume for the Quakers(or other group) toexplain how theyinfluenced the UnitedStates and NorthCarolina. Theprofile/resume shouldinclude the followingsections: 1)Background: when thegroup settled in NorthCarolina, what areasthey settled in, whatbrought them to thearea; 2) About:significant individualsthat are part of thisgroup, events that the

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● Individualism● Collectivism

Quakers were involvedin; 3) Accomplishments:key contributions thatthe Quakers made tothe development of thestate/local community;4) Recommendations:Which groups orindividuals would“recommend” theQuakers due to thepositive impacts theQuakers had on theirlives?

Unpacking the Civics and Government ObjectivesStandard 8.C&G.1 Understand how democratic principles have influenced the government structure and policies of North Carolina and the nationOverarching Concepts: Democratic Principles, Government Structure, Government Policies



Assessment8.C&G.1.1Summarize thedemocratic idealsoutlined in thefoundingdocuments of thestate and nationalgovernment

Students must beable to demonstratethe ability to capturethe essence ofdemocratic idealswithin the foundingdocuments of stateand nationalgovernment.

The political and socialbehaviors of a state ornation are governed byits values and beliefsstated in the foundingdocuments

Democratic ideals areoften reflected in stateand national foundingdocuments

Democratic ideals

How democratic ideals arereflected in local, state,and national governments

The democratic principlesof American government

Democratic ideals● Limited government● Popular sovereignty● Separation of

powers● Republicanism● Federalism● Individual rights● Civil rights● Equality● Rule of law

Founding documents● United States

Constitution● North Carolina

Students watch a videoor read about thepreamble of the UnitedStates’ Constitution andsummarize thedemocratic ideals witha storyboard or seriesof political cartoons.

Students review theArticles ofConfederation using aJigsaw activity. Eachgroup identifies whichof the democratic idealsare included in their

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Constitutions of1776, 1868, and1971

● Declaration ofIndependence

● MecklenburgResolves

● Halifax Resolves● North Carolina

Charters● Tribal Constitutions● Mayflower Compact● Articles of

Confederation● Bill of Rights

article and provide avisual summary of whatthat ideal was designedto do as part of thedocument.



Assessment8.C&G.1.2Compare howstate and localgovernmentsconform andconflict with thedemocratic idealsof the nation

Students must beable to discuss thesimilarities anddifferences of howdecisions at thestate level may ormay not conform orconflict withdemocratic ideals ofthe nation.

Students must beable to discuss thesimilarities anddifferences of howdecisions at thelocal level may ormay not conform orconflict with

State and localgovernment decisionsare often made incompliance to the idealsand principles found inthe founding documentsof a nation

Conflict may arise whenstate and local decisionsdo not align to thepolitical ideals of anation

Democratic ideals

Various decisions made atthe state and local levelThe concept and intent ofdemocratic principles

Democratic ideals● Limited government● Popular sovereignty● Separation of

powers● Republicanism● Federalism● Individual rights● Civil rights● Equality● Rule of law

Founding documents● United States

Constitution● North Carolina

Constitutions of1776, 1868, and1971

Students are providedwith summaries ofwell-known federalcourt cases and thedecisions made at thestate-level before theyprogressed to thesupreme court.Students explore howthe cases upheld or didnot uphold thedemocratic ideals of thenation.

Students use diagrams,written expressions, orartistic expressions tocompare theReconstruction

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democratic ideals ofthe nation.

● Declaration ofIndependence

● MecklenburgResolves

● Halifax Resolves● Constitutions of

Indigneous Tribes● Articles of

Confederation● Mayflower Compact● North Carolina

Charters

Decisions thatconform/conflict withdemocratic ideals● State upholding

1898 WilmingtonCoup

● Eugenics● 13th, 14th, 15th

amendments● 19th amendment● Redlining● Swann v. Charlotte

Mecklenburg Boardof Education

● Sundown towns● Brown v. Board of

Education● Indian Removal Act

of 1835● Jim Crow laws● District of Columbia

EmancipatedCompensation Act

amendments and JimCrow laws. Incomparing these topics,the students comparehow each conformed orconflicted with thedemocratic ideals of thenation.

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Assessment8.C&G.1.3Critique thepolicies, laws, andgovernmentstructures ofNorth Carolinaand the nation interms ofconforming to orconflicting withAmericandemocratic ideals

Students must beable to evaluate theextent to whichpolicies, laws, andgovernmentstructures, at thestate and nationallevel, conform orconflict with thedemocratic ideals ofAmerica.

Government structuresmay or may not bedesigned to uphold andreflect the foundingideals of a nation

Conflict may arise whenpolicies and laws do notalign to the politicalideals of a nation

Freedom, equality, andjustice may not beattainable or equitablefor everyone when thelaws, policies, and theactions of government donot align with itsfounding democraticideals

Democratic ideals

Various policies, laws, andgovernment structures thatreflect Americandemocratic ideals

Various policies, laws, andgovernment structures thatconflict with Americandemocratic ideals

Indian Removal Act

Great Society

Dawes Act

GI Bill

Compromise of 1877

State & Federalrecognition of AmericanIndians

Plessy v. Ferguson

The New Deal

The Fair Deal

Farmers HomeAdministration

Jim Crow Laws

Eugenics Board of NorthCarolina

Redlining

Affirmative Action

Chattel Slavery/Peonage

Gerrymandering

Students write aparagraph to evaluatethe extent to which thestate’s emergencyresponse plans havealigned with America’sideals of limitedgovernment.

Students answer thewriting prompt: As ameans of providing fornational security, shouldthe federal governmenthave unlimited authorityto monitor your socialmedia activity, haveaccess to your e-mailaccounts, libraryrecords, and otherpersonal information?Do these governmentauthorities conform orconflict with democraticideals of the foundingfathers of limitedgovernment?

Students answer thewriting prompt: Shouldthe state government beable to restrict whattypes of businesses canoperate if public safetyis at risk (e.g., inthe case of a natural

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Homestead Act

Patriot Act

Chinese Exclusion Act

Affordable Care Act

disaster, public healthconcerns, during war,etc.)? Explain why orwhy not and giveexamples of why thisshould or should not beallowed under our stateand nationalconstitutions.



Assessment8.C&G.1.4Comparedifferentperspectives onthe role of state,national, andtribalgovernments

Students must beable to discuss thesimilarities anddifferences of state,national, and tribalgovernments.

Differing viewpoints onthe scope and power ofstate, national, and tribalgovernments can lead toideological debates andconflict

Conflict may arise whenpeople interpret the roleof state, national, andtribal governmentsdifferently

The similarities betweenstate, national, and tribalgovernment roles

The differences betweenstate, national, and tribalgovernment roles

Debates over the scopeand power of the tribal,state, and nationalgovernments are on-going

Examples of issuessurrounding the scope andpower of different levels ofgovernment (historicallyand modern day)

Perspectives onpresidential executiveorders and the use ofexecutive orders

Incidents where NorthCarolina governoractivated state troops(supporters & opponents)

Tribal reservation politicsBureau of Indian Affairs

Federalists/Anti-Federalists

Federal/state/tribalgovernment role● Decisions about

slavery● Taxation● Education● Economic

Decisions○ Creation/

Students create a VennDiagram concerning atopic, such ashealthcare or education.One circle shows thefederal government’srole in that topic and theother circle shows thestate government’s rolein that topic. Where thecircles intersect,students identify greyareas where the roles ofstate and federalgovernments are notclearly defined. Tocreate a triple VennDiagram, the teachermay use Tribalgovernment.

Students answer thewriting prompt: Tribalgovernments havesovereignty to rule

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elimination ofnational bank

○ Bank bailouts● Immigration● Legal age for and

laws (e.g., voting,getting married,etc.)

themselves. Comparethe role of the tribalgovernment to the roleof the state government.Explain your answerciting examples.



Assessment8.C&G.1.5Compare accessto democraticrights andfreedoms ofvariousindigenous,religious, racial,gender, ability,and identitygroups in NorthCarolina and thenation

Students must beable to discuss thesimilarities anddifferences variousgroups have toaccess rights andfreedoms, payingspecific attention toindigenous,religious, racial,gender, ability, andidentity groups inNorth Carolina andthe nation.

Access to democraticrights and freedomsamong a nation’s citizensmay change over time asa result of conflict andcompromise

Citizenship in ademocratic societyshould afford itsmembers equal accessto certain rights, liberties,and protections under thelaw

Various examples ofdemocratic rights

The various groups whohave struggled for accessto democratic rights andfreedoms and why theywere denied access

Ways in which democraticrights were denied

Examples of variousgroups that were deniedrights based on race,religion, ethnicity, gender,ableness, physicallocation, cultural beliefs,and socio-economic status

American Indians inNorth Carolina● The Eastern Band of

Cherokee Indians● Haliwa-Saponi● Lumbee Tribe● Meherrin Sappony● Occaneechi Band of

the Saponi Nation● Waccamaw● Siouan

Enslaved people

Suffrage

13th, 14th, and 15thamendments

Immigrants

Title IX

Americans withDisabilities Act● Title II

Students read andinvestigate a variety ofsources related to theWomen’s SuffrageMovement. Studentsidentify and comparethe arguments used forgiving women the rightto vote. Students thencompare and contrastthose arguments toother suffragemovements. Studentscreate a diagram tohighlight the similaritiesand differences.

Students create onetimeline representingnative tribal access tovoting rights andanother timeline thatrepresents women’saccess to voting rights.The students use thetimelines to circle or

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● Title III

Individuals withDisabilities Education Act

highlight periods inhistory in a way thatshows the comparisonof access to democraticrights and freedoms.

Students create a chartcomparing how the13th, 14th, and 15thamendments providedaccess to democraticrights and freedomsdifferently for variousgroups (e.g.,indigenous, religious,racial, gender, ability,identity, etc.).

Unpacking the Civics and Government ObjectivesStandard 8.C&G.2 Evaluate the effectiveness of societal reformsOverarching Concepts: n/a



Assessment8.C&G.2.1Summarize thestrategies andsocietal reformsused to addressdiscriminationand oppressionin North Carolinaand the nation

Students must be ableto demonstrate theability to create asummary or abstract(not retell) of strategiesand societal reformsspecfially used toaddress discriminationand oppression inNorth Carolina and theUnited States.

Strategies to reformsociety may takemany different formsin a democraticsociety

Oppression anddiscrimination maychange over time as aresult of reformefforts

Examples of groups andorganizations used toaddress discrimination andoppression in NorthCarolina and the UnitedStates

Examples of citizen actionsand their outcomes inrelation to events thataddressed discriminationand oppression in NorthCarolina and the United

Strategies/approaches toaffect change● Picketing● Boycotts● Lawsuits● Sit-ins● Voting● Marches● Holding elected

office● Lobbying● Armed resistance● Hunger strike

Students research theCivil Rights Act of 1964and create a storyboardsummarizing the issuesaddressed by the act aswell as how the actaddresseddiscrimination andoppression.

The teacher givesstudents fivenewspaper articles

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States ● Advertising● Social media

campaigns● Walk-outs● Organizing

Societal reforms● Temperance

Movement● Mental

health/healthcare● Prison reform● Immigration rights● DACA/Dreamers● Sovereign rights of

Indigenous tribes● Abolitionism● Voting● Labor conditions● Integration of

publicaccommodations

● American IndianMovement

● Asian AmericanMovement

from the 1900s aboutthe suffrage movementthat addresses orconnects in some wayto strategies or societalreforms used toaddress discriminationor oppression. Thestudents read eacharticle and create anewspaper headlinesummarizing eacharticle.



Assessment8.C&G.2.2Assess theeffectiveness ofreforms in termsof the impact onindividuals,policies, andinstitutions in

Students must be ableto evaluate the extentto which variousreform effortsimpacted individuals,policies, andinstitutions in NorthCarolina and the

Access to democraticrights and freedomsmay change over timeas a result of political,social, or economicreform efforts

Various reform efforts

Various examples ofreforms in North Carolinaand the United States

Criteria to evaluate theeffectiveness of variousapproaches used to effectchange whether the actions

Effectiveness of reforms● Desegregation● Women’s suffrage● Mental health● Labor reform● FDR’s New Deal● Civil Rights

Movements

Students choose toinvestigate one reformattempt and assess itsimpact. The studentsevaluate if the reformattempt was successfulfor change and outlinewhat moves were made

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North Carolinaand the nation

nation. may or may not beeffective in changinglaws and policies thatbenefit everyone

produced desiredoutcomes such as changein laws and/or access toopportunities otherwisedenied

● American IndianMovement

● Asian AmericanMovement

● Child labor● Criminal justice● Education● Temperance● Farm workers

movement● Equal Rights

AmendmentMovement

to make change.Students then examinethe effectiveness andimpact of the reform.

Students analyze a setof sources related tothe strategies andreforms used toaddress a political orsocial issue withinNorth Carolina. Aftertheir analyses, studentsmake a judgementabout these reformsanswering: Did thereform(s) create positivechange, no change, ornegative change?Students are asked toprovide evidence fromthe sources to supporttheir evaluation.

Unpacking the Economics ObjectivesStandard 8.E.1 Understand the economic development of North Carolina and the nationOverarching Concepts: Economic Development, Nation



Assessment8.E.1.1 Explainhow economicgrowth anddecline havepositively andnegativelyimpacted

Students must beable to demonstratehow economicgrowth and declineimpacts why peoplelive where they doand how they live

Economic growth ordecline can impact thepersonal and businessdecisions of people andthe communities inwhich they live

The various times NorthCarolina and the UnitedStates experienced periodsof economic growth anddecline

Examples of how individuals

Rip Van Winkle State

Economic boom of the1920s

Credit

Students research andcreate a presentationon one of the currentgrowing industries inNorth Carolina (e.g.,Biotech, Financial,Information Technology,

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individuals,groups,communities,and businessesin North Carolinaand the nation

within NorthCarolina and theUnited States.

An individual’s quality oflife may be impacted byeconomic growth anddecline within a state ornation

are impacted by economicgrowth and decline

Examples of howbusinesses are impacted byeconomic growth anddecline

Buying on margin

Speculation

Great Depression

Gold rushes

Dust Bowl

War manufacturing

Post World War IIeconomic boom

Industrial boom anddecline (textiles)

Data farms and researchcomplexes

Dot-Com bubble

Economic panics of1800s

Stock market crashes

Recession 2007-2008

etc.), outlining how andwhy it is growing in thisarea. Studentsdescribe how it isimpacting individuals,groups, communities,and businesses.

Students read articlesrelated to the decline ofan industry in NorthCarolina (e.g., furniture,fishing, farming, etc.).Students create a chartrecording the positiveand negative impactsthis decline had onindividuals andcommunities across thestate. For each positiveor negative identified,students make clearconnections to thedecline of the specificindustry thatdemonstratesunderstanding of thecause-and-effectrelationship at play.



Assessment8.E.1.2 Explainhow industry andtrade impact theeconomy andpeople of North

Students must beable to demonstrateunderstanding of thecauses and effectsindustry and trade

Overuse of scarceresources through tradeand industry may lead toeconomic instability,recession, or depression

Examples of types ofindustry important to NorthCarolina economy

Examples of types of

Impacts of trade● Outsourcing● Creation of new

industries● Closing of existing

Students create acause-and-effect chartdemonstrating theimpacts trade had onNorth Carolina (e.g.,

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Carolina and thenation

have on both theeconomies andpeople of NorthCarolina and theUnited States.

within a state or nation

Industry and trade withina state or nation mayimpact the goods peoplehave access to within acommunity

industry important to UnitedStates economy

Examples of how tradeimpacts the economies ofNorth Carolina and UnitedStates

Examples of the types ofgoods and services tradedto and from North Carolinaand United States

industries● New kinds of

employment● Unemployment● Investment in a

community● Increased revenue

in community

Fishing

Shipping

Agriculture/cash crops

Timber

Naval stores

Triangular trade

Plantation system

Railroads

Textile mills

Furniture industry

Tobacco industry

Imports and exports

Rural electrification

Military in North Carolina

Research Triangle

furniture industry,agricultural trading,textile mills, RTP, etc.).

Students create anadvertisement for aspecific industryhighlighting how theindustry impactedNorth Carolina or thenation.

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Park/Biotechnology

North Carolina’s GlobalTransPark

Tech companies● Google● Facebook● Apple

Distribution hubs● Amazon● Wayfair● Walmart● Coca Cola● Publix● Lenovo● Polo/Ralph

Lauren

Banking industry

Paved roads expansionand interstate highways

Industrialization

Tourism industry

The North American FreeTrade Agreement

Henry Clay’s AmericanSystem

Intercontinental Railroad

Filmmaking

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Assessment8.E.1.3Distinguish therole women,indigenousgroups, andracial minoritiesplayed incontributing tothe economicprosperity ofNorth Carolina interms of equity,equality, andmobility

Students must beable to differentiatethe significance ofthe role variouspeople had incontributing toeconomic equity,equality, andmobility in NorthCarolina, payingspecific attention towomen, indigenousgroups, and racialminorities.

Students must beable to demonstrateknowledge of theways in which theeconomiccontributions ofvarious people andgroups benefitedNorth Carolina, evenif they did notalways benefit theindividuals orgroups that madethe contributions.

Women, racial minorities,and indigenous groupsoften play a key role indemanding andcontributing to economicequity, equality, andmobility within a state ornation

Cooperation andcollaboration amongvarious groups may leadto more equity, equality,and mobility within astate or nation

Examples of women whocontributed to economicprosperity

Examples of racialminorities who contributedeconomic prosperity

Examples of AmericanIndians who contributed toeconomic prosperity

American Indian farmingand agriculture practices

Cult of Domesticity

Republican Motherhood

Indentured Servants

Enslaved People

Free Blacks

Sharecropping/tenantfarming

Black Wall Street/Hayti

Great Migration

American Indian FurTrade

Women Homesteaders

Rosie the Riveter

New Deal Programs

Women in the workforce

Entrepreneurs/entrepreneurship

Reservation gaming

Students read about aminority North Carolinaentrepreneur whosebusiness createdeconomic prosperity.Students analyze thereading to find evidenceof how that businesshas led to economicprosperity and mobility.

The teacher givesstudents 3-5 primarysource documentsregarding the rolewomen, indigenousgroups, and racialminorities have playedin contributing to theeconomic prosperity ofNorth Carolina.Students identifyevidence of thosecontributions in eachdocument.

Students analyzewritten and visualdocuments of womenworkers in variousindustries of NorthCarolina. Studentsdetermine importantevidence in eachdocument thataddresses the following

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Farming/agriculture questions: 1) How didwomen contribute toeconomic prosperity inNorth Carolina? 2) Inwhat ways dideconomic mobilityoccur as a result? 3) Didtheir contributions helpmove women towardsequality?



Assessment8.E.1.4Exemplify wayspersonalfinancialdecision-makinginfluences theeconomy

Students must beable to use materialpresented to them tocome up with newexamples of wayspersonal financialdecision makinginfluences theeconomy.

Individual decisions onspending and saving caninfluence the economicgrowth of a state ornation

A state or nation’seconomic growth ordecline can be related tothe personal financialdecisions of its citizens

How to save and investwisely to achieve futuregoals

The use of credit andborrowing

The benefits of charitablegiving

How to create andimplement a plan to improveshort and long term qualityof life

Savings

Spending

Taxes

Credit

Borrowing

Investing

Giving

Budgeting

The teacher givesstudents 3-5 scenariosof financial decisionspeople have made.

Students create theirown scenarios offinancialdecision-making. Thestudents must tell howthe economic decisionimpacts the economy.

Students complete a“chain reaction” graphicorganizer or acause-and-effect chartexplaining theconnection betweenpersonal financialdecisions andeconomic impacts. Theteacher candifferentiate this activity

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by allowing somestudents to fill in theirgraphic organizer ontheir own, identifyingboth the decisions andthe impacts. Otherstudents can be givenexamples of personalfinancial decisions andgenerate economicimpacts.

Unpacking the Geography ObjectivesStandard 8.G.1 Understand geographic factors that influence the development of North Carolina and the nationOverarching Concepts: Geographic Factors, Development, North Carolina, Nation



Assessment8.G.1.1 Summarizethe human andphysicalcharacteristics ofNorth Carolina andthe nation

Students must beable to demonstratethe ability to create asummary or abstract(not retell) abouthuman and physicalcharacteristics ofNorth Carolina andthe United States.

Geographic regions maydiffer based on physicalcharacteristics

The physical and humancharacteristics of a stateor nation can beidentified by the types ofregions they possess

The physical and humancharacteristics of a placemay influence thedevelopment of a stateor nation

How to describe thevarious regions of NorthCarolina and the UnitedStates in terms ofphysical environment(both natural andman-made)

How to describe NorthCarolina and the UnitedStates in terms of theirlocation relative to otherstates and nations

The characteristics thatdefine a particular regionin North Carolina and theUnited States

Types of regions● Functional

(man-made)● Formal (climate,

physical features)○ Coastal Plain○ Piedmont○ Mountains○ Tidewater

● Vernacular(regional identities/perceptual regions)

Physical characteristics● Natural resources

○ Rivers○ Timber○ Minerals

● Ocean

Students annotate atopographical map ofNorth Carolina in a waythat summarizes threehuman characteristicsand three physicalcharacteristics of eachregion.

Students are given atopographical mappresenting differentresources in the UnitedStates focused onrenewable energy. Afterreading the documents,students summarize thepotential renewableenergy usage with a

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Examples of sustainableresources

● Mountains● Plains● Deserts● Woodlands

Human Characteristics● Buildings● Roads● Railroads● Parks● Nature reserves● Hiking trails● Renewable energy

○ Solar panels○ Hydroelectric

dams○ Wind turbines

60-second PublicService Announcement.Note: This can be anelectronic, written, ororal presentation.



Assessment8.G.1.2 Explain howlocation, resources,and humangeographyinfluenced thedevelopment ofNorth Carolina andthe nation

Students must beable to demonstratehow thedevelopment ofNorth Carolina andthe United Stateshave been impactedby location,resources, andhuman geography.

The physicalcharacteristics of a placemay contribute to thesocial, cultural, oreconomic developmentof a state or nation

The physicalcharacteristics of a placemay present challengesto the social, cultural,and economicdevelopment of a stateor nation

How physical geographyimpacts the developmentof North Carolina and theUnited States

How human geographyimpacts the developmentof North Carolina and theUnited States

Location/resources● Settlement

patterns of East vs.West NorthCarolina

● Fertile farmland● Impact of natural

disasters○ Hurricanes○ Tornadoes○ Flooding○ Drought○ Beach erosion

● Tourism business○ Minerals○ Timber○ Furniture

Teachers put studentsin groups to researchvisual imagery showinghow the humangeography of NorthCarolina has beeninfluenced by tourism.Groups are asked toexplain how humangeography impactstourism and influencesthe development of ourstate by creating aTikTok-style video.

Students create a visualgraphic that explains

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industry inNorth Carolina

Human geography● Buildings● Roads/highways● Railroads● Windmills● Man-made

lakes/watersources

● ResearchTriangle Park

● North Carolina’sGlobal TransPark

● Charlotte areabanking hub

how the physicalgeography and locationimpacted the rise oftextile mills in theSouthern United Statesor North Carolina.



Assessment8.G.1.3 Explain howlocation and humangeographypresentedopportunities andchallenges for themovement ofpeople, goods, andideas in NorthCarolina and thenation

Students must beable to demonstrateunderstanding ofhow the movementof people, goods,and ideas have beenimpacted by physicaland humangeography.

Students must beable to demonstrateunderstanding ofwhy opportunity andchallenge arereasons for themovement of people,

The physicalcharacteristics of a placemay contribute to themovement of people,goods, and ideas of astate or nation

The physicalcharacteristics of a placemay present challengesfor the movement ofpeople, goods, and ideasof state or nation

Specific geographicchallenges oropportunities for themovement of people,goods, and ideas inNorth Carolina

Specific geographicchallenges oropportunities for themovement of people,goods, and ideas in theUnited States

Opportunities● Fresh water rivers● Fertile farmland● Gold exploration● Navigation and

transportation● Railroads● Industrialization● Farming and

tobacco● Logging in rivers● Textile industry● Military base● Outer Banks● Gas pipelines● Migration

Students answer thewriting prompt: How dolocation and humangeography work togetherto create opportunitiesthat draw new industries(Apple, Google, medical,etc.) to the researchtriangle area?

Students create anannotated map (e.g.,Google My Map, PadletMap, Google Slide, etc.)documenting thechallenges the OuterBanks of North Carolina

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goods, and ideas inNorth Carolina andthe United States.

Challenges● Mountain

territories● Desert● Redlining● Climate● Graveyard of the

Atlantic● Outer Banks● Gentrification● Migration

have posed to themovement of peopleand goods throughoutNorth Carolina history.Teachers use thisassessment multipletimes throughout thecourse.



Assessment8.G.1.4 Explain thereasons for andeffects of forcedand voluntarymigration onvarious groups inNorth Carolina andthe nation

Students must beable to demonstratethe causes of forcedand voluntarymigration in NorthCarolina.

Students must beable to demonstratethe effects of forcedand voluntarymigration in NorthCarolina.

People may choose tomigrate to a state ornation to gain access towater, better climate,fertile soil, or othernatural resources

Migration may result innew ideas, culture and aworkforce for a state ornation

The migration of peopleto an area may result inchanges to both thephysical and humancharacteristics of a placeor region

Reasons why peoplemigrate (both forced andvoluntary) to and withinthe United States

Effects of migration(both forced andvoluntary) to and withinthe United States

Policies, practices, andlaws that limit or impactindividuals and/or groupsfrom immigrating to ormigrating within theUnited States

Forced● Triangular

Trade/Slave Trade● Peonage● Trail of Tears● Indentured

servitude● American

Internment Camps● Refugee camps● Reservations● Dust Bowl

Voluntary● Colonial charters● Colonization● Great Wagon Road● Proclamation of

1763● Religious freedom● North Carolina &

California GoldRush

Students create apro/con list that couldhave been created by anAfrican American livingin rural North Carolina.The pro/con list shouldreflect an AfricanAmerican’s thoughts ontrying to decide whetheror not to move to theNorth in 1925. Studentsdetail the economic,political, and culturalreasons for each proand con.

Students are given datacharts reflectingmigration to NorthCarolina. Studentsexplain the push andpull factors that haveinfluenced those

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● UndergroundRailroad

● Urbanization● Industrialization● Urban migration● Ellis/Angel Island● Great Migration● Indentured

Servitude● Agricultural

opportunities● Migrant farming

Effects of Migration● Population shifts● Cultural diffusion● Nativism● Shifts in

employment

migration patterns.



Assessment8.G.1.5 Explain howgeographicexpansion impactedthe development ofNorth Carolina andthe nation

Students must beable to demonstratethey understand howpolitical, economic,and socialdevelopment inNorth Carolina hasbeen impacted bygeographicexpansion.

Geographic expansion ofa state or nation may leadto unintendedconsequences

When a state or nationexpands, individuals, andgroups may be presentedwith new challenges andopportunities that canimpact development

Various ways geographicexpansion has impactedthe development ofNorth Carolina and theUnited States

Specific examples of theUnited States acquiringnew territory

Geographic Expansion● Louisiana Purchase● Mexican Cession● Westward

Expansion● Annexation of

Alaska and Hawaii● Gadsden Purchase● Annexation of

Texas● Cuba, Puerto Rico,

Guam, Philippines

Impacts of Expansion● Roads

Students create anIgnite presentation toexplain how geographicexpansion of the UnitedStates led toimprovements intransportation andindustry.

Students are given aworksheet listing 10-15examples of geographicexpansions in both theUnited States and NorthCarolina. The students

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● City growth● Businesses &

industry● Railroads● Land grants● Pollution● Ecosystems● Loss of native

lands● Access to natural

resources

complete the worksheetby filling in how eachexpansion impacted thedevelopment of thenation or state.

Unpacking the History ObjectivesStandard 8.H.1 Understand the role of conflict and cooperation in the development of North Carolina and the nationOverarching Concepts: Conflict, Cooperation, Development, North Carolina, Nation



Assessment8.H.1.1 Explain thecauses and effectsof conflict in NorthCarolina and thenation

Students must beable to demonstratethey understand thecauses and effectsof conflict in NorthCarolina and theUnited States.

Political, economic,geographic, and culturalconditions in a state ornation can createconflict and war

Political, economic,geographic, and culturalconditions in a state ornation can be shapedby conflict and war

North Carolina’s role inselected local, state,national, and globalconflicts

The role and implicationsof the United States’involvement in or isolationfrom global conflicts andthe reasons forinvolvement or isolation

The causes of varioustypes of conflicts (militaryeconomic, political, andsocial ideologies)

Causes/effects ofconflicts● Population

redistribution● States rights● Slavery● Land expansion● Land disputes● Annexation● Federalism● Taxation without

representation● Congressional

representation● Political balance in

congress● Break-up of the

plantation system● Nativism

Given an event orconflict (national orstate), studentscomplete a graphicorganizer depicting thecause(s) and effect(s)of that event or conflict.

Students create aflowchart to trace theissues at the heart ofthe Cold War. Theflowchart shouldaddress the causes andeffects of those issues.

Students create a seriesof TikTok-style videoclips that highlight the

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● Disenfranchisement● Civil rights● Civil rights

legislation● Secession● Wage & labor

disputes

Examples of conflicts● Bacon/Culpeper

Rebellion● Lord’s proprietors● Federalist/

Anti-Federalists● National Bank● Labor unions● Internment camps● Domestic and

international wars● Indian removal● Suffrage● Taxation of colonies● Mercantilism● War of 1812 (trade,

embargo)● Economic impacts

of war● Great Depression

causes, events, andeffects of Culpeper’sRebellion. Students’explanations may beverbal, on-screen textover their video, or adance motion set tomusic that fits the ideaand/or emotion relatedto the details.



Assessment8.H.1.2 Summarizehow debate,negotiation,compromise, andcooperation havebeen used in the

Students must beable to demonstratethe ability to createa summary orabstract (not retell)about how debate,

Democracies mayengage in debate,compromise, andnegotiations to solveproblems and issuesthat exist in a state or

Examples of historical andcontemporary economic,political, and culturaldebates that have takenplace in North Carolinaand the United States

Great Compromise

Anti-Federalist/Federalist

Articles of Confederation

Students read debatesbetween theFederalists and theAnti-Federalists.Students summarize thebeliefs and arguments

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history of NorthCarolina and thenation

negotiation,compromise, andcooperation havebeen used over timein North Carolinaand the UnitedStates.

nation

Competing values andbeliefs can play animportant role insparking debates andcompromise that cancreate new policies andlaws within a state ornation

Various compromises thathave taken place in NorthCarolina and the UnitedStates

vs. Constitution

Freesoilers vs. proslavery

Missouri Compromise

Compromise of 1850

North Carolina debate onsecession

Presidential vs.congressionalreconstruction

Labor unions &negotiations

Women’s suffrage debate

Cuban missile crisis

Isolation vs. neutrality

Civil rights legislation

Globalization

of both the Federalistsand the Anti-Federalistswith a newspaperheadline.

The teacher showsstudents a short videoclip on the Compromiseof 1850. After watchingthe video, studentssummarize the mainidea of the video clip.



Assessment8.H.1.3 Explain howslavery, segregation,voter suppression,reconcentration,and otherdiscriminatorypractices have

Students must beable to demonstratethey understandhow slavery,segregation, votersuppression,reconcentration, and

Discriminatory behaviorcan lead to exploitationand suppression ofindividual rights

Slavery and segregationallow dominant groups

The causes of slavery,segregation, votersuppression,reconcentration, and otherdiscriminatory practices

The effects of slavery,

Grandfather clause

Poll tax

Literacy test

De jure segregation

Students create a frontpage news story of aninjustice they havelearned about. Thestory should explain thedetails related to theinjustice issue (causes)

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been used tosuppress andexploit certaingroups within NorthCarolina and thenation over time

other discriminatorypractices have beenused to suppressand exploitindividuals overtime.

in power to control andlimit the rights of otherswithin a nation or state

Individuals and groupsthat have power in asociety may have aninterest in limiting thedistribution of thatpower

segregation, votersuppression,reconcentration, and otherdiscriminatory practices onindividuals

De facto segregation

American internmentcamps

Trail of Tears

Black codes

Slave codes

Reservation system

Redlining

Relocation acts

Broken and unfulfilledtreaties with AmericanIndian Tribes

Eugenics

Unequal distribution ofwealth and wages

Employment policies

as well as anyresponses (effects) to it,naming key people,groups, and actions.

Students are put ingroups. Each group isgiven primary sourcedocuments on theinternment ofJapanese-Americansduring WWII. Eachgroup creates acause-and-effectdiagram showing thecauses and effects ofthe internment camps.Students present theirdiagrams to the class.



Assessment8.H.1.4 Explain howrecovery, resistance,and resilience toinequities,injustices,discrimination,

Students must beable todemonstrate theirunderstanding ofhow responses toinequities,

The actions people useas strategies ofresistance andresilience to injusticemay help shape a stateor nation

Examples of specificindividual and groupactions of resistance toinjustice in North Carolinaand the United States

Recovery● Reconstruction● New Deal● Post - 9/11● Response to natural

disasters

Students are givenprimary sourcedocuments on thedevelopment ofPrinceville, NorthCarolina. After reading

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prejudice, and biashave shaped thehistory of NorthCarolina and thenation

injustices,discrimination,prejudice, and biashave shaped NorthCarolina and theUnited States.

Individuals and groupsmay resist injusticeand demand equaltreatment which canlead to reforms thatcan transform a nation

Examples of inequities,injustice, and discrimaitionfaced by individuals andgroups in North Carolinaand the United States

Examples of how groupsand individuals haveshowed resilience in theface of injustice

● Economic stimulus

Resistance● Civil disobedience● Rallies/marches● Strikes● Walkouts● Sit-ins● Boycotts● Voter registration

drives & voting● Communicating

with local, state,and U.S. electedofficials

● Petitions● Letter writing &

social mediacampaigns

Resilience● Responses to

natural disasters● Holocaust survivors● Surviving the Great

Depression● Battle of Hayes

Pond● American patriotic

sentiment after9/11

● Responses toWilmington Coup

● Responses todestruction of BlackWall Street in Tulsaand Hayti in NorthCarolina

the documents,students write a briefparagraph with thefollowing pointsincluded: 1) How thepeople of Princevillehave exhibitedresistance to injustice,discrimination, andprejudice; and 2) Howthe people of Princevillehave exhibitedresilience to injustice,discrimination, andprejudice.

Students fill out acause-and-effect chartfocused on a topicrelated to the objective(e.g., environmentalmovements, civil rightsmovements, suffragemovements, etc.). Thechart should askstudents to fill outinformation that: 1)Addresses causes ofinequities and injusticesin a state/nation; 2)Shows acts ofresistance as a causeshaping NorthCarolina/United States;3) Shows waysresilience has helpedshape the state/nation;and 4) Addresses how

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● American Indianmaintenance ofculture despiteefforts ofassimilation

individuals and groupshave been able torecover from thediscriminatory practicesthat once existed in astate/nation.

Unpacking the History ObjectivesStandard 8.H.2 Understand how innovation and change have impacted the development of North Carolina and the nationOverarching Concepts: Innovation, Change, Development



Assessment8.H.2.1 Explain howinnovation andtechnology havecontributed tochange in NorthCarolina and thenation

Students must beable to demonstratethat theyunderstand howinnovative ideas andtechnologicalinventions haveinfluenced changein North Carolinaand the UnitedStates.

Technology andinnovation can lead tosocietal changes

Technology andinnovation can have apositive impact andunintendedconsequences

Examples of technologicaladvances in United Statesand North Carolina history

Examples of inventionsunique to North Carolina

The positive and negativeimpacts of innovation onindividuals and groups inregions of North Carolinaand the United States

Aviation/ First Flight

Cotton gin

Dams and water wheels,and waterpower

Plank roads in NorthCarolina

Erie Canal

Steam engine andrailroad

Dismal Swamp Canal

Model T

Interstate highwaysystem

Telegraph

Telephone

Students recordthemselves giving anews report about thecompletion of theFayetteville-WesternPlank Road system inBethania, NorthCarolina. Students’news stories shouldinclude the causes ofthe plank road system,the positive andnegative impacts of theplank road system, andhow the plank roadsystem impactedgrowth in NorthCarolina.

Students complete agraphic organizerdepicting various typesof innovations intransportation. Thegraphic should detail

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Radio

Television

Internet

Social media

Smartphones

Assembly line

Mass production

Ironclads

Blockade runners

Rifles

“Smart” weapons

Atomic weapons

the following: 1) Whateach innovation wasdesigned to do; 2) Howeach innovationcontributed to thebenefit of transportationand travel; 3) How eachinnovation improvedtransportation in thenation; and 4) How eachinnovation improvedtransportation in NorthCarolina.



Assessment8.H.2.2 Explain theinfluences ofindividuals andgroups duringtimes of innovationand change in NorthCarolina and thenation

Students must beable to demonstratethey understand thevarious ways inwhich differentindividuals andgroups in NorthCarolina and in theUnited Statesinfluenced and

Individuals and groupscan be powerful forcesfor societal change

The desire for societalreform can motivateindividuals and groupsto act and bring aboutchange

Examples of people in thehistory of North Carolinaand the United States thatinfluenced change orinnovation

Examples of groups in thehistory of North Carolinaand the United States thatinfluenced change or

Groups● Quakers● Moravians● Regulators● Sons of Liberty● Edenton Tea Party● Founding Fathers● Radical Republicans● Abolitionists● War Hawks of 1812

Students answer thewriting prompt: How didthe Radical Republicansimpact politicalinvolvement andchanges following theCivil War (e.g.,Freedmen's Bureau,Education, Legislation,Civil Rights, etc.)?

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facilitated change. innovation

How individuals andgroups have influencedchange or innovation inNorth Carolina and theUnited States

● Muckrakers● Progressives &

Populists● Flappers● Labor unions● NAACP● Greensboro Four● Farm Workers

Alliance

Individuals● Penelope Baker● Hugh Williamson● Dorthea Dix● Calvin Wiley● Archibald Murphy● Upton Sinclair● Harvey Milk● Duke, Reynolds,

Hanes (Tobacco)● Ella Baker● Vernon Johns● Martin Luther King

Jr.● John Lewis● Congressional

leaders● Presidents● Civil Rights leaders● Cesear Chavez● Dolores Huerta● Fred Korematsu

Students identify atleast two impacts.

From a teacher-providedlist, students select andresearch an individual orgroup that had asignificant impact onthe nation orcommunity. Studentscreate a superhero orsuperhero team basedon their selectedindividual or group. Thedescription of thesuperhero or superheroteam could include: 1)an origin story includingthe impact of theirbackground; 2) animage (drawing orelectronic) of thesuperhero, including arationale for the colorsand symbols in theirappearance; 3) adescription of powersand weaknesses inrelation to theiraccomplishments; 4) anarchvillain related towhat the individual/group were fightingagainst; and 5) a shortstory or comic of thehero’s latest adventuredepicting their impacton a historical time of

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change.



Assessment8.H.2.3 Explain howthe experiences andachievements ofwomen, minorities,indigenous, andmarginalizedgroups havecontributed to thedevelopment ofNorth Carolina andthe nation over time

Students must beable to demonstrateunderstanding ofhow the livedexperiences andachievements ofvarious groupsinfluenced thedevelopment of theUnited States andNorth Carolina,paying specificattention to women,various indigenous,religious, and racialgroups.

Indigenous andmarginalized groupsoften contribute to thepolitical, economic,and culturaldevelopment of a stateor nation despitelimited opportunitiesfor social mobility

Individual and groupexperiences can drivethe outcome of events,conflicts, anddecisions

The experiences andachievements ofpeople with differentcultural backgroundsmay foster change andinnovation that canimprove a nation

The ways in which differentindividuals and groups mayhave influenced theoutcome of conflicts

Examples of leadershipand individual/group actionin North Carolina and theUnited States

Examples of achievementsof various women,indigenous, and minoritygroups

Ways diverse women,indigenous, religious, andracial groups have madecontributions to NorthCarolina and the UnitedStates

Individuals● Susan B. Anthony● Sojourner Truth● Abigail Adams● Elizabeth Cady

Stanton● Eleanor Roosevelt● Greensboro Four● Ella Baker● Septima Clark● Karen Korematsu● Daisy Bates● Fannie Lou Hamer● A. Philip Randolph● Cesear Chavez● Dolores Huerta● Harvey Milk

Groups● American Indians in

United States● Immigrants● North Carolina Farm

Workers● American Indians in

North Carolina○ The Eastern

Band ofCherokeeIndians

○ Haliwa-Saponi○ Lumbee Tribe○ Meherrin

Students write a PublicService Announcement(PSA). The PSA shouldtell the public thefollowing about theperson or group: 1)Experience(s) of theperson or group withinthe state or nation; 2)Significance(s) of theperson or group in thestate or nation; and 3)Achievement(s) of theperson or group andhow that achievementcontributed to thedevelopment of thestate or nation.

Students are assigned aperson who contributedto the development ofNorth Carolina or theUnited States. Studentscreate a short one-pageresume that lists all theways the personimpacted NorthCarolina or the UnitedStates.

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Sappony○ Occaneechi

Band of theSaponi Nation

○ WaccamawSiouan

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