WSFCS 8th Grade Pacing at a Glance



Winston-Salem/ Forsyth County Schools

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Recommended 8th Grade Pacing Guide

North Carolina History

Developed 2008

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

Introduction

Several teachers from WSFCS met and developed a pacing guide/curriculum document for North Carolina History starting in 2008-2009, a document that will undergo review and revisions as necessary. The goal was to establish a realistic pacing guide based on 126-160 actual instructional days full of suggested ideas to successfully cover the curriculum. Lastly, the committee members included relevant (and helpful) information for teachers to use based on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower them to develop features (such as Essential Questions) on their own.

Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong academic students and to prepare them in the best way possible to succeed in a global society.

How can the Pacing Guides be used?

• To guide instructional pacing so that key areas receive proper attention by including helpful information such as…

o Suggested number of days per unit

o Thematic Concepts in each unit

o Factual Content to cover (people, events, places, treaties, wars, acts to recognize and recall)

o Vocabulary lists to help teachers focus on building a student’s academic vocabulary by using word walls and word maps

o Target Goals for students to accomplish by the end of units

o Global Connections that can be extensions of the NC Standard Course of Study

o The NC Standard Course of Study for easy reference

• To establish with teachers quarterly benchmarks for units of study that should be complete by the end of each quarter to insure a rich and complete curriculum. Students who transfer from one school to another during the school year can best be served by sharing pacing between schools in the district.

• To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global connections, vocabulary)

• Pacing Guides will be made public to students and parents via website:

• Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a living document and must continue to evolve as years go by.

Table of Contents

Pages…

5. Overview of Pacing Guide/Curriculum Document Features

6-30. WSFCS Pacing Guide/Curriculum Document for North Carolina History: Quarters 1-4

• pg. 7-8: Pacing Guide

• pg. 9: Core Curriculum-a top 100 list of Key Terms/People/Places/Events

• pgs. 10-30: Curriculum Support Document for NC History

Appendix(pages 31-34) :

• NC DPI’’s Bloom-Marzano Hybrid Taxonomy of Cognitive Levels (to help develop effective questions)

• An Item Shells Approach to formulating questions for each cognitive level

We extend deep gratitude and appreciation to all the 8th grade teachers who

helped this pacing guide evolve over time. Your experience, time, and commitment have been valuable throughout the process.

WSFCS Recommended 8th Grade Pacing Guide

at a Glance (based on 126-160 instructional days)

|Unit |1st Q |2nd Q |3rd Q |4th Q |Current Adoption|

|Introduction to 8th grade-opening of school |√-3-5 days | | | |[Chps] |

|Social studies skills/ Overview of North Carolina & Settlement (prehistory-1500s) |√-7-10 days | | | |1-2 |

|In Focus: CG 1 | | | | | |

|Colonial North Carolina (1600s-1750s) |√- 15-18 days | | | |2-3 |

|In Focus: CGs 1-2 | | | | | |

|The Revolutionary Period (1750s-1799) |√-17-20 days | | | |4 |

|In Focus: CG 2 |5-7 days | | | |(themes 1-2) |

|* primarily the causes for revolt | | | | | |

|5-15 days in 1st quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|The Revolutionary Period (cont.) | | | | |4 (themes 3-5) |

|* primarily the war and the new state | |9-11 days | | | |

|A New State Grows in the 19th century (1800-1850s)/ In Focus: CGs 3-4 | |√-8-10 days | | |5 (themes 1-2) |

|A Nation Divided Leads to Civil War | |√-16-19 days | | |5 |

|(1840s-1865)/ In Focus: CGs -4 | | | | |(theme 3) |

| | | | | |& 6 |

|5-12 days in 2nd quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|UNIT OF STUDY/THEME: |Social studies skills & overview of North Carolina settlement (pre-history-1500s) |

|Suggested |6-7 |Unit Essential Question |How can we better understand North Carolina using the skills of social scientists? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Key Concepts & Terms/People/Place/Events |Vocabulary Builder |Examples of Target Goals, & Global Connections|

| |1.01 Assess the impact of geography on the |Concepts: |Vocabulary: |Target Goals: |

|Social Science skills: |settlement and developing economy of the |social sciences |physical features |Students should be able to… |

|Which skill of a social scientist would you |Carolina colony. |geographic diversity |region |Show how humans have benefited from the |

|like to develop? |1.02 Identify and describe American Indians|geographic relationships |historian |environment for survival & profit |

| |who inhabited the regions that became |human/ environmental relationships |geographer |Identify push & pull factors for migration, |

|Geography/Human Interaction: |Carolina and assess their impact on the |movement |anthropologist |exploration, & settlement |

|How has geography affected North Carolina |colony. |oral traditions |settlement | |

|historically? |1.03 Compare and contrast the relative |slavery |indigenous |Global Connections: |

|How does/has geography affect(ed) North |importance of differing economic, | |tribal |Other migration movements in: Polynesia, |

|Carolina economically? |geographic, religious, and political |Terms/People/Places/Events: |exploration |Africa (Bantu), China (today), & Latin America|

| |motives for European exploration. |The Piedmont |interaction |(early settlers & Aztec) |

|Early Settlement: |1.04 Evaluate the impact of the Columbian |The Sandhills | | |

|What made NC attractive to Native settlement? |Exchange on the cultures of American |The Outer Banks | | |

| |Indians, Europeans, and Africans. |Columbian Exchange | | |

| | |Cherokee | | |

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WSFCS Recommended 8th Grade Pacing Guide

at a Glance (based on 126-160 instructional days)

|Unit |1st Q |2nd Q |3rd Q |4th Q |Current |

| | | | | |Adoption-Gibbs |

| | | | | |Smith |

|Introduction to 8th grade-opening of school |√-3-5 days | | | |[Chps] |

|Social studies skills/ Overview of North Carolina & Settlement (prehistory-1500s) |√-7-10 days | | | |1-2 |

|In Focus: CG 1 | | | | | |

|Colonial North Carolina (1600s-1750s) |√- 15-18 days | | | |2-3 |

|In Focus: CG 1 | | | | | |

|The Revolutionary Period (1750s-1799) |√-17-20 days | | | |4 |

|In Focus: CG 2/ * primarily the causes for revolt |5-7 days | | | |(themes 1-2) |

|5-15 days in 1st quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|The Revolutionary Period (cont.) | | | | |4 (themes 3-5) |

|* primarily the war and the new state | |9-11 days | | | |

|A New State Grows in the 19th century (1800-1850s)/ In Focus: CGs 3-4 | |√-8-10 days | | |5 (themes 1-2) |

|A Nation Divided Leads to Civil War | |√-16-19 days | | |5-theme 3 |

|(1840s-1865)/ In Focus: CGs -4 | | | | |& 6 |

|5-12 days in 2nd quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|Reconstruction & North Carolina at the Turn of the Century | | |√-16-20 days | |7-8 |

|(1870-1920s)/ In Focus: CG 5 | | | | | |

|The Great Depression in North Carolina, World War II & Recovery (1929-1950)/ | | |√-16-20 days | |9 |

|In Focus: CG 6 | | | | | |

|5-13 days in 3rd quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|Civil Rights and the Post-War Eras in North Carolina (1950s-1970s) | | | |√-16-20 days |9-10 |

|In Focus: CG 7 | | | | | |

|North Carolina Since the 1970s (1970s-2000)/ In Focus: CG 8 | | | |√-11-15 days |11 |

|Modern North Carolina & the Changing World (2000-today)/ In Focus: CG 8 | | | |√-3-5 days |11 |

|5-15 days in 4th quarter allotted for any of the following: |

|reviews, quarter assessments/ projects/ loss of social studies instructional time/ school-wide testing or EOG practice/ registration |

|Active Citizenship at the State & Local Levels/ In Focus: CG 9 |The concepts & terms in the NC Standard Course of Study for Competency Goal 9 can be spread throughout previous|— |

| |units | |

1. Columbian Exchange

2. Cherokee

3. Lost Colony

4. Jamestown

5. Culpepper’s Rebellion

6. New Bern

7. Piedmont

8. French and Indian War

9. Moravian

10. Parliament

11. Continental Army

12. Boston & Edenton Tea Parties

13. Tryon Palace

14. Loyalist/ Tory

15. Patriot

16. Mecklenburg Resolves

17. Declaration of Independence

18. Key NC battles during the Revolutionary War (Battles of King’s Mountain, Guilford Courthouse, Moore’s Creek Bridge)

19. “Tar Heel”

20. cash crops

21. Industrial Revolution

22. Manifest Destiny

23. Jacksonian Democracy

24. Constitution of 1835

25. gold rush

26. westward expansion

27. Indian Removal Act (“Trail of Tears”)

28. plantation system

29. Dorothea Dix (Hospital)

30. Mexican-American War

31. Nat Turner’s Rebellion

32. Compromise of 1850

33. Dred Scott Decision

34. Underground Railroad

35. Abe Lincoln & election of 1860

36. Jefferson Davis

37. Confederate States of America

38. Ft. Sumter

39. Anaconda Plan

40. Fort Fisher

41. Emancipation Proclamation

42. Sherman’s march to the sea

43. development of political parties

44. Fort Macon

45. Reconstruction

46. 13th – 15th Amendments

47. Duke family

48. Jim Crow Laws

49. Ku Klux Klan

50. Wright Brothers

51. World War I

52. Great Migration

53. League of Nations

54. Roaring 20’s

55. Prohibition

56. new forms of music (jazz-blues-shag)

57. suffrage

58. Charles Darwin

59. “Black Thursday”

60. Great Depression

61. Hoovervilles

62. New Deal (TVA, SSA, NRA)

63. Franklin D. Roosevelt

64. Axis & Allies

65. Holocaust

66. USS North Carolina

67. Cold War & arms race

68. McCarthyism-Red Scare

69. Korean War

70. Brown Vs. Board of Education

71. Kennedy’s assassination

72. SNCC & Shaw University

73. Greensboro sit-ins

74. Black Panthers & “Black Power”

75. NAACP

76. Civil Rights Act

77. Voting Rights Act

78. NC Mutual Life Insurance Co.

79. Swann v. Charlotte-Meck BOE

80. Terry Sanford

81. Vietnam War

82. Watergate

83. Equal Rights Act

84. Billy Graham

85. Title IX

86. North Carolina’s 12th District

87. Jesse Helms

88. Notable recent NC members of US Congress (Edwards, Dole, Burr, Foxx, Shuler, etc.)

89. Notable military bases in NC (Ft. Bragg-81st Airborne-Camp Lejeune, Pope & Seymour-Johnson AFB)

90. Professional Sports in NC (Hornets, Panthers, Hurricanes, NASCAR)

91. Maya Angelou

92. NAFTA

93. Recent Governors of NC (and to be elected in 2008)

94. Research Triangle Park

95. 9/11

96. War in Iraq

97. OPEC

98. Famous Tar Heels (Andy Griffith, Ava Gardner, Doc Watson, Bob Timberlake, Romare Bearden, Dale Earnhardt Sr & Jr, Michael Jordan, etc.)

99. Lumbee people

100. Globalization in NC (HP Furniture Market, RTP, Sara Lee, Banking, etc.)

8th-Grade Pacing Guide – North Carolina History

| UNIT OF STUDY/THEME: |Social studies skills/ Overview of North Carolina & settlement (prehistory-1500s)/ In Focus: CG 1 |

| | | | |

|Suggested |7-10 |Unit Essential Question |Why can we better understand North Carolina using the skills of social scientists? |

|# of Days | | | |

|Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder |Examples of Target Goals, & Global |

| | |Key Terms/People/Place/ | |Connections |

| | |Events | | |

| |1.01 Assess the impact of geography on |Concepts: |Vocabulary: |Students should be able to… |

|Social Science Skills: |the settlement and developing economy of|diversity (geographic) |physical features |explain which skill(s) you would use in |

|Which skill of a social scientist would you |the Carolina colony. |relationships (geographic) |region |examining a particular society or |

|like to develop? |1.02 Identify and describe American |relationships (human/ environmental) |historian |artifact/source. |

| |Indians who inhabited the regions that |movement |geographer |show how humans have benefited from the |

|Geography/Human Interaction: |became Carolina and assess their impact |traditions |anthropologist |environment for survival & profit. |

|Historically, how has geography affected |on the colony. |freedom (or lack of) |settlement |identify push & pull factors for |

|North Carolina? |1.03 Compare and contrast the relative | |indigenous |migration, exploration, & settlement. |

|How has geography affected North Carolina |importance of differing economic, |Terms/People/Places/Events: |tribal | |

|economically? |geographic, religious, and political |social sciences |exploration |Global Connections: |

| |motives for European exploration. |Renaissance |interaction |Trace other migration movements in: |

|Early Settlement: |1.04 Evaluate the impact of the |The Piedmont |conquistadors |Polynesia, Africa (Bantu), China (today), |

|What made NC attractive to indigenous |Columbian Exchange on the cultures of |The Sandhills |circumnavigate |& Latin America (early settlers & Aztec) |

|settlement? |American Indians, Europeans, and |The Outer Banks |exports |Investigate examples of skills used by |

|(anthropology and archeology) |Africans. |Sea dogs |imports |social scientists in famous discoveries: |

| | |Columbian Exchange | |Ancient Egypt-Greece-Rome-China, Rosetta |

| | |Huguenots | |Stone or India. |

| |1.05 Describe the factors that led to |Cherokee | |Research modern human/Earth relationship: |

| |the founding and settlement of the | | |greenhouses, deforestation or whaling for |

| |American colonies including religious | | |example. |

|European Exploration: |persecution, economic opportunity, | | |Contrast other |

|How did the Renaissance make European |adventure, and forced migration. | | |periods of |

|exploration of NC possible? | | | |“Renaissance”: |

|Who was responsible for African slavery? | | | |Golden Age of India |

|(sociology & history) | | | |& China. |

| | | | |Investigate classical Rome & Greece as |

| | | | |inspiration for the Renaissance. |

| | | | |Research earlier explorers: Marco Polo, |

| | | | |Vikings, Polynesians. |

| UNIT OF STUDY/THEME: |Colonial North Carolina (1600s-1750s)/ In Focus: CG 1 |

| | | | |

|Suggested |15-18 |Unit Essential Question |How has cultural diversity shaped North Carolina? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder | Examples of Target Goals & Global |

| | |Key Terms/People/Place/ | |Connections |

| | |Events | | |

|Society & Culture: |1.01 Assess the impact of geography on |Concepts: |Vocabulary: |Students should be able to… |

|What differences do you see between West |the settlement and developing economy of|movement |immigration |show how the Renaissance motivated |

|African and Native American cultures in the |the Carolina colony. |traditions |push factors |exploration |

|1500s? |1.02 Identify and describe American |diffusion (cultural) |pull factors |explain why Europeans were so eager to |

|How did Native Americans react to the |Indians who inhabited the regions that |customs |amnesty |settle in the New World |

|arrival of Africans? |became Carolina and assess their impact |change (innovation) |apprentice |explain the effects of European |

|Why did the Columbian exchange change North |on the colony. |adaptation |aristocrat |exploration on Native Americans |

|Carolina? |1.03 Compare and contrast the relative |superiority (cultural) |backcountry |explain how the colonial age blended |

| |importance of differing economic, | |indentured servant |cultures from Europe, Africa, & the |

|Innovation: |geographic, religious, and political |Terms/People/Places/Events: |mercantilism |Americas |

|In what ways did European ideas about |motives for European exploration. |Tuscarora |monarchy | |

|exploration change the way people viewed |1.04 Evaluate the impact of the |Roanoke Voyages |monopoly |Global Connections: |

|travel? |Columbian Exchange on the cultures of |Lost Colony |proprietor |Compare sugar &/or tobacco plantations in|

|In your opinion, what was the legacy of |American Indians, Europeans, and |Jamestown |tyranny |South America and the Caribbean. |

|Columbus for Native Americans? |Africans. |8 Lords Proprietors |yeoman | |

| |1.05 Describe the factors that led to |Southern/Northern/ Middle Colonies |pilgrims | |

|Power: |the founding and settlement of the |Culpepper’s Rebellion |pirates or pirating |Examine ways the Columbian Exchange |

|Why did the English believe they were |American colonies including religious |Bath |immigrants |affects on the world. |

|superior to Native Americans? |persecution, economic opportunity, |New Bern |social classes |Investigate piracy |

| |adventure, and forced migration. |Cary’s Rebellion |repeal |Research religious freedom and diversity |

|Settlement: | |Tuscarora War | |Other -English/European attempts at |

|Why was England so eager to settle the New |1.06 Identify geographic and political |Piedmont | |exploration in Africa/Australia/ |

|World? |reasons for the creation of a distinct |French and Indian War | |South America. |

|What mistakes were made by the Lost |North Carolina colony and evaluate the |Moravian | |Establishing economies in new settings |

|Colonists? |effects on the government and economics |Heath Patent | |Examine political rebellions. |

|Why do you think that the North Carolina |of the colony. | | |Analyze the effects of Colonization on |

|colony was able to survive? |1.07 Describe the roles and | | |indigenous people. |

|Why is the Moravian faith important in |contributions of diverse groups, such as| | | |

|understanding North Carolina's culture? |American Indians, African Americans, | | | |

| |European immigrants, landed gentry, | | | |

| |tradesmen, and small farmers to everyday| | | |

| |life in colonial North Carolina, and | | | |

| |compare them to the other colonies. | | | |

| |The Revolutionary Period (1750s-1799)/ In Focus: CG 2 |

|UNIT OF STUDY/THEME: | |

| | | | |

|Suggested |17-20 |Unit Essential Question |How did the American Revolutionary War change our state? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder | Examples of Target Goals & Global |

| | |Key Terms/People/Place/ | |Connections |

| | |Events | | |

|Society & Culture: |2.01 Trace the events leading up to the |Concepts: |Vocabulary: |Students should be able to… |

|How did the new taxes from Britain affect |Revolutionary War and evaluate their |revolution |amend |explain why New World citizens were |

|the lives of North Carolinians? |relative significance in the onset of |conflict |boycott |willing to rebel against their native |

|In what ways did being a militia member |hostilities. |cooperation |guerilla warfare |countries for independence. |

|change family life? |2.02 Describe the contributions of key |civil rights |loyalty |explain why the Articles of Confederation |

|What do you think was the most significant |North Carolina and national |natural rights |traitor |failed. |

|change for women during wartime? |personalities from the Revolutionary War|systems (economic) |patriot |show why the term “revolution” may or may |

| |era and assess their influence on the |representation |revolution |not fit the American War for Independence.|

|Causes for Conflict: |outcome of the war. |democracy |sedition |describe the impact the war had on NC and |

|What events led up to the Revolutionary War?|2.03 Examine the role of North Carolina |systems (government) |unalienable rights |the world. |

|How would you describe the mood among North |in the Revolutionary War. |change |import | |

|Carolinians prior to the war? |2.04 Examine the reasons for the |intervention |repeal |Global Connections: |

|What did N. Carolinians hope to gain by |colonists' victory over the British, and|powers (separation of) |duties |Compare and contrast the American |

|boycotting British goods? |evaluate the impact of military | |pardon |Revolution with other notable revolutions.|

| |successes and failures, the role of |Terms/People/Places/Events: |resolves |(Russian, French, Mexican, South American)|

|The War as a Turning Point: |foreign interventions, and on-going |Parliament |radical | |

|Which state and national figures influenced |political and economic domestic issues. |regulators |conservative |Connect Enlightenment ideas from Europe to|

|the outcome of the war? | |Continental Army |partisans |the ideas of the Founding Fathers. |

|How did events in North Carolina impact the | |Stamp Act |blockade |Discuss foreign involvement in the war |

|war? | |Intolerable Acts |intolerable |from Europe. |

|Why were colonial rebels able to gain |2.05 Describe the impact of documents |Townshend Acts |militia |In what ways did a free NC attract foreign|

|victory over the British? |such as the Mecklenburg Resolves, the |Boston Massacre | |settlers? |

| |Halifax Resolves, the Albany Plan of |Boston & Edenton Tea Parties | | |

|Effects of the War: |Union, the Declaration of Independence, |Loyalist/ Tory | | |

|What were the most important issues after |the State Constitution of 1776, the |Patriot | | |

|the war? |Articles of Confederation, the United |Tryon Palace | | |

|At the state & national level, which |States Constitution, and the Bill of |Minutemen | | |

|documents were crucial to forming effective |Rights on the formation of the state and|Battle of Lexington and Concord | | |

|governments? |national governments. |Mecklenburg Resolves | | |

|North Carolinians demanded that a Bill of | |Halifax Resolves | | |

|Rights be attached to the newly-forming | |Famous NC Battles during the Revolutionary | | |

|Constitution—Why do you think a Bill of | |War (Battle of Moore’s Creek Bridge, Battle| | |

|Rights was so important? | |of King’s Mountain, Battle of Guilford | | |

| | |Courthouse) | | |

| | |Declaration of Independence | | |

| | |Valley Forge | | |

| | |Battle of Cowpens | | |

| | |“Tar Heels” | | |

| | |Yorktown | | |

| | |Richard Caswell | | |

| | |Moore’s Creek Bridge | | |

| | |Flora MacDonald | | |

|UNIT OF STUDY/THEME: |A New State Grows in the 19th century (1800-1850s)/ In Focus: CGs 3-4 |

| | | | |

|Suggested |8-10 |Unit Essential Question |Why was North Carolina able to grow during an era of reform (1800-1850)? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder | Examples of Target Goals & Global |

| | |Key Terms/People/Place/ | |Connections |

| | |Events | | |

|Growth & Expansion: |3.01 Describe the causes of the War of |Concepts |Vocabulary: |Students should be able to… |

|How did the growing cotton and tobacco |1812 and analyze the impact of the war |change |evangelical |describe the causes and effects of the War|

|affect the state’s economy? |on North Carolina and the nation. |conflict |humanitarian |of 1812. |

|In what ways did the policies of Manifest |3.02 Investigate the conditions that led|growth (economic, population, territorial) |impressments |recognize the underlying reasons for NC’s |

|Destiny shape NC? |to North Carolina's economic, political,|division |popular sovereignty |nickname: The Rip Van Winkle state. |

| |and social decline during this period |reform |antebellum |identify major reformers and their |

|Conflicts: |and assess the implications for the |freedom |tariff |platforms. |

|What was the relationship between religion |future development of the state. |natural rights |cotton gin |assess the impact of slavery on the state |

|and slavery? |3.03 Identify and evaluate the impact of| |spirituals |and the nation. |

| |individual reformers and groups and |Terms/People/Places/Events: |planters |contrast Native American and settlers’ |

|Reforms: |assess the effectiveness of their |War of 1812 |overseers/drivers |views in light of the Indian Removal Act |

|Why was a second state constitution needed |programs. |Rip Van Winkle |manumission |and Trail of Tears. |

|in 1835? |3.04 Describe the development of the |2nd Great Awakening |resettlement |identify religious, political, and social |

| |institution of slavery in the State and |cash crops (cotton/tobacco) |removal |groups affected by the Constitution of |

|Social Issues: |nation, and assess its impact on the |free blacks | |1835. |

|In what ways were the lives of slaves |economic, social, and political |Industrial Revolution | |examine the impact the acquisition of new |

|affected by early 19th century reforms? |conditions. |Whig | |territory had on the nation and state. |

| |3.05 Compare and contrast different |Manifest Destiny | | |

| |perspectives among North Carolinians on |Andrew Jackson | |Global Connections: |

| |the national policy of Removal and |Jacksonian Democracy | |Assess the impact Napoleonic Wars had on |

|If you were a Cherokee, how would you have |Resettlement of American Indian |Constitution of 1835 | |nation and state. |

|responded to the policies of resettlement? |populations. |gold rush | |Study the worldwide Industrial Revolution.|

| | |westward expansion | |Examine US relationships with other |

| |3.06 Describe and evaluate the | | |countries, especially those from which the|

| |geographic, economic, and social |Indian Removal Act (“Trail of Tears”) | |US gained territory (through finances or |

| |implications of the North Carolina Gold |plantation system | |force). |

| |Rush. |Dorothea Dix (hospital) | |Examine displacement of people in other |

| |3.07 Explain the reasons for the |Mexican-American War | |moments of history (Armenian Genocide, |

| |creation of a new State Constitution in | | |Holocaust, Darfur today) |

| |1835, and describe its impact on | | | |

| |religious groups, African Americans, and| | | |

| |American Indians. | | | |

| |3.08 Examine the impact of national | | | |

| |events such as the Louisiana Purchase, | | | |

| |the Lewis and Clark Expedition, the War | | | |

| |with Mexico, and the California Gold | | | |

| |Rush, and technological advances on | | | |

| |North Carolina. | | | |

| |4.01 Identify and analyze the | | | |

| |significance of the causes of secession | | | |

| |from the Union, and compare reactions in| | | |

| |North Carolina to reactions in other | | | |

| |regions of the nation. | | | |

| UNIT OF STUDY/THEME: |A Nation Divided Leads to Civil War (1840s-1865)/ In Focus: CG -4 |

| | | | |

|Suggested | 16-19 |Unit Essential Question |Why was the Civil War a turning point in North Carolina history? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder | Examples of Target Goals & Global |

| | |Key Terms/People/Place/ | |Connections |

| | |Events | | |

|Road to Secession: |4.01 Identify and analyze the |Concepts: |Vocabulary: |Students should be able to… |

|In what ways did slavery become a more |significance of the causes of secession |division |conscription |analyze the reasons for secession (and |

|controversial issue? |from the Union, and compare reactions in|freedom |decree |reactions in NC). |

|Why did NC hesitate to join the Confederate |North Carolina to reactions in other |civil rights |desert |assess NC’s role in the Civil War. |

|States of America (CSA)? |regions of the nation. |natural rights |distiller |evaluate the impact of the war (socially, |

| |4.02 Describe the political and military|self-determination |abolish |politically, and economically) for various|

|Social Issues: |developments of the Civil War and |conflict |home front |groups in North Carolina. |

|What hardships did civilians endure? |analyze their effect on the outcome of |war |desertion |list the main reasons for the Union |

|In what ways did disenfranchised groups |the war. |identity |sectionalism |victory. |

|contribute to the war effort? |4.03 Assess North Carolina's role in the|abolition |abolitionism |evaluate the roles played by significant |

|What effect did the Emancipation |Civil War and analyze the social and |peace |nullify |state and national figures during the |

|Proclamation have on the outcome of the war?|economic impact of the war on the state.| |secede |Civil War. |

| |4.04 Evaluate the importance of the |Terms/People/Places/Events: |border states | |

| |roles played by individuals at the state|Missouri Compromise of 1820 |slave code |Global Connections: |

| |and national levels during the Civil War|Nat Turner’s Rebellion |annex |Evaluate the impact of the Civil War on |

| |and Reconstruction Period. |Compromise of 1850 |platform |Europe. |

|The War: | |Fugitive Slave Act |emancipation | |

|Compared to the North, what advantages did | |“Bleeding Kansas” | | |

|the South have? |4.05 Analyze the political, economic, |Dred Scott Decision | |Examine how the war impact the cotton |

|What effect did Sherman’s March have on |and social impact of Reconstruction on |John Brown & raid on Harper’s Ferry | |trade. (re: India & Great Britain) |

|North Carolina? |the state and identify the reasons why |Underground Railroad | |Students can compare and contrast another |

| |Reconstruction came to an end. |Jefferson Davis | |“civil war”: the Great War and how Europe |

|The Civil War - A Turning Point: | |Abe Lincoln & election of 1860 | |was divided. |

|How did the capture of Ft. Fisher serve as a| |Confederate States of America | |Research how slavery ended in other parts |

|turning point during the war? | |Ft. Sumter | |of the world, especially in the Americas. |

|Which major battle do you consider to be the| |NC’s decision to join the confederacy | |Provide a brief overview of other slaves |

|turning point of the war? | |Anaconda Plan | |in world history. (Roman Republic, Sparta,|

|How did NC politics differ from other CSA | |Fort Fisher | |Jews in Egypt, African kingdoms, |

|states? | |Key Battles of C.War | |untouchables in India) |

|Why did soldiers desert? | |ironclads | |Compare and contrast the emancipation of |

| | |Emancipation Proclamation | |serfs in Russia under Alexander II. |

| | |William Holden | | |

| | |Fort Macon | | |

| | |Robert E. Lee | | |

| | |Ulysses S. Grant | | |

| | |Joseph E. Johnston | | |

| | |Sherman’s march to the sea | | |

| | |Bennett Place | | |

| | |Bentonville | | |

| | |Zeb Vance | | |

| | |An Appeal to the Colored Citizens of the | | |

| | |World | | |

| | |“First at Bethel, farthest at Gettysburg, | | |

| | |last at Appomattox” | | |

| | |peace movement | | |

| | |“Lifeline of the Confederacy” | | |

| UNIT OF STUDY/THEME: |Reconstruction & North Carolina at the Turn of the Century (1870-1920’s)/ In Focus: CG 5 |

| | | | |

|Suggested |16-20 |Unit Essential Question |“By the end of WWI, North Carolina was a different state than after the Civil War.” How would you respond to that statement? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & |Vocabulary Builder | Examples of Target Goals & Global |

| | |Key Terms/People/Place/ | |Connections |

| | |Events | | |

|Reconstruction Efforts: |5.01 Identify the role played by the |Concepts: |Vocabulary: |Students will be able to… |

|How would social scientists describe the |agriculture, textile, tobacco, & |technology |subjugation |identify why Reconstruction ended. |

|condition of NC right after the Civil War? |furniture industries in NC, & analyze |progress |carpetbagger |assess the impact of Reconstruction on the|

|What problems were Reconstruction policies |their importance in the econ. |renewal |grandfather clause |political and economic sectors of NC. |

|designed to solve? |development of the state. |race |imperialist |analyze the impact of agriculture, |

|In what ways did Reconstruction fail in NC? |5.02 Examine the changing role of |prejudice |martial law |tobacco, textile and furniture industries |

| |educational, religious, and social |transportation |sharecropping |in NC on the economic development of the |

|Agricultural Changes: |institutions in the state & analyze |industry |vigilante |state. |

|How did the problems facing NC farmers aid |their impact. |prevention |railroads |describe the impact of the changing role |

|industry? |5.03 Describe the social, economic, and |reform |sharecropping |of educational institutions on social |

|In what ways did railroads change the |political impact of migration on NC. |inequality |tenant farming |movements. |

|economy of North Carolina? |5.04 Identify technological advances, & |progress |progressives |Evaluate the impact of NC’s involvement in|

|How did industrialization change agriculture|evaluate their influence on the quality | |reform movement |WWI on the state’s economy. |

|in North Carolina? |of life in NC. |Terms/People/Places/Events: |segregation | |

| |5.05 Assess the influence of the |Reconstruction |racial inequality | |

| |political, legal, and social movements |Andrew Johnson |neutrality | |

|Reconstruction: |on the political system and life in NC. |Civil Rights Act of 1868 |isolationism |Global Connections: |

|What are some examples of disenfranchisement|5.06 Describe NC's reaction to the |scalawag |alliances |Compare conditions in the South after the |

|in post-Reconstruction North Carolina? |increasing US involvement in world |Freedman’s Bureau Bill |fundamentalism |US Civil War to Germany after WWI. |

| |affairs including participation in World|Congressional Reconstruction |labor unions |Look at other moments of history when a |

|Social/Political Events: |War I, & evaluate the impact on the |13th – 15th Amendments | |nation, or region, underwent a |

|What role does education play in a state’s |state's economy. |Duke family | |“reconstruction” |

|development? | |Proclamation of Amnesty and Reconstruction | |period. (Iraq today, |

|Why is this era called the Guilded Age? | |Jim Crow Laws | |Marshall Plan for |

|How did the Great War impact NC on the | |poll tax | |Western Europe) |

|home-front? | |literacy test | |Trace similarities in agricultural methods|

| | |Ku Klux Klan | |between NC and Europe during the |

| | |tobacco | |Agricultural Revolution. (You can do the |

| | |textile mills-mill village | |same for railroad construction) |

| | |furniture | |Study other groups that suffered |

| | |Wright Brothers | |disenfranchisement: “untouchables” in |

| | |improvements in education | |India, Native Americans in Latin America, |

| | |World War I (or the Great War) | |Tibetans today, women in fundamentalist |

| | |Great Migration | |Islamic states, etc. |

| | |League of Nations | | |

| | |Roaring 20’s | | |

| | |Prohibition | | |

| | |new forms of music (jazz-blues-shag) | | |

| | |suffrage | | |

| | |Charles Darwin | | |

|UNIT OF STUDY/THEME: |The Great Depression in North Carolina & WWII (1929-1950)/ In Focus: CG 6 |

| | | | |

|Suggested |16-20 |Unit Essential Question |How can an era of turmoil serve as an agent of positive change? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & Factual Content |Vocabulary Builder | Examples of Target Goals & Global |

| | | | |Connections |

|Turmoil: |6.01 Identify the causes and effects of |Concepts: |Vocabulary: |Students should be able to.. |

|Why was the Stock Market Crash of 1929 an |the Great Depression and analyze the |change |stocks/ stock market |identify the major causes of the Great |

|important event in NC history? |impact of New Deal policies on |cycles (economic) |home front |Depression. |

|If you lived during the Great Depression, |Depression Era life in North Carolina. |recovery |depression |analyze the impact of the New Deal during |

|what hardship would have been most |6.02 Describe the significance of major |isolation |recession |Depression-era NC. |

|difficult? |events and military engagements |war |unemployment |discuss key ideas/ philosophies that |

|How did NC (and the nation) respond to the |associated with World War II and |cooperation |rationing |differentiated the several warring |

|attack on Pearl Harbor? |evaluate the impact of the war on North |aid |bankrupt |factions of WWII. (Fascism, Democracy, |

| |Carolina. |duty (civic) |internment |Communism) |

|Change: |6.03 Examine the significance of key |patriotism |price supports |assess the impact of WWII on the economic,|

|How could you describe the social changes of|ideas and individuals associated with |nationalism |speculators |political, social and military roles of |

|1920’s NC using examples from |World War II. |development (rural) |minimum wage |different groups in NC. (women & |

|disenfranchised groups? |6.04 Assess the impact of World War II | |collective bargaining |minorities.) |

|In what ways did war effort contributions by|on the economic, political, social, and |Terms/People/Places/Events: |cooperative |assess the influence of technological |

|North Carolinians differ from WWI to WWII? |military roles of different groups in |“Black Thursday” |sabotage |advances on economic development & daily |

| |North Carolina including women and |“Black Tuesday” |relief |life. |

|Which New Deal program was most helpful to |minorities. |Great Depression |default | |

|North Carolinians? | |Herbert Hoover |dictator |Global Connections: |

|Traditionally disenfranchised groups filled | |bank failure |blackouts |Look at how the fall of the US stock |

|jobs left open by deployed soldiers. How | |Dust Bowl |isolationism |market can affect countries around the |

|did a change in the labor force improve how | |Hoovervilles |blitzkrieg |world. |

|disenfranchised groups were viewed? | |New Deal (TVA, SSA, NRA) |bonds |Compare other moments in history when a |

| | |relief agency |bread lines |nation rallied after an attack on its |

|Unity & Growth: | |World War II |fascism |soil. (9/11, Madrid bombings, London |

|How did serving on the front lines help race| |Franklin D. Roosevelt | |bombings, Chechnya attack on school, Bali |

|relations among US soldiers from NC? | |Axis & Allies | |blasts, Nazi invasion of France & French |

|How does the creation of the United Nations | |Pearl Harbor | |Resistance, etc.) |

|represent a positive reaction to WWII? | |P.O.W. | |Study rapid social changes around the |

|After years of war, why do you think the | |Torpedo Junction | |world. (China 1980s-1990s; India today; |

|economy grew rapidly in the “Baby Boom” era?| |D-Day | |Victorian Age, Britain; Meiji-era, Japan; |

| | |Atomic bomb | |etc.) |

| | |Holocaust | |Compare social programs in the US, such as|

| | |United Nations | |Social Security, to Socialist countries |

| | |“Live at Home” | |like France & Spain. |

| | |O. Max Gardner | | |

| | |Home extension | | |

| | |USS North Carolina | | |

|UNIT OF STUDY/THEME: |Civil Rights and the Post-War Era in North Carolina (1950’s-1970’s) In Focus: CG 7 |

| | | | |

|Suggested |16-20 |Unit Essential Question |What was the most significant transformation that took place during the Cold War Period of North Carolina history? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & Factual Content |Vocabulary Builder | Examples of Target Goals & Global |

| | | | |Connections |

|Cold War: |7.01 Analyze the extent and significance |Concepts: |Vocabulary: |Students should be able to. |

|How did the iron curtain help shape the |of economic changes in North Carolina. |change |cold war |compare & contrast various political |

|view of North Carolinians toward |7.02 Evaluate the importance of social |aid (financial) |communism |viewpoints surrounding issues of the post |

|communism? |changes to different groups in North |natural rights |boycott |WWII era. (including the Cold War and the |

|Why did Edward R. Murrow, a famous Tarheel|Carolina. |civil rights |civil disobedience |Civil Rights Movement) |

|journalist, believe that the “Red Scare” |7.03 Assess the influence of technological|race |polio |understand how global events affected the |

|was dangerous for America? |advances on economic development and daily|gender |“baby boomers” |psychology of N. Carolinians. (bomb |

|How does the media affect our perception |life. |equality |civil rights |shelters, Red Scare, assassinations of |

|of “War”? |7.04 Compare and contrast the various |opportunity |sit-in |Malcolm X-MLK-JFK-RFK, space race, Vietnam|

|How did the Vietnam War affect the |political viewpoints surrounding issues of|education (universal) |segregation |& anti-war crowd) |

|political & social views of North |the post World War II era. |conflict |integration |evaluate the major changes and events that|

|Carolinians? |7.05 Evaluate the major changes and events|cooperation |busing |have affected the roles of local, state |

| |that have effected the roles of local, |media |affirmative action |and national government. |

|Social Turmoil: |state, and national governments. | |impasse | |

|How did Brown vs. Board of Education | |Terms/People/Places/Events: |subsidize | |

|change public schools in NC? | |Cold War & arms race |discrimination |Global Connections: |

| | |Korean War |status quo |Analyze why US presence in Korea was vital|

|Why do you think that the murder of key | |McCarthyism-Red Scare |guerilla warfare |in the early years of the Cold War |

|leaders of the 1960’s ended an “age of | |United Nations |demoralizing |Examine the French presence in Vietnam and|

|innocence”? | |Korean War | |why the US played a role |

|Why did the Watergate Scandal change the | |technological innovations | |Research other key assassinations in 20th |

|way we view government? | |Brown Vs. Board of Ed | |Century history (& their significant |

|Why was Swan vs. Mecklenburg County needed| |Montgomery bus boycott | |social impact)- Mohandas Ghandi, Bhutto, |

|to enforce Brown vs. BOE? | |A.I.M. – American Indian Movement | |Sadat, Rabin, Indira Ghandi, Franz |

|How did the role of women change in the | |Kennedy’s assassination | |Ferdinand, etc. |

|1970’s? | |SNCC & Shaw Univ. | |Develop global timelines for women’s |

| | |G.I. Bill | |suffrage, feminist movements, female heads|

|Economy: | |Little Rock Nine | |of state |

|Which programs best addressed poverty in | |Freedom Rides | |Analyze reasons why people might immigrate|

|North Carolina? | |Greensboro sit-ins | |using cases from around the world .(Bantu |

|What role does the Research Triangle Park | |Martin Luther King & SCLC | |migration, China today, |

|play in the global market? | |Black Panthers & “Black Power” | |Guatemalans-Salvadorians into Mexico, |

|What has attracted migrant workers to NC? | |Pearsall Plan | |Eastern Europeans into Western Europe, |

| | |NAACP | |etc.) |

| | |Civil Rights Act | | |

| | |Voting Rights Act | | |

| | |North Carolina Fund | | |

| | |Appalachia | | |

| | |Wilmington Ten | | |

| | |NC Mutual Life Insurance Company | | |

| | |Swann v. Charlotte-Mecklenburg BOE | | |

| | |Henry Frye | | |

| | |Equal Rights Amend. | | |

| | |Terry Sanford | | |

| | |Vietnam War | | |

| | |Jesse Helms | | |

| | |Sam Ervin | | |

| | |Watergate | | |

| | |

|UNIT OF STUDY/THEME: |North Carolina since the 1970s (1979-2000) In Focus: CG 8 |

| | | | |

|Suggested |19-20 |Unit Essential Question |Since 1980, how has North Carolina’s economic development changed society? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & Factual Content |Vocabulary Builder | Examples of Target Goals & Global |

| | | | |Connections |

|Economic Development: |8.01 Describe the changing demographics |Concepts: |Vocabulary: |Students should be able to.. |

|Why is the High Point furniture market an |in North Carolina and analyze their |rights ( equal) |amendment |describe the changing demographics in |

|important business event in the world? |significance for North Carolina's |systems (economic) |affirmative action |North Carolina. |

|How have improvements in technology boosted|society and economy. |technology |inflation |analyze the significance of changing |

|NC’s economy? |8.02 List economic and technological |globalization |gerrymandering |demographics for NC’s society and |

|In tourism, how has the internet changed the|advances occurring in North Carolina |immigration |“red” state |economy. |

|way North Carolinians conduct business? |since 1970, and assess their influence |cooperation |“blue” state |make connections between technological |

| |on North Carolina's role in the nation |conflict |incentives |advances and growing industries. |

|North Carolina Society: |and the world. |ethnicity |refugees |explain what a transitional phase means in|

|What contributions have new immigrant groups|8.03 Describe the impact of state and |diversity |boom |the economy & labor sectors. |

|made to NC? |national issues on the political climate|recognition (national & international) |private sector |show how NC became more recognized |

|How have white-collar jobs diversified NC’s |of North Carolina. |power |service sector |nationally and internationally |

|ethnic makeup? |8.04 Assess the importance of regional |aid |ordinance | |

|Has the growth of professional sports helped|diversity on the development of |relationships (human-geographic) |technology | |

|the state economy? |economic, social, and political |systems (political) |per capita income | |

| |institutions in North Carolina. | |software | |

|Federal-State Government Relationships: | |Terms/People/Places/Events: |diversified |Global Connections: |

|What benefits do NC cities receive from the | |Research Triangle Park |microelectronics |research other major furniture markets in |

|presence of military bases? | |Susie Sharp |right-to-work law |the US and the world. |

|How has the federal government reacted to | |Middle East |mediate |Discuss how new technologies have a global|

|natural disasters in NC? | |Equal Rights Act | |impact. (especially using India, China, |

|Why was Jesse Helms often a controversial | |Billy Graham | |and Africa as case studies) |

|figure? | |Title IX | |Re-cap tourism from 6th -7th grade. |

|NC is often described in political | |Gloria Steinem & NOW | |(ecotourism in Brazi;, |

|commentary as a “red” state. Do you agree | |North Carolina’s 12th District (Mel Watt) | |historic-archaeological tourism in Greece,|

|with that label? | |Harvey Gantt | |Italy & Egypt; beach resorts in Australia,|

|Who benefits from gerrymandering a | |Jesse Helms | |South Africa, Brazil, & Argentina) |

|congressional area like NC’s 12th district? | |Notable recent NC members of US Congress | |Map US military bases in select foreign |

| | |(Edwards, Dole, Burr, Foxx, Shuler, etc.) | |regions. |

| | |Notable military bases in NC (Fort Bragg | |Link NC natural disasters to those that |

| | |[81st Airborne], Pope AFB, Camp Lejeune, | |occurred around the world since 2000 & |

| | |Seymour-Johnson AFB) | |examine how governments responded. |

| | |National Guard | |(Tsunami in Indonesia, earthquake in |

| | |Operation Desert Shield (Desert Storm) | |China, cyclone in Burma, earthquake in |

| | |Gen. Hugh Shelton | |Iran) |

| | |Professional Sports in NC (Hornets, Panthers,| | |

| | |Hurricanes, Bobcats, NASCAR, etc.) | | |

| | |Maya Angelou | | |

| | |NAFTA | | |

|UNIT OF STUDY/THEME: |Modern North Carolina & the Changing World (2000-today)/ In Focus: CG 8 |

| | | | |

|Suggested |3-5 |Unit Essential Question |Why is it necessary for North Carolina to become part of a global society? |

|# of Days | | | |

| Examples of Lesson Essential Questions |SCOS Objectives |Concepts & Factual Content |Vocabulary Builder | Examples of Target Goals & Global |

| | | | |Connections |

|Terrorism: |8.01 Describe the changing demographics |Concepts: |Vocabulary |Students should be able to... |

|How did the events of 9/11 change North |in North Carolina and analyze their |terrorism |globalization |describe contemporary political, economic |

|Carolina? |significance for North Carolina's |conflict |refugees |and social issues at the state and local |

| |society and economy. |religion |banking |levels. |

|Civic Issues: |8.02 List economic and technological |globalization |deport |assess the importance of regional |

|How has the arrival of recent immigrants |advances occurring in North Carolina |community |census |diversity on the development of economic, |

|brought North Carolina closer to the global |since 1970, and assess their influence |diversity |terrorism |social, and political institutions in NC. |

|community? |on North Carolina's role in the nation |change |drought |describe the impact of state and national |

|If you were a US Senator from NC, which |and the world. |interdependence |fundamentalism |issues on the political climate of NC. |

|issues would you raise in the Senate? |8.03 Describe the impact of state and |immigration |off-shoring |identify state and local leaders (past and|

| |national issues on the political climate| |outsourcing |present) from diverse cultural backgrounds|

|Human-Geographic Relationships: |of North Carolina. |Terms/People/Places/Events: |imports |and assess their impact on the community. |

|What challenges do you think our state will |8.04 Assess the importance of regional |Recent Governors of NC (Martin, Hunt, |transplants | |

|continue to face? |diversity on the development of |Easley and to be elected in 2008) |oil barrels | |

|In what ways does rising fuel costs have an |economic, social, and political |Research Triangle Park (RTP) |reverse migration | |

|impact on our daily lives? |institutions in North Carolina. |Indian Americans |redistricting | |

| | |film industry | |Global Connections: |

| | |9/11 | |Examine how 9/11 affected Muslims & Arabs |

| | |War in Iraq | |(or those perceived to be Muslims or |

| | |Habitat for Humanity | |Arabs) in the US & around the world |

| | |goods produced in China | |Discuss which challenges the global |

| | | | |community might be facing in the near |

| | | | |future |

| | |outsourcing of telecommunications (India) | |Predict what successes NC and the world |

| | |NC tourism (Blue Ridge Parkway, coast, golf| |might see in the near future |

| | |courses, outer banks) and the effect on the| | |

| | |environment | | |

| | |OPEC | | |

| | |World Trade Organization | | |

| | |Famous Tar Heels (Andy Griffith, Ava | | |

| | |Gardner, Doc Watson, Bob Timberlake, Romare| | |

| | |Bearden, Dale Earnhardt Sr & Jr, Michael | | |

| | |Jordan, etc.) | | |

| | |Lumbee People | | |

| | |Globalization in NC (HP Furniture market, | | |

| | |RTP, Sara Lee, banking, etc.) | | |

|UNIT OF STUDY/THEME: |Active citizenship at the state & local levels/ In Focus: CG 9 Integrate through |

| |the Year |

| | | | |

|Suggested | | |(Competency Goal 9 objectives can be covered throughout the year as issues of citizenship are discussed and expanded upon) |

|# of Days | | | |

| |SCOS Objectives | | | |

| |9.01 Describe contemporary political, | | |Describe opportunities for and benefits of|

| |economic, and social issues at the state| | |civic participation. |

| |and local levels and evaluate their | | | |

| |impact on the community. | | | |

| |9.02 Identify past and present state and| | | |

| |local leaders from diverse cultural | | | |

| |backgrounds and assess their influence | | | |

| |in affecting change. | | | |

| |9.03 Describe opportunities for and | | | |

| |benefits of civic participation. | | | |

Appendix:

NC Department of Public Instruction’s

Cognitive Level Model: Bloom-Marzano Hybrid (adopted-1989)

An Item Shells Approach to Formulating Questions for Each Cognitive Level

NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and Marzano)

NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.

Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills

|Knowledge |

|Defining problems: clarifying needs, discrepancies, or puzzling situations |

|Setting goals: establishing direction and purpose |

|Observing: obtaining information through one or more senses |

|Formulating questions: seeking new information through inquiry |

|Encoding: storing information through long-term memory |

|Recalling: retrieving information from long-term memory |

|Useful Verbs: list, name, label, recall, identify, match, choose |

|Organizing |

|Arranging information so it can be used effectively |

|Comparing: noting similarities and differences between or among entities |

|Classifying: grouping and labeling entities on the basis of their attributes |

|Ordering: sequencing entities according to a given criterion |

|Representing: changing the form but not the substance of information |

|Useful verbs: categorize, group, classify, compare, contrast |

|Applying |

|Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or principles that are required to solve a problem. |

|Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate |

| |

|Analyzing |

|Clarifying existing information by examining parts and relationships |

|Identifying attributes and components: determining characteristics or parts of something |

|Identifying relationships and patterns: recognizing ways in which elements are related |

|Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning |

|Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting them |

|Useful Verbs: outline, diagram, differentiate, analyze |

|Generating |

|Producing new information, meaning, or ideas |

|Inferring: going beyond available information to identify what reasonably may be true |

|Predicting: anticipating next events or the outcome of a situation |

|Elaborating: explaining by adding details, examples, or other relevant information |

|Useful Verbs: conclude, predict, explain, elaborate, infer |

|Integrating |

|Connecting and combining information |

|Summarizing: combining information efficiently into a cohesive statement |

|Restructuring: changing existing knowledge structures to incorporate new information |

|Useful Verbs: combine, summarize, design, imagine, generalize |

|Evaluating |

|Assessing the reasonableness and quality of ideas |

|Establishing criteria: setting standards for making judgments |

|Verifying: confirming the accuracy of claims |

|Useful Verbs: judge, evaluate, rate, verify, assess, define criteria |

An Item Shells Approach to formulating questions for each cognitive level (some examples)

KNOWLEDGE (Identifying):

Which _____________________________________ best defines __________________________________?

(fact, concept, principle, or procedure)

Which _____________________________________ is characteristic of ____________________________?

(fact, concept, principle, or procedure)

ORGANIZING (Classifying):

Which _____________________________________ is an example of ______________________________?

(fact, concept, principle, or procedure)

What completes this ________________________________________?

APPLYING (Problem Solving)

What is the true nature of the problem?

Which _____________________________________ is an example of ______________________________?

What is a possible solution?

ANALYZING:

What must _________________________________ consist of?

Given _____________________________________, what is the primary cause _____________________?

What is the relationship between ___________________________ and ___________________________?

GENERATING (Predicting):

What would happen if ______________________________________?

What is needed to solve this problem?

If ____________________________happens, what should be done to ____________________________?

On the basis of ____________________________, what should be done to ________________________?

INTEGRATING (Combining):

_________________________ and _____________________ will likely make/result in _________________?

How can ______________________________ best accomplish ___________________________?

EVALUATING (Judging):

What is most effective for ____________________________________?

Which _____________________________________ is better (worse) than ___________________________?

(fact, concept, principle, or procedure)

What is most effective method for _____________________________?

What is the most critical step in this procedure?

Which step in unnecessary in this procedure?

Which is the most effective (efficient) solution?

Why is _________________________ the most effective (efficient) solution?

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Core Curriculum for 8th Grade NC History—a top 100 list of Key Terms/People/Places/Events (see units)

“In Focus”:

Each chapter of the current adoption correlates to specific Competency Goals (CGs), but schools can instead focus on 2 principal CGs that are natural fits for the given unit; each CG is touched upon at least twice in the Pacing Guide

• Days: in order to cover the entire curriculum, each unit contains an instructional window; however, instructors should look at the end of each quarter as a benchmark to aim for.

Loss of Instructional Time: each quarter takes into consideration loss of instructional time due to various school/district matters

Current adoption: each unit has been aligned to the current textbook adoption; however, instructors should be teaching the SCOS instead of the textbook

Unit EQs: What is the key learning for this unit, that serves as an “umbrella” for all the lessons? The unit EQ can address the Competency Goals (CG) that are in “In Focus” for the unit.

While the suggested number of days is important to cover the curriculum effectively, the numbers listed here are meant to provide a general “weight” to each unit’s place in a year.

Adapted from Thomas M. Haladyna, Writing Test Items to Evaluate Higher Order Thinking, Boston: Allyn and Bacon, 1999.

“Lesson Essential Questions”= written in “student-friendly” language, contain a clear target for students, connect to other lesson EQs, and are a specific aspect of the Unit EQ.

EQs should drive instruction & be made visible for all students.

“Concepts”= broad topics of discussion that the “Terms/People/Place/Events”

provide specific examples to study & discuss; both are for teacher planning use.

“Vocabulary Builder”: content-based, students will use these terms regularly beyond the course; useful for students to refer to during a unit as a Word Wall

• “Target Goals”: a roadmap for unit mastery

• “Global Connections”: developing students for the global workforce through social studies.

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