Eighth Grade Social Studies
First Quarter
Second Quarter
Third Quarter
Fourth Quarter
8.H.1 Apply historical thinking
to understand the creation and
development of North Carolina
and the United States.
8.H.1.1 Construct charts, graphs,
and historical narratives to explain
particular events or issues.
8.H.1.2 Summarize the literal
meaning of historical documents in
order to establish context.
8.H.1.3 Use primary and
secondary sources to interpret
various historical perspectives.
8.H.1.4 Use historical inquiry to
evaluate the validity of sources
used to construct historical
narratives (e.g. formulate
historical questions, gather data
from a variety of sources, evaluate
and interpret data and support
interpretations with historical
evidence).
8.H.1.5Analyze the relationship
between historical context and
decision-making.
8.H.1 Apply historical
thinking to understand the
creation and development of
North Carolina and the
United States.
8.H.1.1 Construct charts,
graphs, and historical
narratives to explain
particular events or issues.
8.H.1.3 Use primary and
secondary sources to interpret
various historical
perspectives.
8.H.1 Apply historical
thinking to understand the
creation and development of
North Carolina and the United
States.
8.H.1.1 Construct charts,
graphs, and historical narratives
to explain particular events or
issues.
8.H.1.2 Summarize the literal
meaning of historical documents
in order to establish context.
8.H.1.3 Use primary and
secondary sources to interpret
various historical perspectives.
8.H.1 Apply historical thinking to
understand the creation and
development of North Carolina and
the United States.
8.H.1.1 Construct charts, graphs, and
historical narratives to explain particular
events or issues.
8.H.1.2 Summarize the literal meaning of
historical documents in order to establish
context.
8.H.1.3 Use primary and secondary
sources to interpret various historical
perspectives.
8.H.1.4 Use historical inquiry to evaluate
the validity of sources used to construct
historical narratives (e.g. formulate
historical questions, gather data from a
variety of sources, evaluate and interpret
data and support interpretations with
historical evidence).
8.H.1.5Analyze the relationship between
historical context and decision-making.
8.H.2 Understand the ways in
which conflict, compromise and
negotiation have shaped North
Carolina and the United States.
8.H.2 Understand the ways
in which conflict,
compromise and negotiation
have shaped North Carolina
and the United States.
8.H.2.1 Explain the impact of
economic, political, social,
and military conflicts (e.g.
war, slavery, states’ rights and
citizenship and immigration
policies) on the development
of North Carolina and the
United States.
8.H.2.2 Summarize how
leadership and citizen actions
(e.g. the founding fathers, the
Regulators, the Greensboro
8.H.2 Understand the ways in
which conflict, compromise
and negotiation have shaped
North Carolina and the United
States.
8.H.2.1 Explain the impact of
economic, political, social, and
military conflicts (e.g. war,
slavery, states’ rights and
citizenship and immigration
policies) on the development of
North Carolina and the United
States.
8.H.2.2 Summarize how
leadership and citizen actions
8.H.2 Understand the ways in which
conflict, compromise and negotiation
have shaped North Carolina and the
United States.
8.H.2.1 Explain the impact of economic,
political, social, and military conflicts
(e.g. war, slavery, states’ rights and
citizenship and immigration policies) on
Eighth Grade Social Studies
8.H.2.2 Summarize how leadership
and citizen actions (e.g. the
founding fathers, the Regulators,
the Greensboro Four, and
participants of the Wilmington
Race Riots, 1898) influenced the
outcome of key conflicts in North
Carolina and the United States.
8.H.2.3 Summarize the role of
debate, compromise, and
negotiation during significant
periods in the history of North
Carolina and the United States.
Four, and participants of the
Wilmington Race Riots,
1898) influenced the outcome
of key conflicts in North
Carolina and the United
States.
8.H.2.3 Summarize the role of
debate, compromise, and
negotiation during significant
periods in the history of North
Carolina and the United
States.
8.H.3 Understand the
factors that contribute to
8.H.3 Understand the factors
change and continuity in
that contribute to change and
North Carolina and the
continuity in North Carolina and United States.
8.H.3.3 Explain how
the United States.
8.H.3.1 Explain how migration and individuals and groups have
immigration contributed to the
influenced economic, political
development of North Carolina
and social change in North
and the United States from
Carolina and the United
colonization to contemporary
States.
times (e.g. westward movement,
African slavery, Trail of Tears, the 8.G.1 Understand the
Great Migration and Ellis and
geographic factors that
Angel Island).
influenced North Carolina
8.H.3.3 Explain how individuals
and the United States.
and groups have influenced
8.G.1.1 Explain how location
economic, political and social
and place have presented
change in North Carolina and the
opportunities and challenges
United States.
for the movement of people,
(e.g. the founding fathers, the
Regulators, the Greensboro
Four, and participants of the
Wilmington Race Riots, 1898)
influenced the outcome of key
conflicts in North Carolina and
the United States.
8.H.2.3 Summarize the role of
debate, compromise, and
negotiation during significant
periods in the history of North
Carolina and the United States
8.H.3 Understand the factors
that contribute to change and
continuity in North Carolina
and the United States.
8.H.3.1 Explain how migration
and immigration contributed to
the development of North
Carolina and the United States
from colonization to
contemporary times (e.g.
westward movement, African
slavery, Trail of Tears, the Great
Migration and Ellis and Angel
Island).
8.H.3.2 Explain how changes
brought about by technology and
other innovations affected
individuals and groups in North
Carolina and the United States
(e.g. advancements in
the development of North Carolina and
the United States.
8.H.2.2 Summarize how leadership and
citizen actions (e.g. the founding fathers,
the Regulators, the Greensboro Four, and
participants of the Wilmington Race
Riots, 1898) influenced the outcome of
key conflicts in North Carolina and the
United States.
8.H.2.3 Summarize the role of debate,
compromise, and negotiation during
significant periods in the history of North
Carolina and the United States.
8.H.3 Understand the factors that
contribute to change and continuity in
North Carolina and the United States.
8.H.3.1 Explain how migration and
immigration contributed to the
development of North Carolina and the
United States from colonization to
contemporary times (e.g. westward
movement, African slavery, Trail of
Tears, the Great Migration and Ellis and
Angel Island).
8.H.3.2 Explain how changes brought
about by technology and other
innovations affected individuals and
groups in North Carolina and the United
States (e.g. advancements in
transportation, communication networks
and business practices).
8.H.3.3 Explain how individuals and
Eighth Grade Social Studies
8.H.3.4 Compare historical and
contemporary issues to understand
continuity and change in the
development of North Carolina
and the United States.
8.C and G.1 Analyze how
democratic ideals shaped
government in North Carolina
and the United States.
8.C and G.1.1 Summarize
democratic ideals expressed in
local, state, and national
government (e.g. limited
government, popular sovereignty,
separation of powers,
republicanism, federalism and
individual rights).
8.C and G.1.2 Evaluate the degree
to which democratic ideals are
evident in historical documents
from North Carolina and the
United States (e.g. the
Mecklenburg Resolves, the Halifax
Resolves, the Declaration of
Independence, the Articles of
Confederation, the Bill of Rights
and the principles outlined in the
US Constitution and North
Carolina Constitutions of 1776,
1868 and 1971).
8.C and G. 1.3 Analyze differing
viewpoints on the scope and power
goods, and ideas in North
Carolina and the United
States.
8.G.1.2 Understand the
human and physical
characteristics of regions in
North Carolina and the United
States (e.g. physical features,
culture, political organization
and ethnic make-up).
8.C and G.1 Analyze how
democratic ideals shaped
government in North
Carolina and the United
States.
8.C and G.1.1 Summarize
democratic ideals expressed
in local, state, and national
government (e.g. limited
government, popular
sovereignty, separation of
powers, republicanism,
federalism and individual
rights
8.C and G. 1.3 Analyze
differing viewpoints on the
scope and power of state and
national governments (e.g.
Federalists and antiFederalists, education,
immigration and healthcare).
8.C and G. 1.4 Analyze
transportation, communication
networks and business
practices).
8.H.3.3 Explain how individuals
and groups have influenced
economic, political and social
change in North Carolina and the
United
States.
8.C.1 Understand how
different cultures influenced
North Carolina and the United
States.
8.C.1.1 Explain how influences
from Africa, Europe, and the
Americas impacted North
Carolina and the United States
(e.g. Columbian exchange,
slavery and the decline of the
American Indian populations).
8.C.1.3 Summarize the
contributions of particular
groups to the development of
North Carolina and the United
States (e.g. women, religious
groups, and ethnic minorities
such as American Indians,
African Americans, and
European immigrants).
8.E.1 Understand the
economic activities of North
groups have influenced economic,
political and social change in North
Carolina and the United
States.
8.E.1 Understand the economic
activities of North Carolina and the
United States.
8.E.1.1 Explain how conflict,
cooperation, and competition influenced
periods of economic growth and decline
(e.g. economic depressions and
recessions).
8.E.1.2 Use economic indicators (e.g.
GDP, inflation and unemployment) to
evaluate the growth and stability of the
economy of North Carolina and the
United States.
8.E.1.3 Explain how quality of life is
impacted by personal financial choices
(e.g. credit, savings, investing, borrowing
and giving).
8.C and G.1 Analyze how democratic
ideals shaped government in North
Carolina and the United States.
8.C and G.1.1 Summarize democratic
ideals expressed in local, state, and
national government (e.g. limited
government, popular sovereignty,
separation of powers, republicanism,
federalism and individual rights
8.C and G. 1.3 Analyze differing
Eighth Grade Social Studies
of state and national governments
(e.g. Federalists and antiFederalists, education, immigration
and healthcare).
8.C and G. 1.4 Analyze access to
democratic rights and freedoms
among various groups in North
Carolina and the United States
(e.g. enslaved people, women,
wage earners, landless farmers,
American Indians, African
Americans and other ethnic
groups).
8.G.1 Understand the
geographic factors that
influenced North Carolina and
the United States.
8.G.1.1 Explain how location and
place have presented opportunities
and challenges for the movement
of people, goods, and ideas in
North Carolina and the United
States.8.G.1.3 Explain how human
and environmental interaction
affected quality of life and
settlement patterns in North
Carolina and the United States
(e.g. environmental disasters,
infrastructure development, coastal
restoration and alternative sources
of energy).
access to democratic rights
and freedoms among various
groups in North Carolina and
the United States (e.g.
enslaved people, women,
wage earners, landless
farmers, American Indians,
African Americans and other
ethnic groups).
8.C.1 Understand how
different cultures influenced
North Carolina and the
United States.
8.C.1.1 Explain how
influences from Africa,
Europe, and the Americas
impacted North Carolina and
the United States (e.g.
Columbian exchange, slavery
and the decline of the
American Indian
populations).
8.E.1 Understand the
economic activities of North
Carolina and the United
States.
8.E.1.1 Explain how conflict,
cooperation, and competition
influenced periods of
economic growth and decline
Carolina and the United
States.
8.E.1.1 Explain how conflict,
cooperation, and competition
influenced periods of economic
growth and decline (e.g.
economic depressions and
recessions).
8.E.1.2 Use economic indicators
(e.g. GDP, inflation and
unemployment) to evaluate the
growth and stability of the
economy of North Carolina and
the United States.
8.E.1.3 Explain how quality of
life is impacted by personal
financial choices (e.g. credit,
savings, investing, borrowing
and giving).
8.C and G.2 Understand the
role that citizen participation
plays in societal change.
8.C and G.2.1 Evaluate the
effectiveness of various
approaches used to effect change
in North Carolina and the United
States (e.g. picketing, boycotts,
sit-ins, voting, marches, holding
elected office and lobbying).
8.C and G. 2.3 Explain the
impact of human and civil rights
issues throughout North Carolina
viewpoints on the scope and power of
state and national governments (e.g.
Federalists and anti-Federalists,
education, immigration and healthcare).
8.C and G. 1.4 Analyze access to
democratic rights and freedoms among
various groups in North Carolina and the
United States (e.g. enslaved people,
women, wage earners, landless farmers,
American Indians, African Americans
and other ethnic groups).
8.C and G.2 Understand the role that
citizen participation plays in societal
change.
8.C and G.2.2 Analyze issues pursued
through active citizen campaigns for
change (e.g. voting rights and access to
education, housing and employment).
8.C and G. 2.3 Explain the impact of
human and civil rights issues throughout
North Carolina and United States history.
8.C.1 Understand how different
cultures influenced North Carolina
and the United States.
8.C.1.1 Explain how influences from
Africa, Europe, and the Americas
impacted North Carolina and the United
States (e.g. Columbian exchange, slavery
and the decline of the American Indian
populations).
Eighth Grade Social Studies
(e.g. economic depressions
and recessions).
and United States history.
8.C and G.1 Analyze how
democratic ideals shaped
government in North Carolina
and the United States.
8.C and G. 1.3 Analyze
differing viewpoints on the
scope and power of state and
national governments (e.g.
Federalists and anti-Federalists,
education, immigration and
healthcare).
First Quarter
Cartographer
Loam
Era
Circa
Anthropologist
BD
AD
CE
BCE
Timeline
Narrative
Archaeologist
Climate
Barrier Islands
Coastal Plain
Piedmont Mountains
Second Quarter
Geographic Region
Timeline
Climate
Narrative
Bias
Bibliography
Propaganda
Primary and Secondary
Sources
Historical Perspective
Boycott
Anti-Bellum
Social Reform
Treason
Confederacy
Inflation
Third Quarter
Primary Source
Boycott
Anti-Bellum
Social Reform
Unemployment
Cash crop
Treason
Confederacy
Strike
Inflation
Nationalism
Racism
Tariff
Slavery
Labor Union
Arsenal
8.C.1.3 Summarize the contributions of
particular groups to the development of
North Carolina and the United States
(e.g. women, religious groups, and ethnic
minorities such as American Indians,
African Americans, and European
immigrants).
Fourth Quarter
Consumerism
Halifax Resolves
The Great Comprom
Holocaust
Protest
Recession
Imperialism
Appeasement
Neutrality
Propaganda
Gross Domestic Product
Total War
Political Alliance
Axis Powers
Allied Powers
D-Day
Battle of Midway
Hiroshima
Eighth Grade Social Studies
Outer Banks
Tidewater
Geographic Region
Declaration of Independence
Constitution
Primary Source
Articles of Confederation
Mecklenburg Resolves
Halifax Resolves
The Great Compromise
Bill of Rights
Bias
Primary Sources
Secondary Sources
Historical Perspective
Bibliography
Validity Evaluate
Back Country Cash Crop
British Rule
Townshend Acts Sugar Act
Boycott Treason Tariff
Sectionalism
French and Indian War
Intolerable Acts Sons of Liberty
Fort Fisher
Slavery
Propaganda
Albany Plan of Union
Edenton Tea Party
Proclamation of 1763
Boston Tea Party
Quartering Act
Boston Massacre
Nationalism
Racism
Tariff
Slavery
Secession
Andrew Jackson
Protest
Sectionalism
Recession
Carpetbaggers
Neutrality
Propaganda
Scalawag
Fort Sumter
Hunley
1st Battle of Manassas
Battle of Gettysburg
March to the Sea
Total War
Battle of Vicksburg
Appomattox
Courthouse
54th Massachusetts
Fort Fisher
Political Alliance
Reconstruction
Hessian
Sacagawea
Napoleon Bonaparte
War with Mexico
Texas Independence
Alamo
Andrew Jackson
Secession
Progressive
Consumerism
Protest
Sectionalism
Prohibition
Recession
Imperialism
Carpetbaggers
Gross Domestic
Product
Scalawag
Fort Sumter
Hunley
1st Battle of Manassas
Battle of Gettysburg
March to the Sea
Total War
Battle of Vicksburg
Appomattox Courthouse
54th Massachusetts
Fort Fisher
Reconstruction
Impeach
Confederate States of America
Fort Sumter
Compromise of 1877
Underground Railroad
Cotton Farming
Dred Scott v. Sandford
Abolition
Temperance
Dred Scott
Pearl Harbor
Manhattan Project
Island Hopping
Battle of Iwo Jima
Torpedo Junction
Isolationism
Adolf Hitler
United Nations
Dwight Eisenhower
Gen. Douglas MacArthur
NAFTA
Watergate
9/11
War on Terror
Iraq War
Desert Storm
al Qaeda
OPEC
Middle East
Patriot Act
ADA
Fascism
Suburb
Arsenal
Blitzkrieg
Segregation
Liberal
Impeach
Incumbent
Conservative
Civil Rights
Domino Theory
Abolition
Eighth Grade Social Studies
Minuteman
Loyalists Patriot Arsenal
Revolution Framers
Electoral College
Continental Congress
War Hawks
Lord Proprietors
Sacagawea
Battle of New Orleans
Nathaniel Green
Napoleon Bonaparte
Westward Expansion
Dolly Madison
George Washington
Benjamin Franklin
Thomas Paine
Great Compromise
Internet Canal System
Cotton Gin
Westward Expansion
Proclamation
Albany Plan of Union
Federalist
Anti-Federalist
Regionalism
Bill of Rights Landless Farmers
War Powers Act
Westward Expansion
Trail of Tears
Daniel Boone
War Hawks
Battle of New Orleans
Dolly Madison
Washington, D.C.
Civil Rights
Missouri Compromise
Fort Sumter
Compromise of 1877
Underground Railroad
Cotton Farming
Great Compromise
Dred Scott v. Sandford
Temperance
Referendum
Sutter’s Mill
Henry Clay
Populism
Forty-niner
John C. Calhoun
Temperance
Donner’s Pass
David Webster
Dorothea Dix
Textiles
Andrew Johnson
John Wilkes Booth
Assassination
National Guard
Volunteerism
Patriotism
Frederick Douglas
Kansas-Nebraska Act
Migration
Industrialization
Harriet Tubman
Bleeding Kansas
Immigration
Abolition
Confederate States of America
Middle Passage
Missouri Compromise
Harpers Ferry
Colony Fugitive slave law
Underground Railroad
Compromise of 1850
John
Abolition
Calhoun William
Lloyd Garrison
Private Sector
Natural Increase
Liberator
Tenements
Legislator
Emancipation
Tenant Farming
Infrastructure
Monopoly
Canal System
Sharecropping
Cotton Gin
Boomtowns
William Holden
David Walker
Herbert Hoover
Referendum
Immigration
Natural Increase
Liberator
Guantanamo Bay
Globalization
Legislator
Infrastructure
Internet
Domino Theory
Draft
Research Triangle Park
Acid Rain
Space Race
Referendum
Duke Family
Fireside Chats
Wilmington Race Riots
David Swain
R.J. Reynolds
Assassination
Civic Responsibility
Census Civil Liberties
Debit
Fusion
Alliance
Vote
National Guard
Volunteerism
Patriotism
President
Governor
Mayor
Eighth Grade Social Studies
Manifest Destiny
Sutter’s Mill
Anti-Federalist
Manhood suffrage
Democracy
Henry Clay
Framers
Buying on Margin
Articles of Confederation
Populism
Mecklenburg Resolves
John C. Calhoun
Halifax Resolves
Hoovervilles
Declaration of Independence
Temperance
The Great Compromise
Leonides Polk
3/5’s Compromise
David Webster
Yorktown
Concord
Franklin Delano Roosevelt
Homestead Act
Rough Riders
Erie Canal
Dorothea Dix
Rip Van Winkle State
Textiles
Cotton Gin
Andrew Johnson
Louisiana Purchase
Theodore Roosevelt
Lewis and Clark
Archibald Murphy
Kings Mountain
Duke Family
Over-Mountain Men
John Wilkes Booth
Lexington
Fireside Chats
Concord
R.J. Reynolds
Saratoga
Assassination
Navigable
Dust Bowl
Regions
PanamaPiedmont
Canal
Coastal Plain
Bright leaf process
Political Parties
International
Mountain Region
Black Tuesday
Transcontinental Railroad
Susan B. Anthony
Legislative
Lieutenant
William Gaston
Governor
Checks and balances
James K. Polk Credit
Republicanism
Populist Party Civic
Federalism
Responsibility
Individual Rights
Census
Ports
Eighth Grade Social Studies
Limited Government
Lieutenant Governor
Robert E. Lee
Abraham Lincoln
Ulysses S. Grant
CSA
Anti-Federalist
Conservative
Jefferson Davis
Anaconda Plan
Suffrage
Resources
Communist
Cultural diffusion
Civil Liberties
Debit
Alliance
Vote
Proclamation
Volunteerism
Patriotism
President
Governor
Mayor
Separation of Powers
Federal System
Democracy
Writing Task
Writing Task
Writing Task
Writing Task
Is a democracy always
democratic?
Do historical documents
reflect adherence to
democratic ideals?
How have democratic ideals
shaped government in North
Carolina and the United States?
How does citizen participation influence
societal change?
After studying various
historical documents from
North Carolina and the United
States, write a speech to argue
which historical documents
you’ve studied that do or do
not reflect adherence to
democratic ideals. Support
your position with evidence
from the texts.
Summarize differing viewpoints
on the scope and power of state
and national governments.
Include information on the
following: Federalists and antiFederalists, education,
immigration and healthcare.
Explain the impact of human and civil
rights issues in the United States.
Given what you know about the
history of American Indians in
North Carolina and the United
States, write an essay explaining
the extent to which you believe
American Indians were adequately
included in the democratic process.
Be sure to cite specific examples in
your essay.
Updated 12/10/2013
How has manifest destiny
negatively affected minority
groups in the United States?
Federalist
Liberal