Eighth Grade
Social Studies
2014-2015 Curriculum Guide
Iredell-Statesville Schools
1
Eighth Grade Social Studies
Table of Contents
Purpose and Use of Documents ...............................................................................................................................................................3
College and Career Readiness Anchor Standards for Reading ................................................................................................................4
College and Career Readiness Anchor Standards for Writing .................................................................................................................5
Year at a Glance .......................................................................................................................................................................................6
Quarter 1 – Unit Planning/Pacing ............................................................................................................................................................7 - 9
Quarter 2 – Unit Planning/Pacing ............................................................................................................................................................9 – 13
Quarter 3 – Unit Planning/Pacing ............................................................................................................................................................13 – 16
Quarter 4 – Unit Planning/Pacing ............................................................................................................................................................16 – 19
NC History Essential Questions ...............................................................................................................................................................20 – 24
2
Purpose and Use of the Documents
The Curriculum Guide represents an articulation of what students should know and be able
to do. The Curriculum Guide supports teachers in knowing how to help students achieve
the goals of the new standards and understanding each standard conceptually. It should
be used as a tool to assist teachers in planning and implementing a high quality
instructional program.
 The “At-a-Glance” provides a snapshot of the recommended pacing of instruction
across a semester or year.
 Learning targets (“I can” statements) and Criteria for Success (“I will” statements)
have been created by ISS teachers and are embedded in the Curriculum Guide to
break down each standard and describe what a student should know and be able to
do to reach the goal of that standard.
 The academic vocabulary or content language is listed under each standard. There are
30-40 words in bold in each subject area that should be taught to mastery.
 The unpacking section of the Curriculum Guide contains rich information and
examples of what the standard means; this section is an essential component to help
both teachers and students understand the standards.
3
Teachers will be asked to give feedback throughout the year to continually improve their
Curriculum Guides.
College and Career Readiness Anchor Standards for Reading
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together
define the skills and understandings that all students must demonstrate.
Key ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section,
chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantita tively, as well as in
words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the rel evance
and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the
authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
4
* Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional
standards relevant to gathering, assessing, and applying information from print and digital sources.
College and Career Readiness Anchor Standards for Writing
The K-12 standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR a nd grade-specific
standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together
define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and suffi cient
evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the
subject under investigation.
8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
9. Draw evidence from literacy or informational texts to support analysis, reflection, and research
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audiences.
5
* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.’
Taken from Common Core Standards (www.corestandards.org)
6
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
The Year at a Glance
GENERAL PACING
QUARTER 1
Aug. 26 – Oct. 25
UNITS
1. North American Colonization
2. Revolutionary Era
QUARTER 2
Oct. 27 – Jan. 27
ASSESSMENTS
Baseline
Aug. 25–29
Benchmark #1
Oct. 20 – Nov. 6
Units 1–2
3. New Nations And Western Migration
4. Antebellum And Civil War
QUARTER 3
Jan. 23 – Mar. 27
5. Industrial Revolution-Great Depression
6. Rise To Global Power
QUARTER 4
Mar. 31 – Jun. 10
7. Civil Rights—Post WW II America
8. Contemporary Issues
Benchmark # 2
Mar. 24 – Apr. 2
Units 1–5
MSL
TBA
Units 1–8
7
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
I.
North
American
Colonization
Pacing:
Quarter 1
Sub-unit of Study
Roanoke Island
Settlements: Lost
Colony
Jamestown
Plymouth
13 Original
Colonies/Regions
Clarifying
Objective
“I Can”
“I Will”
Vocabulary
Primary
Sources and
Info. Text
8.H.1.1, 8.H.1.3,
8.H.2.1, 8.H.2.2,
8.C.1.1, 8.C.1.3,
8.E.1.1
I can assess the
impact of
geography on
early
exploration and
settlement of
NC/US.
I will identify
and label the 3
regions of NC.
Colony
colonization
Coastal Plain
Piedmont
Mountains
barrier islands
Outer Banks
tidewater
backcountry
fall line
Geographic
region
charter
Agrarian
society
Nomad
clan
artifact
Columbian
Exchange
barter system
cash crop
culture
Cultural
diffusion
Missions
Old World
North Carolina
Text p. 60
“Report to
Raleigh”
I can analyze
the impact of
Native
Americans on
NC/US
Colonization
and vice versa.
I can compile
the cultural,
political,
economic, and
religious
motives for
European
colonization.
I can contrast
and compare
I will explain
how human
needs and
natural
resources
influenced
settlement
patterns.
I will evaluate
the relationship
between Native
Americans and
early settlers.
I will identify
European
motives for
colonization.
I will
understand the
impact of
Mayflower
Compact
Fundamental
Orders of
Connecticut
“City Upon a Hill”
John Winthrop
Discourse
concerning
Western Planting
Richard Hakluyt
8
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
Clarifying
Objective
“I Can”
“I Will”
the
contributions of
the diverse
groups in
colonial NC/US.
religious beliefs
in the
colonization of
the United
States.
I can
understand
economic
causes and
effects of
colonization.
II.
Revolutionary
Enlightening
Era
Great Awaking
Pacing:
Quarter 1
Causes of Revolution
American
Revolutionary War
8.H.1.2, 8.H.1.1,
8.H.1.2, 8.H.1.3,
8.H.1.4,
8.H.1.5,
8.H.2.2,
8.H.2.3, 8.H.3.3,
8.H.3.4,
8.C&G.1.2,
8.C&G.2
I can elaborate
on the causes
and the effects
of the
Revolutionary
War.
I can
understand and
utilize essential
economics
terms
I will analyze
how differing
viewpoints can
led to
philosophical
debates and
armed conflict.
I will describe
the conflict and
consequences
of the French
and Indian War.
Vocabulary
New World
economy
Jamestown
Colony
indentured
servant
Slavery
Triangular
Trade
Pilgrim
Puritan
mercantilism
House of
Burgesses
Boycott
capitalism
revolution
democracy
rebellion
terrorism
propaganda
standard of
living
militia
minutemen
tariff
protest
Primary
Sources and
Info. Text
The Patriot
movie
America the
Story of Us
History Channel
Johnny Tremain
Book and movie
1776 the
musical
9
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
Clarifying
Objective
“I Can”
“I Will”
Documents
I will describe
key events in
the
Revolutionary
Era
I will analyze
the intellectual
and political
influences on
the founding
fathers in the
formation of
the
government.
III.
New Nation
and Western
Migration
Pacing:
Quarter 2
Documents
Expansion: Lewis and
Clark Exploration
8.H.1.5, 8.H.2.1,
8.H.2.2, 8.H.2.3,
8.H.3.1, 8.G.1.1,
8.G.1.3,
8.C&G.1.1
8.C&G.1.2,
8.C&G.1.3,
8.C&G.1.4
I can analyze
the impact
earlier
documents on
the
Constitution of
the United
States.
I will identify
and label the 50
states of
America.
I will explain
the feeling of
Manifest
Vocabulary
Primary
Sources and
Info. Text
treason
Regulator
guerrilla
warfare
loyalist
patriot
republicanism
Continental
Congress
Tyranny
sovereignty
Equality
Rebellion
unalienable
rights
“The Bloody
Massacre” by
Paul Revere
amend
Checks and
balances
Bill of Rights
constitution
Electoral College
embargo
federal system
Federalist
Common Sense
Mecklenburg
Resolves
Halifax Resolves
Declaration of
Independence
Washington’s
Farewell
Address
Federalist
Papers
Articles of
10
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
Jackson Era: Indian
Removal/Trial of Tears
War of 1812
Western Expansion
Clarifying
Objective
“I Can”
I can explain
the
responsibilities
given to the
three branches
of government
and the
separation of
power outlined
in the
Constitution.
I can explain
the rights of the
national and
state
governments
and individual
rights granted
in the
Constitution
and the Bill of
Rights.
I can explain
the role of
“I Will”
Vocabulary
Primary
Sources and
Info. Text
Destiny and the
impact of the
Native
Americans.
Anti-Federalist
legislative
judicial
executive
republic
displacement
expansion
Manifest
Destiny
compromise
veto
states rights
ratify
president
governor
mayor
Magna Charta
Congress
framers
suffrage
Louisiana
Purchase
Lewis and Clark
Expedition
Supreme Court
nationalism
Trail of Tears
Confederation
I will describe
why the War of
1812 caused
Americans to
develop a
feeling of
nationalism.
I will trace the
movement of
Native
Americans
through out
NC/US as a
result of the
Indian Removal
Act.
I will analyze
the Western
annexation
including the
Constitution of
the United
States
Bill of Rights
Marbury v.
Madison
Pg. 288 NC Text
(Indian Removal
Act)
“A Soldier
Recalls the Trail
of Tears”
LearnNC.org
“Defense of
Fort McHenry”
Francis Scott
Key
Treaty of New
Echota
11
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
Clarifying
Objective
“I Can”
“I Will”
compromise in Mexican War.
the drafting and
approving of
the
Constitution.
I can analyze
the significance
and causes of
the War of
1812.
Vocabulary
Alamo
Separation of
Powers
Nullification
Amendment
Domestic
Foreign
Neutrality
representation
Compromises of the
1800’s
8H.1.3, 8.G.1.2,
8.E.1.1, 8.H.2.1,
8.H.2.2, 8.H.3.3,
I can explain
the
development
“Frontier
Thesis”
Frederick
Jackson Turner
“Declaration of
Sentiments”
Seneca Falls
“America: The
Great Nation of
Futurity”
(Manifest
Destiny) John L
O’Sullivan
I can compare
and contrast
different
perspectives on
the national
policy of
Removal and
Resettlement of
American
Indian
Populations.
IV.
Antebellum
and Civil War
Primary
Sources and
Info. Text
I will describe
the economic,
social and
Secession
Sectionalism
Antebellum
Uncle Tom’s
Cabin
12
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
Institution of Slavery
Pacing:
Quarter 2
Abolitionist
Movement/Undergrou
nd Railroad
Election of 1860
Battles of the Civil War
Reconstruction Period
Clarifying
Objective
8.C&G.1.1,
8.C&G.1.3,
8.C&G.1.4
“I Can”
“I Will”
Vocabulary
Primary
Sources and
Info. Text
and economic
impact of the
institution of
slavery.
political
differences of
North and
South.
Life of a Slave
Girl
I can describe
and analyze the
significance of
the causes of
secession.
I will recall key
events and
people involved
in the Civil War
Underground
Railroad
Racism
Abolition
Fugitive Slave
Act
Compromise of
1850
Kansas Nebraska
Act
Bleeding Kansas
I will
understand the
purpose of the
Civil War
amendments
and their
impact on
society.
I will describe
the effect of
Reconstruction.
I will
understand the
political, social
and economic
Confederate
States of
America
Emancipation
Draft
Anaconda Plan
Gettysburg
Address
Total war
Dred Scott v.
Sandford
Emancipation
Proclamation
Gettysburg
Address
History Channel
video on
Lincoln
Assassination
13th Amendment
14th Amendment
15th Amendment
Plessy v. Ferguson
Impeach
Carpetbaggers
Scalawags
Black Codes
13
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
V. Industrial
Revolution/
Great
Depression
Industrial Revolution
Transportation
Revolution
Communication
Revolution
Pacing:
Quarter 3
Great Depression
Clarifying
Objective
8E1.1, 8H3.2,
8H3.3, 8H3.4,
8C1.3, 8E1.2,
8H3.5, 8E1.1,
8E1.3,
8C&G1.3,
8C&G2.1
“I Can”
I can analyze
post Civil War
economic
factors,
industries, and
agriculture of
NC/US.
I can point out
the causes and
effects of the
Great
Depression and
the New Deal.
I can assess the
influence of the
political, legal
and social
movements.
“I Will”
Vocabulary
effects of the
Civil War
Republicans
Sharecropping
Tenant Farming
Popular
sovereignty
Segregation
I will
understand the
impact of
technological
innovations on
agricultural and
industrial of
postReconstruction
America.
Transcontinental
Railroad
I will trace the
development of
railroads in the
United States.
I will
understand the
causes and
effects of
Anti-trust
Labor Union
Monopoly
Strike
Laissez-faire
Immigration
Nativism
Ku Klux Klan
Progressivism
Populism
Lock-out
Tenements
Depression
Fusion Alliance
Urbanization
Rural
Assembly line
Primary
Sources and
Info. Text
Upton Sinclair’s
The Jungle
“Cross of Gold
Speech”
19th Amendment
Na ti onal Ori gins Act
Cinderella ManMovie
“Brother Can
You Spare a
Dime”
“ This Land is
Your Land”
14
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
Clarifying
Objective
“I Can”
I can
understand and
utilize essential
economics
terms.
“I Will”
Vocabulary
Primary
Sources and
Info. Text
immigration,
migration, and
urbanization
Labor union
Social reform
Suffrage
Temperance
Prohibition
Depression
New Deal
Credit
Debt
Soup Kitchen
Dust Bowl
Buying on
Margin
Hoovervilles
Black Tuesday
quota
“Happy Days
are Here Again”
Imperialism
Central Powers
Allied Powers
Zimmermann
Telegram
“In Flanders
Field” by John
McCrae
I will list and
compare
political, legal
and social
movements in
NC/US.
I will trace
events leading
to the Great
Depression.
I will examine
the New Deal
and its goals.
VI.
United States
Rise to Global
Power 18981945
WWI
WWII
8H2.1, 8E1.1,
8H2.2,
I can describe
NC/US role in
WWI.
I can trace the
I will analyze
the
involvement of
NC/US in WWI.
p. 475 NC Text
15
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Pacing:
Quarter 3
Sub-unit of Study
Clarifying
Objective
“I Can”
“I Will”
causes and
I will examine
effects of WWII. the aggressive
actions of
I can correlate
totalitarian
key ideas and
states.
individuals with
WWII.
I will
understand the
I can debate the political, social,
impact of WWII and economic
on different
impact of
people groups.
WWII.
I will describe
the horrors and
effects of the
Holocaust.
I will recall key
events and
people involved
in WWII
Vocabulary
League of
Nations
Treaty of
Versailles
Espionage
Red Scare
Propaganda
Fascism
Blitzkrieg
Isolationism
United Nations
McCarthyism
Nuremberg
Trials
Bataan Death
March
Rosie the
Riveter
Tuskegee
Airman
Bracero Project
Venona Project
Concentration
Camp
Holocaust
Primary
Sources and
Info. Text
Key Figures
“Four
Freedoms” by
Norman
Rockwell
“Four
Freedoms”
Speech by FDR
Kellogg-Briand
Pact
14 Points
“Peace without
Victory”
Speech by
Wilson
“Quarantine
Speech”
FDR
“The Atlantic
Charter”
16
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
VII. Post WWII
America and
Civil Rights
Pacing:
Quarter 4
Sub-unit of Study
Cold War
(Korean and Vietnam
Wars)
Cultural Conformity
Civil Rights Movement
Great Society
Clarifying
Objective
8E1.2, 8H2.2,
8H2.3,
8C&G1.3,
8C&G1.4,
8C&G2.3,
8C&G2.2,
“I Can”
I can describe
the economic
changes on the
US after WWII.
I can evaluate
the importance
of social and
political
changes.
“I Will”
I will identify
new industries
and the
changing
workforce in
NC/US after
WWII.
Vocabulary
Primary
Sources and
Info. Text
Genocide
Political alliance
Axis Powers
Allied Powers
D-Day
Operation
Overlord
Pearl Harbor
Communism
Manhattan
Project
Standard of
I Have a Dream
living
Martin Luther
Socioeconomic
King
Status
Consumer
Minimum Wage
Civil Rights
equality
Suburb
I will examine
Refugee
economic and
Civil Rights Act
population
of 1964
growth in
Voting
Rights
NC/US after
Act of 1965
WWII.
Hippies
I will discuss the Ku Klux Klan
Brown v. Board
of Education
“Man on the
Moon” by John
F. Kennedy
Feminine
Mystique by
Betty Friedan
Miranda v.
17
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
Clarifying
Objective
“I Can”
“I Will”
policy of
containment
that lead to US
involvement in
the Korean
War.
I will trace
escalating US
involvement in
Vietnam and
conditions of
the war.
I will analyze
the impact of
the end of the
Cold War on
the US and the
World.
Vocabulary
Primary
Sources and
Info. Text
Civil
Arizona
Disobedience
Tolerance
Cold War
Truman
Doctrine
Marshall Plan
Korean War
38th Parallel
McCartyism
Containment
Gulf of Tonkin
Resolution
Tet Offensive
Cuban Missile
Crisis
Glasnost
Berlin Wall
“Farewell
Address”
Eisenhower
26th Amendment
I will examine
the impact of
social changes
post WWII on
the Civil Rights
Movement.
18
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
Clarifying
Objective
“I Can”
“I Will”
Vocabulary
Primary
Sources and
Info. Text
I will discuss
how the lives of
African
Americans
women, and
Native
Americans
changes as a
result of the
social changes
of post WWII.
VIII.
Contemporary
Issues/
Modern Era
Pacing:
Quarter 4
8H2.1, 8H2.2,
8H3.1, 8H3.3,
8G1.2, 8C1.2,
8C&G1.3,
8C&G1.4,
8C&G2.1,
8C&G2.3
I can select
major events
and changes
that have
affected the
United States.
I can describe
and analyze the
changing
I will describe
and evaluate
the political,
social and
economic
developments
of the late 20th
Century
I will discuss the
NAFTA
Globalization
supply and
demand
Liberal
Conservative
Watergate
Iran Contra
“Berlin Wall”
Speech by
Ronald Reagan
“Two
Americans”
Speech by
Mario Cuomo
“War on Terror”
19
2014-2015 Iredell-Statesville Schools – 8th Grade Social Studies
Unit and
Pacing
Sub-unit of Study
Clarifying
Objective
“I Can”
“I Will”
demographics,
cultures, and
varying beliefs
of NC/US.
impact of 9/11
on the United
States and NC.
I can
understand and
utilize essential
economics
terms.
Vocabulary
OPEC
Middle East
Operation
Desert Storm
Primary
Sources and
Info. Text
Address to
Congress by
George W. Bush,
Sept. 20, 2001
I will discuss the
effects of
Genocide
changing
demographics
9/11
in NC/US.
War on Terror
Al-Qaeda
Patriot Act
The ISS Curriculum Guide is adapted from NC DPI
http://www.ncpublicschools.org/acre/standards/common-core-tools/
20
Essential Questions for NC History
I.
North American Colonization
What were the motivating factors that caused explorers and colonists to come to
America?
8.H.1.1, 8.H.1.3,
8.H.2.1, 8.H.2.2, 8.C.1.1, 8.C.1.3, 8.E.1.1
How did the interactions between Europeans and Native Americans impact each
group?
Pacing:
Quarter 1
What types of relationships existed between the colonies?
What were the physical, economic, cultural and political characteristics of the
Carolina colony?
How did difficulties with Native Americans influence the division of the Carolina
colony into two new colonies?
II.
Revolutionary
What democratic ideas were used in the creation of the Declaration of
Independence?
Era
What were the significant events of the American Revolution?
8.H.1.2, 8.H.1.1, 8.H.1.2, 8.H.1.3, 8.H.1.4,
8.H.1.5, 8.H.2.2, 8.H.2.3, 8.H.3.3, 8.H.3.4,
8.C&G.1.2, 8.C&G.2
Pacing:
Quarter 1
How was debate, compromise and negotiation part of the development of the US
Constitution?
Why were the American colonists unhappy with the British Parliament and the King?
What are the three branches of government established by the US Constitution and
how is power balanced among them?
21
What were the benefits and consequences of President Jefferson’s decision to buy
New Orleans and the resulting Louisiana Purchase?
III.
New Nation and Western Migration
8.H.1.5, 8.H.2.1, 8.H.2.2, 8.H.2.3, 8.H.3.1,
8.G.1.1, 8.G.1.3, 8.C&G.1.1
8.C&G.1.2, 8.C&G.1.3, 8.C&G.1.4
Pacing:
Quarter 2
How did the decisions of President Madison, related to protecting American ships and
settlers, affect the United States?
How did the decisions of President Jackson challenge the status quo of American
politics?
What were the opportunities and challenges associated with Westward Expansion?
How did this era of competition for land and gold create a period of economic growth?
How did leaders and citizen action influence change during this era of reform?
How did the human & physical characteristics of the US regions lead to sectionalism?
IV.
Antebellum and Civil War
How did the US government respond to the question of slavery as the nation
expanded?
8H.1.3, 8.G.1.2, 8.E.1.1, 8.H.2.1, 8.H.2.2, 8.H.3.3,
8.C&G.1.1, 8.C&G.1.3, 8.C&G.1.4
How did anti-slavery Americans respond to the legislation and compromises related
to slavery?
Pacing:
Quarter 2
Who were the significant leaders of the Abolition movement and what approaches did
they use to create change?
What was the significant leaders of the Abolition movement and what approaches did
they use to create change?
What was the significance of the election of 1860?
Why did the Southern states secede & when did NC decide to leave the Union?
V. Industrial Revolution/ Great Depression
What economic circumstances caused the Great Depression?
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8E1.1, 8H3.2, 8H3.3, 8H3.4, 8C1.3, 8E1.2, 8H3.5,
8E1.1, 8E1.3, 8C&G1.3, 8C&G2.1
How did the US government respond to the Great Depression?
How did President Roosevelt’s decisions impact life in America?
Pacing:
Quarter 3
VI.
United States Rise to Global Power 1898-1945
How did American economic and political
decisions lead to the US involvement in WWI?
How did the costs of WWI and the Great Depression influence US foreign policy?
8H2.1, 8E1.1, 8H2.2,
Pacing:
Quarter 3
Why did the US change foreign policy and enter WWII?
How does America’s response to the attack on Pearl Harbor compare to the response
to the 9/11 attacks?
What were the economic impacts of WWII on the US?
VII. Post WWII America and Civil Rights
8E1.2, 8H2.2, 8H2.3, 8C&G1.3, 8C&G1.4,
8C&G2.3, 8C&G2.2,
Pacing:
Quarter 4
VIII. Contemporary Issues/
Modern Era
8H2.1, 8H2.2, 8H3.1, 8H3.3, 8G1.2, 8C1.2,
8C&G1.3, 8C&G1.4, 8C&G2.1, 8C&G2.3
How did the Cuban Missile Crisis affect the US and the tensions with the Soviet
Union?
What has motivated the U.S. to engage in conflict with other countries in the last 50
years?
How did individual state laws in the South limit civil rights for African Americans?
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Pacing:
Quarter 4
What impact did social issues have on post-WWII America?
How did social issues in NC compare to those of the United States during the CIvil
War era?
How do the social issues of the Civil Rights era compare to social issues of our nation
today?
What events become known as “9/11”?
How does globalization cause countries to depend on one another?
How have environmental disasters impacted Americans?
How has the American government addressed the environment?
How has technology changed over the last twenty years?
How can technology have both positive and negative effects?
Over the last thirty years, how has immigration changed the cultural environment of
the United States?
How has immigration affected the United States economy?
How has legislation attempted to deal with illegal immigration?
In what ways is immigration controversial?
Source: "Social Studies." / 6-8 Curriculum Guides. Web. 17 June 2014. <http://wsfcs.k12.nc.us/Page/975>.
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