8th Grade Social Studies Unit Plans and Pacing Guide
Chapters 1-10
Unit 1
NC Standard Course of Study Goals
Strand/Theme/Focus
1.01
1.02
NC Geography and Early American People
Content/Concepts (Nouns) What will the students Strategies (Verbs) How the students will demonstrate
learn?
knowledge?
Geography of NC
Climate of NC
Natural Resources of NC
First People of NC
Compare and Contrast
Identify
Address Impact
Describe
Chapters: 1-2
Timeline: 2 weeks
Content Essential Questions
What will the students be able to answer?
1.
2.
3.
4.
5.
What are the similarities and differences between the three regions of NC?
What effect does location and altitude have on NC’s climate?
How do natural resources of the three regions affect settlement patterns in NC?
How did the Native Americans in different areas of NC use land and natural resources?
How did the three regions impact the cultures of the five largest Native American groups in
NC prior to 1492?
Critical Vocabulary
Vocabulary Strategies
1.
2.
3.
4.
5.
6.
Thinking Maps
fall line
Piedmont
Coastal Plain
Outer Banks
clan
culture
Concept Charts
Frayer Models
Teaching Strategies/Tasks
Resources
Revised Bloom/Marzano
1. Students will analyze and compare the three different
regions.
2. Students will categorize the natural resources within
each region.
3. Students will understand the effect of location and
altitude on climate.
4. Students will organize the Native American people of
NC, their culture, and resources used into a concept
chart.
5. Students will use critical vocabulary to develop
understanding of key concepts.
NC in American Experience
textbook Chapters 1 and 2
Reading Study Guide
Workbook
Atlas Material
Writing Assignments
1. In which of NC’s land regions would you prefer to live and justify your choice?
2. Why is “Land of Diversity” an appropriate name for North Carolina? Address differences
in land, climate, resources, and economy.
3. How did Native Americans use the land in different regions of what is now North
Carolina?
4. Why might different Native American groups have fought one another?
Assessments
Chapter 1 and 2 Test
Graphic Organizers
Key Concept Worksheets
Exit Ticket Questions (Page 10-#2, Page 14-#3, Page 17-#1, Page 33-#4)
Writing Assignments
Unit 2
NC Standard Course of Study Goals
Strand/Theme/Focus
1.03
1.04
Exploitation and Colonization, 1492-1772
1.05
1.06
1.07
3.04
Content/Concepts (Nouns) What will the students Strategies (Verbs) How the students will demonstrate
learn?
knowledge?
European Explorers
Differing Reasons for exploration
Impact of Columbian Exchange
Reasons for American Colonies
Development of Institution of Slavery
North Carolina in Separate Colony
North Carolina Ways of Life
Compare and Contrast
Identify
Assess Impact
Describe
Sequence of Events
Map Work
Chapters: 3-7
Timeline: 4 weeks
Content Essential Questions
What will the students be able to answer?
Unit Question: How have regional variations of land, climate, and resources affected patterns of
settlement and the economy?
1. Why did Europeans first explore North America and North Carolina, and what were the
consequences?
2. How and why did England first attempt to establish a colony in North Carolina?
3. How did different goals and geographical locations affect the development of England’s
North American colonies?
4. How and why did North Carolina become a separate colony?
5. What groups helped North Carolina grow in the 1700’s, and how did they develop the
colony?
Critical Vocabulary
1.
2.
3.
Columbian Exchange
Conquistadors
Hernando de Soto
Vocabulary Strategies
Thinking Maps
Concept Charts
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Walter Raleigh
Charter
Mayflower Compact
Puritans
Triangle trade
Quakers
naval stores
quitrent
dissenter
backcountry
militia
Frayer Models
Mapping Skills
Teaching Strategies/Tasks
Resources
Revised Bloom/Marzano
1.
2.
3.
4.
5.
6.
7.
Students will analyze and compare the different
explorers and reasons for exploration.
Students will understand the effect of the Colombian
Exchange on native cultures.
Students will organize the various factors that led to
settlement of the American colonies into a concept
chart.
Students will use critical vocabulary to develop
understanding of key concepts.
Students will describe the development of the
institution of slavery in the American colonies.
Students will use a timeline to track events that led to
North Carolina becoming a separate colony.
Students will use a chart to distinguish between the
various groups that settled in North Carolina.
NC in American Experience
textbook Chapters 3, 4, 5, 6, and
7.
Reading Study Guide Workbook
Atlas Material
Timeline
Primary Sources
Graphic Organizers
Writing Assignments
1.
2.
3.
4.
5.
6.
7.
Based on what you have read about Verrazano’s travels, what qualities of the area of NC
do you think European settlers would later find attractive?
Which county do you think was the most successful in exploring the Americas? Which one
was successful in exploring North Carolina?
What do you think happened to the “Lost Colony”?
How did economic activities in different colonies affect their roles in the slave trade?
What were the positive and negative effects of the Columbian Exchange?
How did bad government affect the colony?
Students will write a diary entry as if they were a settler in the backcountry during the
1700’s. They must use terms from the chapter vocabulary in the writing.
Assessments
Chapter 4 and 5 Test
Graphic Organizers
Key Concept Worksheets
Chapter 7 Test
Exit Ticket Questions (Page 61-#1, Page 69-“Teach” question from teacher’s edition, Page 80“Teach” question from teacher’s edition, Page 85-#5, Page 91-#5)
Writing Assignments
Reading Study Guide Worksheets
Unit Test
Timeline of Events
Unit 3
NC Standard Course of Study Goals
Strand/Theme/Focus
2.01
2.02
Revolutionary Era
2.03
2.04
2.05
Content/Concepts (Nouns) What will the students Strategies (Verbs) How the students will demonstrate
learn?
knowledge?
NC sectional rivalries
England’s “new colonial policies”
American Revolutionary War
NC role in the Revolutionary War
Compare and Contrast
Identify
Assess Impact
Describe
Analyze
Chapters: 8-10
Timeline: 3 weeks
Content Essential Questions
What will the students be able to answer?
Unit Question: How have regional variations of land, climate, and resources affected patterns of
settlement and the economy?
1. How did sectional rivalries affect NC political development?
2. How did war and England’s “new colonial policy” push North Carolinian’s and the
Colonies towards revolution?
3. How did the colonies of North America win their independence? What contribution did
NC make?
4. How did the revolutionary documents affect the move towards revolution?
Critical Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
9.
Regulator
Sectionalism
French and Indian War
Stamp Act
Loyalist
Patriot
Moore’s Creek Bridge
Mecklenburg Resolves
Declaration of Independence
Vocabulary Strategies
Thinking Maps
Concept Charts
Frayer Models
Connection Strategies
Teaching Strategies/Tasks
Resources
Revised Bloom/Marzano
1.
2.
3.
4.
5.
6.
7.
Students will use cause and effect thinking maps to
distinguish sectionalism.
Students will analyze the use of primary source
propaganda to gain support for Revolutionary causes.
Students will sequence the effect of England’s “new
colonial policy” on the American colonies.
Students will use cause and effect to determine growing
conflict.
Compare and contrast different NC revolutionary
documents.
Students will use connection strategies to interpret the
Declaration of Independence.
Students will create a visual timeline of the significant
battles from American Revolution.
NC in American Experience
textbook Chapters 8, 9, and 10.
Reading Study Guide Workbook
Primary Sources
Graphic Organizers
Pictures from text
Historical Spotlight
Writing Assignments
1.
2.
3.
4.
5.
6.
Describe the violent and non-violent protests during the American Revolutionary War and
describe their effectiveness.
You are either a Patriot or a Loyalist during the Revolutionary War, describe your
viewpoint of a protest or battle you have witnessed.
Based on the wording of the Declaration of Independence, why did the colonies feel that
they had to declare their independence?
What contribution did North Carolina make in winning independence from England?
Describe at least two issues that divided North Carolina.
Predict what your life would be like today if the American Revolution had ended
differently.
Assessments
Chapter 8 Cause and Effect Thinking Map
Writing assignments
Poster of Revolutionary War battles
Unit Test
Ticket Out the Door Questions
Reading Study Guide Worksheets