Eighth Grade Social Studies
First 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meaning of historical documents in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.2 Understand the ways in
which conflict, compromise and
negotiation have shaped North
Carolina and the United States.
8.H.2.2 Summarize how leadership
Second Quarter
Third Quarter
Fourth Quarter
Eighth Grade Social Studies
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.3.3 Explain how individuals
and groups have influenced
economic, political and social
change in North Carolina and the
United States.
8.H.3.4 Compare historical and
contemporary issues to understand
continuity and change in the
development of North Carolina
and the United States.
8.C and G.1 Analyze how
democratic ideals shaped
government in North Carolina
and the United States.
8.C and G.1.1 Summarize
Eighth Grade Social Studies
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. 1.4 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).
First Quarter
Cartographer Loam Era Circa
Anthropologist BD AD CE
BCE Timeline Narrative
Archaeologist Climate
Barrier Islands Coastal Plain
Piedmont Mountains
Outer Banks Tidewater
Geographic Region
Declaration of Independence
Constitution Primary Source
Articles of Confederation
Mecklenburg Resolves
Halifax Resolves
Second Quarter
Third Quarter
Fourth Quarter
Eighth Grade Social Studies
The Great Compromise
3/5’s Compromise Propaganda
Bill of Rights Bias
Primary Sources
Secondary Sources
Historical Perspective
Bibliography
Validity Evaluate
Back Country Cash Crop
Racism Arsenal Protest
Appeasement British Rule
Townshend Acts Sugar Act
Battle of Gettysburg
54th Massachusetts
Battle of Midway
Torpedo Junction
Gen. Douglas MacArthur
Desert Storm Iran-Contrat
Boycott Treason Tariff
Session Sectionalism Neutrality
French and Indian War
Intolerable Acts Sons of
Liberty March to the Sea
Fort Fisher Hiroshima
Lusitania NAFTA al Qaeda
Terrorism Anti-Bellum
Confederacy Slavery
Progressive Prohibition
Propaganda
Albany Plan of Union
Edenton Tea Party
Fort Sumter
Total War Political Alliance
Eighth Grade Social Studies
Pearl Harbor Isolationism
Watergate OPEC Social
Reform Consumerism
Recession
Gross Domestic Product
Proclamation of 1763
Boston Tea Party
Hunley
Battle of Vicksburg
Axis Powers
Manhattan Project
Adolf Hitler 9/11
Middle East
Unemployment Inflation
Concentration Camp
Holocaust Imperialism
Quartering Act Parent Country
Appomattox Courthouse
Allied Powers
Island Hopping United Nations
War on Terror Patriot Act
Genocide Nationalism D-Day
Andrew Jackson
Carpetbaggers Scalawag
Boston Massacre Iraq Way
Battle of Iwo Jima
Dwight Eisenhower ADA
Magna-Carta Minuteman
Loyalists Patriot Arsenal
Revolution Framers
Reconstruction Impeach
Fascism Civil Rights Suburb
Segregation Incumbent
Eighth Grade Social Studies
Electoral College Liberal
Conservative Hessian
Continental Congress
Zebulon Pike War Hawks
Lord Proprietors
Sacagawea
Andrew Jackson
Battle of New Orleans
Nathaniel Green
Napoleon Bonaparte
Westward Expansion
Dolly Madison
George Washington
War with Mexico
Trail of Tears
Benjamin Franklin
Texas Independence Daniel
Boone Wilmington Sit-In
Thomas Paine Civil Rights
Missouri Compromise
Underground Railroad
Dred Scott
Confederate States of America
Fort Sumter Cotton Farming
Abolition Domino Theory
Compromise of 1877
Great Compromise
Temperance
Emancipation Draft
Sharecropping Tenant Farming
Monopoly Acid Rain
Infrastructure Research
Triangle Park Space Race
Eighth Grade Social Studies
Internet Canal System
Cotton Gin
Westward Expansion
Wilmington Race Riot
Literacy Tests
Poll Tax Ellis Island
Angel Island
Grandfather Clause
Quota System
Robert E. Lee
Ulysses S. Grant
Jefferson Davis
Abraham Lincoln CSA
Anaconda Plan
Proclamation
Albany Plan of Union
NAACP
Federalist
Anti-Federalist
Regionalism
Liberal Conservative
McCarthyism
Bill of Rights Landless Farmers
Wage Earners Segregation
Korean War Refugee Cold War
Truman Doctrine 38th Parallel
Containment Tet Offensive
Viet Nam War Marshall Plan
War Powers Act
Mikhail Gorbachev
Ronald Regan Glasnost
Vietnamization Cuban Missile
Crisis Gulf of Tonkin
Eighth Grade Social Studies
Suffrage Resources
Communists
Writing Task
Is a democracy always
democratic?
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 8/31/2013