1. Westward Expansion (1803–1890)NC Standards: 8.H.3.1: Explain how migration and immigration contributed to the development of North Carolina and the United States. 8.H.3.2: Explain how changes brought by technology and other innovations affected individuals and groups.

SIOP Learning Targets: Content Objective: Students will analyze the impact of westward expansion on different groups, including settlers and Native Americans. Language Objective: Students will use cause-and-effect statements to explain how Manifest Destiny shaped U.S. policies and conflicts.

Questioning Strategies: What was the purpose of the Lewis and Clark Expedition? How did Manifest Destiny justify westward expansion? What economic opportunities were created by the Gold Rush and Homestead Act? How did the construction of the Transcontinental Railroad affect different groups? What were the causes and effects of Native American resistance?

2. Civil War (1861–1865)NC Standards: 8.H.2.1: Explain the impact of economic, political, social, and military conflicts. 8.H.2.2: Summarize how leadership and citizen actions influenced key conflicts.

SIOP Learning Targets: Content Objective: Students will compare and contrast the causes of the Civil War, including slavery, states’ rights, and sectionalism. Language Objective: Students will write a short argument explaining a major cause of the Civil War, using evidence from primary sources.
Questioning Strategies: How did slavery and sectionalism contribute to the Civil War? What were the key differences between Union and Confederate military strategies? What was the significance of the Emancipation Proclamation? How did women, African Americans, and immigrants contribute to the war effort? How did Lincoln’s leadership shape the outcome of the war?

3. Reconstruction (1865–1877)NC Standards: 8.H.3.3: Explain how individuals and groups influenced political, economic, and social change.
SIOP Learning Targets: Content Objective: Students will examine the successes and failures of Reconstruction. Language Objective: Students will engage in a debate about the effectiveness of Reconstruction policies.
Questioning Strategies: How did Lincoln’s and Johnson’s Reconstruction plans differ? What rights were granted by the 13th, 14th, and 15th Amendments? How did sharecropping and Black Codes affect African Americans in the South? Why did Reconstruction end, and what were the consequences?

1. Westward Expansion (1803–1890)

• The Louisiana Purchase & Lewis and Clark Expedition- Tessi and Kai
• Manifest Destiny & its impact on Native Americans- Trinity and Kazaria
• The Gold Rush & economic opportunities- Lucas and Preston 
• The Homestead Act & life on the frontier Angel Z
• The Transcontinental Railroad & its effects LilyAnn and Evelynn
• Native American Resistance (e.g., Trail of Tears, Battle of Little Bighorn) Bobbi and Nadia

2. Civil War (1861–1865)

• Causes of the Civil War (Slavery, States' Rights, Sectionalism)- Kanyon, Gabriel 
• Major Battles (Gettysburg, Antietam, Fort Sumter, etc.) Gabriella and Katleyn 
• The Emancipation Proclamation & its effects Brooklyn and Lilah 
• Role of Women, African Americans, and Immigrants in the  Civil War Maddi and Mariah 
• Military Strategies (Anaconda Plan, Total War) Keelan 
• Lincoln’s Leadership & Assassination- Brandy and Averie 

3. Reconstruction (1865–1877)

• Lincoln’s vs. Johnson’s Reconstruction Plans Emerie 
• The 13th, 14th, and 15th Amendments Danika and Ashley 
• Freedmen’s Bureau & the struggle for African American rights
• Rise of Sharecropping & Black Codes Allen and Kenley
• Radical Republicans vs. Southern Democrats Kaylee and Cloey

End of Reconstruction & the Compromise of 1877 Jackson, Adrien, Hunter ​

Research & Lesson Planning
Each group will prepare a 10 minute lesson that includes:

1. An engaging introduction – Ask a thought-provoking question, show an image, or present a short scenario.
2. A clear explanation of their subtopic – Define key terms, explain causes/effects, and provide examples.
3. Use of primary sources – Quotes, speeches, images, or political cartoons.
4. An interactive activity – Choose from:
   • A debate or discussion
   • A short role-play
   • A quiz or Kahoot-style game
   • A timeline-building challenge
   • A document analysis (e.g., analyzing the Gettysburg Address)

Present the Lesson

• Each group will "teach" their topic to the class.
• Other students must take notes and participate by raising hands or using the chat.

Rubric
Rubric (50 points total):
✔️ Content Accuracy (15 pts) – Historical facts are correct and well-explained.
✔️ Engagement (10 pts) – The lesson is interactive and interesting.
✔️ Use of Primary Sources (10 pts) – At least one source is used effectively.
✔️ Presentation Skills (10 pts) – Clear speaking, organization, and visuals.
✔️ Participation & Reflection (5 pts) – Students engage and complete a reflection.

 Who has been camping? Where did you go? How
did you get there? How long did your camping trip last? Who went with you? What was the weather like? What types of items did
you pack for your trip? Did you forget anything? Is there an item you wished you had that might have made your camping trip
easier?
Have students imagine that they are about to embark on a cross-country camping trip that will last several years. To prepare for the
long journey, they will need to pack three items for each category listed below.

Choice Board

​https://docs.google.com/presentation/d/1gB6hqgfQ5MXxdKQVzrAzcVB8zfhXmKE8BAzRciehcak/edit#slide=id.gbb161ebb44_0_145
​

https://youtu.be/vC07D-guWj0?si=wOF0TGGt27blGLvu
​https://youtu.be/vC07D-guWj0?si=wOF0TGGt27blGLvuyoutu.be/vC07D-guWj0?si=wOF0TGGt27blGLvuhttps://youtu.be/vC07D-guWj0?si=wOF0TGGt27blGLvu

U.S. CONSTITUTION WEB QUEST
Being an informed citizen is hard work. It requires effort and desire. As citizens of the United States, it is our responsibility to be educated and informed to keep our country strong. 


Use this web quest to help you achieve your responsibilities as a U.S. citizen.


The highlighted words or terms serve as links to a website. Please use all of the carefully selected sites to help you gain insight and understanding. 


NOTE: There are many games, songs, and video clips in this web quest - be considerate of others near you as you adjust volume put your earbuds in.
Before you begin, take a look at the original Constitution Links to an external site. by clicking on this link.


You may use google and use the websites identified for you from the highlighted words. 


PROCESS:

1. Complete the questions for this web quest. (100 points)

CONSTITUTIONAL PRINCIPLES


The Constitution is based on fundamental principles or ideas. Start your journey by understanding the meanings of each principle.  


PrinciplesLinks to an external site.


1. Popular Sovereignty is:


2. Limited Government is:


3. Separation of Powers is:


4. Judicial Review is:


5. Federalism is:


6. Checks and Balances is:
THE PREAMBLE


7. Make a prediction: What is the purpose of the Preamble? 


Read the PREAMBLE: PreambleLinks to an external site.


8. Was your prediction accurate? Why or why not?


9. What phrase do you think is the most important? Why? 


Listen to the Preamble SongLinks to an external site.
THREE BRANCHES OF GOVERNMENT
Take a look at these two websites Three Branches Links to an external site.and Three Branches Presentation Links to an external site. about the U.S. Constitution and the THREE BRANCHES of Government. 


You may want to come back to these frequently to help you answer many of the following questions!! 


10. The three branches of government are:


11. Each branch has certain powers. List at least three powers for each branch.

The Articles
Learn about the Articles of the Constitution below: 
12. ARTICLE I sets up the _________________________ Branch.


Check out this website to learn about the process of CONGRESS' most important job!Links to an external site.


House of RepresentativesLinks to an external site.


13. The term of a Representative is______________________ years.


14. Our Representative for Rowan County District 8 is: _______________________


15. There are ____________ total Representatives in the United States.


16. The number of Representatives is decided by _______________________________.


17. The current number of Representatives in North Carolina is ______.
Try your hand at being a Representative Links to an external site. before moving on! Don't register or log in!

SenateLinks to an external site.


18. The term of a Senator is ____________________ years.


19. Our CURRENT (today) North Carolina Senators are:


20. Each State has ___________________ Senators.


21. There are __________ total Senators in the United States.
22. ARTICLE II sets up the _______________________ Branch.

23. What are the requirements for a person to run for President Links to an external site.?


24. Who is the current President ___________________________?


25. The term of the President is __________________ years.


26. How many terms can a President serve? ______________


27. What are the next three Positions in line if the President cannot serve out his/her term? 


The Electoral College elects the President. Read this information about the Electoral CollegeLinks to an external site.


28. List the 15 Departments in the President's Cabinet


29. Article III sets up the ___________________________ Branch.








30. The Judicial Power of the United States is given to one ___________________ Court 


and ________________ (lower) courts that Congress has established.


31. __________________________ appoints Supreme Court Justices, but 


___________________________ must approve all choices.


32. A Supreme Court Justice serves for _____________.


33. There are _______ Justices.


Try your hand in a Supreme Court Case Links to an external site. game! Don't register or log in! Select one case and finish your argument! 

Learning Objectives
Students will be able to...
• identify key events that made the colonies' relationship with
Britain a tense one.
• relate these events to the the consequences they had on the
colonies, including but not limited to boycotts and violence.
• explain how the positions and actions taken by both Britain
and certain revolutionary leaders set the stage for the
Revolutionary War.

• practice your communication skills by explaining different
perspectives on the Intolerable Acts.

articles_of_confederation.key
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Articles of Confederation
Internet Scavenger Hunt

constitution_8th_grade.key
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https://www.ducksters.com/history/american_revolution.php

Complete the quiz and crossword puzzle. You must submit a snapshot of grade on quiz as well as the completed crossword puzzle. 
​

https://youtu.be/uZfRaWAtBVg?si=1NMNHbj847cwt_oa
​

www.youtube.com/watch?v=9EJy1t-ADOg

State Standard(s)
Essential Standards

• H.3.1 - Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times.
• 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.
• G.1.2- Understand the human and physical characteristics of regions in North Carolina and the United States.
• C.1.2 - Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States

Vertical Alignment
Coming into this unit, students should have a strong foundation in:

• The development of civilizations around the world, especially in Europe and North America.
• The role of both economics and geography in determining how countries will interact.
• The development of Western civilization and technology and how it compares to development in other parts of the world.
• The impact of the Columbian Exchange and Triangular Trade in exploration and colonization.

Essential Understanding(s)
The students will understand that… 

• H.3.1 - Exploration contributed to migration and immigration in North Carolina and the United States.
• 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.
• G.1.2- Understand the human and physical characteristics of regions in North Carolina and the United States.
• C.1.2 - Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States.

Essential Question(s)

• H.3.1 - What motivates civilizations to explore, settle, and conquer new lands?
  G.1.1 - What impact did geographic features have on colonial settlements in North America and in North Carolina in particular?
• G.1.2 - How does the geographical diversity in impact the lives of people in North Carolina and in the United States?
  C.1.2 - How has the blending of distinct cultural groups, both native and not, shaped the American experience?

Essential Vocabulary
Students will know...

• The regions of North Carolina (Mountains, Piedmont, Coastal Plains, Tidewater) influenced the development of specific societies within those regions
• The English, Spanish, and French each sent a series of expeditions to North America in search of new lands and resources.
• Early European explorers began to establish colonies along the coasts of North America.
• The Columbian Exchange involved the trade of numerous animals, foods, ideas, people (including African slaves), plants and diseases between Europeans and American Indians.
• The growth of slavery in the colonies helped to fuel Triangular Trade, which connected the Americas to Africa and Europe with a continuous exchange of goods and people.

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Holocaust Novel 
"I Have Lived a Thousand Years"

8th-8.B.1.2 Explain how cultural values, practices, and the interactions of various indigenous, religious, and racial groups have influenced the development of North Carolina and the nation. Students Will Understand (aligned with the NCDPI Unpacking Document) • Values, beliefs, and practices of various cultures influence the development of a state or nation. • Values, beliefs, and traditions of the past influence the present and future cultural norms of a state or nation.

docs.google.com/document/d/126Qx4JJb6hB1g9qyc3x8jOkcJbIq76HK1f5ax8KBz_k/edit?usp=sharing

NC Objectives
8.B.1.2 Explain how cultural values, practices, and the interactions of various indigenous, religious, and racial groups
have influenced the development of North Carolina and the nation.
Students Will Understand (aligned with the NCDPI Unpacking Document)
• Values, beliefs, and practices of various cultures influence the development of a state or nation.
• Values, beliefs, and traditions of the past influence the present and future cultural norms of a state or nation.

Create a crossword puzzle using the definitions and the terms.
https://crosswords.brightsprout.com/crossword-puzzle-maker?gad_source=1&gbraid=0AAAAADtXBmDTp-6aAJpOgy32xhXGEuKET&gclid=CjwKCAjw68K4BhAuEiwAylp3kigOT9kBvq0tmXYtAeJNTZN8M6M0RXrTM1K0jVmx_KMV0UJ_LiIpvhoCjuQQAvD_BwE

September-October

https://www.ushmm.org/teach/holocaust-videos-for-classroom-use
​

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coldacse.pdf
File Size:	704 kb
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hti.osu.edu/sites/default/files/lost-colony.pdf

https://www.youtube.com/watch?v=vd0fMpAIs1s

​

13 Colonies Project
Directions:  You will be assigned a partner. Then you be given a colony to research and collect information about.  You will need to answer specific questions about each colony, create a visual presentation and present the information to the class.  Each member will be graded individually on the information they collect and as a group for the finished product.  At the end of all of the presentations, you will be quizzed on the information each group presented.  


Requirements:        
Presentation Visual (Choose one of the following)         Powerpoint   
Poster       
Outline         
Slide Show         
Pamphlet     
Group Evaluation Form


Information to gather:

What is the name of your colony?______________
What country claimed your colony? (there may be more than one, list them in the order that they claimed the land) ________________________________________________ ________________________________________________
When was your colony established? ________________________________________________
Why was your colony established? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Who (founder or land owner) established your colony? _________________________________________________
What did your colony produce to export and make money? ___________________________________________________________________________________________________________________________________________________
Who made up the colonists? (race, social status, gender) ___________________________________________________________________________________________________________________________________________________
What form of government did the colonists establish in the colonies themselves? __________________________________________________________________________________________________
​What region did the colonies become associated with? New England, Middle (Chesapeake) or Southern Colonies     10.Include a map of your colony   
 11.Include the national flag of the country that claimed your colony   
​ 12.Include a picture of the ruler/founder of your colony

• 8.B.1 Analyze the impact of group behavior on the development of North Carolina and the nation.
  
• 8.C&G.1 Understand how democratic principles have influenced the government structure and policies of North Carolina and the nation.
  
• 8.E.1 Understand the economic development of North Carolina and the nation.
  
• 8.G.1 Understand geographic factors that influence the development of North Carolina and the nation.
  
• 8.H.1 Understand the role of conflict and cooperation in the development of North Carolina and the nation.
  
• 8.H.2 Understand how innovation and change have impacted the development of North Carolina and the nation.
  

https://reader.activelylearn.com/student/7400111/notes
​

Who should be considered the first North Carolinians?
Why do people leave one place and go to another?
What happens when cultures collide?
How is land ownership decided?
​ Why do people get into conflicts with one another?

Video Clips for the Choice Board 

• VIDEO CLIP 1: The Indian Removal Act of 1830 (2:43) 
• VIDEO CLIP 2: Tribal Treaties and the Indian Removal Act (5:02)
• VIDEO CLIP 3: Cherokee People and Indian Removal (2:45) 
• VIDEO CLIP 4: Indian Removal and the Muscogee Tribe (4:44)

Video clips ​www.c-span.org/classroom/document/?10874

September 

Standards
8.G.1 Understand geographic factors that influence the development of North Carolina and the nation.



​Essential Questions:

1. What is history? 
2. Why is it important to study history? 
3. How can asking questions help us understand history? 
4. How are geography and history connected?
5. How can we connect the past to the present?

NC Kahoot 
​NC Powerpoint