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?
Westward Expansion, Civil War & Reconstruction
Project Overview You will work in a small group to research a U.S. history topic and teach a 10-minute mini-lesson to the class. Your goal is to explain your topic clearly, use evidence, and keep your classmates engaged.
1. Westward Expansion (1803–1890)
2. The Civil War (1861–1865)
3. Reconstruction (1865–1877):
Research & Lesson Requirements (10 Minutes)Each group lesson must include ALL of the following:
Engaging IntroductionBegin with one:
Clear Explanation of the TopicYour lesson should:
Use of Primary SourcesUse at least one primary source, such as:
Interactive Activity
Choose ONE activity to involve the class:
Presenting the Lesson
Project Overview You will work in a small group to research a U.S. history topic and teach a 10-minute mini-lesson to the class. Your goal is to explain your topic clearly, use evidence, and keep your classmates engaged.
1. Westward Expansion (1803–1890)
- The Louisiana Purchase & the Lewis and Clark Expedition Alden, Dylan, Thiago Breakout Room 1
Why the U.S. expanded west and what explorers discovered - Manifest Destiny Liam, Jaela Breakout Room 2
The belief that Americans should expand west and its impact on Native Americans - The Gold Rush Harper, Danaya Breakout Room 3
Why people moved west and how it affected the economy - The Homestead Act & Life on the Frontier Sariah, Steysi, Nila Breakout room 18
How families lived and worked in the West - The Transcontinental Railroad Tristan, Beckett Breakout Room 4
How railroads changed travel, trade, and settlement - Native American Resistance Abbigail, Noelia Breakout Room 5
Examples such as the Trail of Tears and the Battle of Little Bighorn
2. The Civil War (1861–1865)
- Causes of the Civil War Jeremiah, Chance Breakout Room 6
Slavery, states’ rights, and sectionalism - Major Battles Tyriq, Kayden H Breakout Room 7
Fort Sumter, Antietam, Gettysburg, and why they mattered - The Emancipation Proclamation Zayd and Kailynn Breakout Room 17
What it did and how it changed the war - Roles of Women, African Americans, and Immigrants- Brooke, Sadie Breakout Room 8
How different groups contributed to the war effort - Military Strategies Elijah, Charlie Breakout Room 9
The Anaconda Plan and Total War - Abraham Lincoln’s Leadership & Assassination Kayla, Crislyn Breakout Room 10
How Lincoln led the nation during war
3. Reconstruction (1865–1877):
- Reconstruction Plans Aubree, Whittney Breakout Room 11
Comparing Lincoln’s and Johnson’s plans - The 13th, 14th, and 15th Amendments Kaleigh, Gabby, Payton Russell Breakout Room 12
How these amendments changed rights and citizenship - The Freedmen’s Bureau Kourtney, Kaydin B Breakout Room 13
Helping formerly enslaved people after the war - Sharecropping & Black Codes Wendoly, Elizabeth Breakout Room 14
New systems that limited freedom for African Americans - Radical Republicans vs. Southern Democrats Riliegh, Yarielle Breakout Room 15
Political conflicts during Reconstruction - The End of Reconstruction Lucy, Cynthia Breakout Room 16
The Compromise of 1877 and its effects
Research & Lesson Requirements (10 Minutes)Each group lesson must include ALL of the following:
Engaging IntroductionBegin with one:
- A thought-provoking question
- A powerful image
- A short historical scenario
Clear Explanation of the TopicYour lesson should:
- Define key vocabulary
- Explain causes and effects
- Include important people, events, and examples
- Explain why this topic matters in U.S. history
Use of Primary SourcesUse at least one primary source, such as:
- A historical speech or quote
- A photograph or political cartoon
- A government document or letter
Interactive Activity
Choose ONE activity to involve the class:
- A class discussion or debate
- A short role-play
- A quiz or Kahoot-style game
- A timeline-building challenge
- A document or image analysis
(Example: analyzing the Gettysburg Address)
Presenting the Lesson
- Your group will teach the class.
- Speak clearly and stay organized.
- Use visuals (slides, images, or handouts).
- The audience must:
- Take notes
- Participate in the activity
- Ask or answer questions in the chat
Glow & Grow Cards (Fast + Effective)When: After each presentation or at the end of class
Students write:
3–2–1 Reflection (Content-Focused)Students complete for EACH presentation:
Turn & Teach (No Writing, High Engagement)After a presentation:
Students write:
- Glow : One thing the group did well or something they learned
- Grow : One suggestion to make the lesson better
- “One new thing I learned was…”
- “The activity helped me understand…”
- “One way this lesson could improve is…”
3–2–1 Reflection (Content-Focused)Students complete for EACH presentation:
- 3 facts they learned
- 2 vocabulary words they can now explain
- 1 question they still have
Turn & Teach (No Writing, High Engagement)After a presentation:
- Students turn to a partner
- Each student must explain one key idea from the lesson
- Partner adds or corrects information
NC Holocaust Education Act
8.H.1.3 – Use primary and secondary sources to interpret various historical perspectives.
8.H.2.1 – Explain how events and developments shaped the United States and its role in the world.
8.C&G.1.1 – Explain how democratic ideals are expressed in the U.S. government.
8.C&G.1.4 – Analyze how laws and government actions impact the rights of individuals and groups. 8.C&G.2.2 – Analyze the importance of maintaining constitutional principles and human rights.
Objectives
Students will analyze the Holocaust as a global event and its impact on the United States. Students will evaluate how government power and laws can protect or violate individual rights. Students will compare democratic ideals with totalitarian practices used during the Holocaust. Students will analyze primary and secondary sources, including survivor testimonies and historical documents. Students will explain the role of the United States before, during, and after the Holocaust. Students will analyze the roles of perpetrators, victims, bystanders, and resisters. Students will connect the lessons of the Holocaust to civic responsibility, democracy, and human rights today.
Holocaust Final ProjectVoice or Video Reflection (2–3 Minutes))
PurposeThis project shows that you understand what the Holocaust was, how it affected people, and why remembering it matters today.
Your TaskYou will record a 2–3 minute voice or video reflection answering all three questions below.
You may use notes, but your response should be in your own words.
Reflection QuestionsYou must answer all three:
- What should people your age understand about the Holocaust?
(What happened? Who was affected? Why is it important to learn about?) - Why is silence dangerous?
(Think about bystanders and what happens when people choose not to speak up.) - How can we prevent hatred today?
(What choices can people make now to stop discrimination, bullying, or hate?)
Reflection QuestionsUse the prompts below to help you think deeply. You do not need to answer every bullet.
1. What should people your age understand about the Holocaust?(What happened? Who was affected? Why is it important to learn about?)
To help you think:
- What surprised you the most while learning about the Holocaust?
- Why were ordinary people (including children) affected?
- How did laws, propaganda, and stereotypes lead to violence?
- Why is it important to learn this history even though it is hard?
- What could happen if people forget or ignore events like this?
2. Why is silence dangerous?(Think about bystanders and what happens when people choose not to speak up.)
To help you think:
- What is a bystander, and how did bystanders affect what happened?
- Why might people stay silent even when something is wrong?
- How did silence allow unfair treatment to continue or grow?
- Can silence ever feel safer than speaking up? What are the risks?
- How does silence connect to bullying or injustice today?
3. How can we prevent hatred today?(What choices can people make now to stop discrimination, bullying, or hate?)
To help you think:
- What are small actions people your age can take to stand up for others?
- How can words (online or in person) cause harm or help?
- Why does learning about others’ experiences matter?
- How can kindness, courage, or empathy make a difference?
- What responsibility do we have when we see someone being treated unfairly?
1. What should people your age understand about the Holocaust?
- “One important thing people my age should understand about the Holocaust is…”
- “Before this unit, I didn’t realize that…”
- “The Holocaust was devastating because…”
- “It affected many people, especially…”
- “Learning about the Holocaust matters because…”
- “If people don’t learn about the Holocaust, then…”
2. Why is silence dangerous?
- “Silence is dangerous because…”
- “During the Holocaust, many people stayed silent, which…”
- “When people see something wrong and say nothing…”
- “Being a bystander can be harmful because…”
- “Silence can make unfair situations worse by…”
- “Speaking up is important even when it feels uncomfortable because…”
3. How can we prevent hatred today?
- “One way we can prevent hatred today is by…”
- “People my age can help stop hate by…”
- “Standing up for others matters because…”
- “Words can hurt, but they can also help when…”
- “If I see someone being treated unfairly, I should…”
- “Small actions can make a difference, such as…”
Optional Openers & ClosersIntroduction starters:
- “Today I am reflecting on what I learned about the Holocaust…”
- “This project helped me understand that…”
Closing starters:
- “Remembering the Holocaust is important because…”
- “One lesson I will carry with me is…”
- “Learning about this history reminds me that…”
How This Will Be GradedYou will be graded on:
Understanding of the Holocaust
Thoughtful answers to all three questions
Clear connection to today
Effort and clarity
This is not graded on public speaking skills.
| holocaust.key |
For each definition make a google slide (powerpoint, keynote)- add the word, definition and a picture that represents the term. Remember to share the google link with anyone with the link can view it. You can click on this google doc and make a copy of it. https://docs.google.com/presentation/d/1RLJjAoJIt4y4-PrommZeXKSgnqMA8cbCeYpT6PZNUag/edit?usp=sharingLinks to an external site.
8th Grade NC Standards
8.C&G.1.1 – Influence of Events & Documents SWBAT: Explain how the Continental Congress, Declaration of Independence, Articles of Confederation, and U.S. Constitution helped shape the American government.
8.C&G.1.2 – Structure of the Constitution SWBAT: Describe how the U.S. Constitution sets up our government and protects people’s rights, including the goals in the Preamble.
8.C&G.1.3 – Lasting Impact of Founding Documents SWBAT: Explain how the Declaration of Independence and Constitution still influence laws and government today.
8.H.1.3 – Historical Timelines & Sequencing SWBAT: Put key events—1st Continental Congress, 2nd Continental Congress, Declaration, Articles, Constitution—in correct chronological order.
8.C&G.1.1 – Influence of Events & Documents SWBAT: Explain how the Continental Congress, Declaration of Independence, Articles of Confederation, and U.S. Constitution helped shape the American government.
8.C&G.1.2 – Structure of the Constitution SWBAT: Describe how the U.S. Constitution sets up our government and protects people’s rights, including the goals in the Preamble.
8.C&G.1.3 – Lasting Impact of Founding Documents SWBAT: Explain how the Declaration of Independence and Constitution still influence laws and government today.
8.H.1.3 – Historical Timelines & Sequencing SWBAT: Put key events—1st Continental Congress, 2nd Continental Congress, Declaration, Articles, Constitution—in correct chronological order.
“Would YOU Sign the Declaration of Independence?”
Background:
In July 1776, delegates met in Philadelphia to decide whether the 13 colonies should declare independence from Great Britain.
Signing the Declaration meant committing treason. If caught, the punishment could be death, loss of property, or harm to your family.
You must decide: Would YOU sign?
Poll-Would you sign the Declaration of Independence?
⬜ YES ⬜ NO ⬜ MAYBE
Explain your choice in 1–2 sentences:
Deep-Thinking Questions Answer any 2 of the following:
A. What might you lose if Britain viewed you as a traitor?
B. Could the colonies realistically defeat Britain? Why or why not?
C. Are “life, liberty, and the pursuit of happiness” worth risking everything for? Explain.
D. If the colonies break away, what problems might they face without Britain’s government and protection?
Role Perspective Choose a role and answer as that person:
⬜ Patriot Firebrand (all-in for independence)
⬜ Cautious Delegate
⬜ Merchant
⬜ Farmer
⬜ Enlightenment Thinker
From this perspective, would you sign? Why or why not?
What is one risk the signers took that YOU would struggle with today? Why?
Write one thing you learned about the real signers:
Background:
In July 1776, delegates met in Philadelphia to decide whether the 13 colonies should declare independence from Great Britain.
Signing the Declaration meant committing treason. If caught, the punishment could be death, loss of property, or harm to your family.
You must decide: Would YOU sign?
Poll-Would you sign the Declaration of Independence?
⬜ YES ⬜ NO ⬜ MAYBE
Explain your choice in 1–2 sentences:
Deep-Thinking Questions Answer any 2 of the following:
A. What might you lose if Britain viewed you as a traitor?
B. Could the colonies realistically defeat Britain? Why or why not?
C. Are “life, liberty, and the pursuit of happiness” worth risking everything for? Explain.
D. If the colonies break away, what problems might they face without Britain’s government and protection?
Role Perspective Choose a role and answer as that person:
⬜ Patriot Firebrand (all-in for independence)
⬜ Cautious Delegate
⬜ Merchant
⬜ Farmer
⬜ Enlightenment Thinker
From this perspective, would you sign? Why or why not?
What is one risk the signers took that YOU would struggle with today? Why?
Write one thing you learned about the real signers:
Objectives:
• identify vocabulary important to this time period
• analyze the phrases and goals in the Preamble.
• explain the purposes of the US Constitution according to the
Preamble.
• Summarize by writing the different parts of the Preamble of the
US constitution in your own words.
• Learn to appreciate diversity by identifying which aspect of the
Preamble of the US Constitution you find most interesting.
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:
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!
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:
- 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!
I can explain why the Articles of Confederation were created.
I can describe how the government worked under the Articles.
I can identify the major weaknesses of the Articles.
I can explain how those weaknesses caused problems for the new nation.
I can describe what happened in Shays’ Rebellion and why it mattered.
I can explain why the Articles were replaced with the U.S. Constitution.
I can compare the Articles and the Constitution in simple terms.
I can describe how the government worked under the Articles.
I can identify the major weaknesses of the Articles.
I can explain how those weaknesses caused problems for the new nation.
I can describe what happened in Shays’ Rebellion and why it mattered.
I can explain why the Articles were replaced with the U.S. Constitution.
I can compare the Articles and the Constitution in simple terms.
Articles of Confederation Virtual Scavenger Hunt
Use trusted sites like Ducksters, History.com, National Archives. Write your answer AND the source you used.
Task 1: Why Did We Need a New Government?Find out why the Articles of Confederation were written.
Clue: Search “Why did the colonies need a plan of government after the Revolution?”
Answer: One sentence.
Task 2: How the Government WorkedFind 2 powers the national government DID have under the Articles.
Find 2 powers it did NOT have.
Clue: Look for a chart comparing AOC powers.
Task 3: Spot the Weakness!Find three weaknesses of the Articles that caused major problems for the country.
Clue: One weakness has to do with money. One has to do with laws. One has to do with ** leadership**.
Task 4: What Was Shays’ Rebellion?Find:
Task 5: How the Weaknesses Caused ProblemsFind a real example of a problem the U.S. faced because of the Articles.
Could be: money issues, no army, states fighting each other, etc.
Write one quick real-life example (2–3 sentences).
Task 6: Time to CompareFind a simple comparison chart of the Articles of Confederation vs. the U.S. Constitution.
Take a screenshot or write:
Task 7: Why Did We Replace It?Find one main reason the delegates decided to write a new Constitution.
Clue: Look for phrases like “stronger central government.”
BONUS ROUND Create a meme, GIF, or Canva sticker that shows one weakness of the Articles.
Example:
“Trying to run a country with no money like…”
Upload it to the assignment!
Use trusted sites like Ducksters, History.com, National Archives. Write your answer AND the source you used.
Task 1: Why Did We Need a New Government?Find out why the Articles of Confederation were written.
Clue: Search “Why did the colonies need a plan of government after the Revolution?”
Answer: One sentence.
Task 2: How the Government WorkedFind 2 powers the national government DID have under the Articles.
Find 2 powers it did NOT have.
Clue: Look for a chart comparing AOC powers.
Task 3: Spot the Weakness!Find three weaknesses of the Articles that caused major problems for the country.
Clue: One weakness has to do with money. One has to do with laws. One has to do with ** leadership**.
Task 4: What Was Shays’ Rebellion?Find:
- Who Shays was
- Why farmers were angry
- What the rebellion proved about the Articles
Task 5: How the Weaknesses Caused ProblemsFind a real example of a problem the U.S. faced because of the Articles.
Could be: money issues, no army, states fighting each other, etc.
Write one quick real-life example (2–3 sentences).
Task 6: Time to CompareFind a simple comparison chart of the Articles of Confederation vs. the U.S. Constitution.
Take a screenshot or write:
- One thing the Articles did
- One thing the Constitution changed
Task 7: Why Did We Replace It?Find one main reason the delegates decided to write a new Constitution.
Clue: Look for phrases like “stronger central government.”
BONUS ROUND Create a meme, GIF, or Canva sticker that shows one weakness of the Articles.
Example:
“Trying to run a country with no money like…”
Upload it to the assignment!
| articles_of_confederation.key |
8th Grade Social Studies 8.H.1.1Standard: Apply historical thinking to understand the creation and development of North Carolina and the United States.
Student-Friendly:
I can use evidence from the past (like maps, documents, and artifacts) to explain how North Carolina and the United States developed over time.
8.H.1.2
Standard: Summarize the literal meaning of historical documents to establish context.
Student-Friendly:
I can read and explain what important historical documents, such as the Declaration of Independence, actually say and mean.
8.H.2.1Standard: Explain the impact of economic, political, social, and military conflicts on the development of North Carolina and the nation.
Student-Friendly:
I can describe how wars, laws, protests, and money issues have shaped North Carolina and the United States.
8.H.2.2Standard: Summarize how leadership and citizen actions influenced the development of North Carolina and the nation.
Student-Friendly:
I can explain how leaders and everyday people made choices that changed our state and country.
8.C&G.1.1Standard: Explain how democratic ideals shaped government in North Carolina and the United States.
Student-Friendly:
I can describe how ideas like freedom, equality, and rights influenced the way our government was created.
Student-Friendly:
I can use evidence from the past (like maps, documents, and artifacts) to explain how North Carolina and the United States developed over time.
8.H.1.2
Standard: Summarize the literal meaning of historical documents to establish context.
Student-Friendly:
I can read and explain what important historical documents, such as the Declaration of Independence, actually say and mean.
8.H.2.1Standard: Explain the impact of economic, political, social, and military conflicts on the development of North Carolina and the nation.
Student-Friendly:
I can describe how wars, laws, protests, and money issues have shaped North Carolina and the United States.
8.H.2.2Standard: Summarize how leadership and citizen actions influenced the development of North Carolina and the nation.
Student-Friendly:
I can explain how leaders and everyday people made choices that changed our state and country.
8.C&G.1.1Standard: Explain how democratic ideals shaped government in North Carolina and the United States.
Student-Friendly:
I can describe how ideas like freedom, equality, and rights influenced the way our government was created.
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.
October 27th
Words that Sparked a Revolution!
https://docs.google.com/presentation/d/1XzpNYkW4kboANyii0q-oU6j1cqxH9ATDvZ1VAzr5B-c/edit?usp=sharing
https://docs.google.com/presentation/d/1XzpNYkW4kboANyii0q-oU6j1cqxH9ATDvZ1VAzr5B-c/edit?usp=sharing
www.youtube.com/watch?v=9EJy1t-ADOg- Intolerable Acts
October 20th-25th
French and Indian War
https://youtu.be/9n-gsgqaUo0?si=9qKieE_w2Nae2sXC
Causes of the War
The French and Indian War from 1754-1763 was a conflict between Great Britain and France over their territorial possessions in North America. Both countries wanted control of the Ohio River Valley because of the profitable fur trade. The two countries could not agree on their boundaries. The British claimed land along the Atlantic Coast to the Appalachian Mountains. The French settlements were north of the British colonies along the Saint Lawrence River and the Great Lakes and southward to the Mississippi River. Both claimed the land between the Appalachian Mountains and the Mississippi River known as the Ohio River Valley. Both countries wanted to reap economic benefits of the profitable fur trading and were willing to fight for control of North America.
*For tests, remember: French fur French fur French fur French fur
Battles of the War
To secure their hold on the land, the French built forts along the St. Lawrence River and the Great Lakes to keep away the British fur traders and settlers. The British set out to capture the French forts and to drive the French from the North American continent. Both the British and French had the support of the Native Americans and the troops from their home countries in fighting for control of the land.
The American colonists joined with the British to drive out the French. As a young twenty-two year old Major in the Virginia Militia, George Washington led colonial troops to force the French troops to withdraw from their forts along the Allegheny River. Washington’s troops were attacked and defeated at Ft. Duquesne in present-day Pittsburgh, Pennsylvania. This was the first battle of the war.
The most significant battle of the French and Indian War was fought in Canada. The fort at Quebec was the main fortress for France because it supplied all of the other French forts in colonial America. The British knew that if they captured Quebec, they would win the war. In early 1759, British General James Wolfe laid siege to Quebec with 9,000 soldiers. When the French surrendered, this was the turning point of the war. Now the British would soon control all of North America.
Results of the War
The Treaty of Paris in 1763 ended the French and Indian War between Great Britain and France. France ceded (gave up) its territory in North America (including Canada) to Great Britain. Spain ceded Florida to Britain and in return received the lands west of the Mississippi River.
The end of the French and Indian War however resulted in a large debt that the British Parliament decided would be repaid by imposing higher taxes on the American colonies. The British felt the colonists benefited the most from the war and should help pay for the war debt. It is evident that conditions arising from the French and Indian War helped set the stage for the colonial revolt against the British and is considered the first step of the American Revolution.
To make matters worse for the colonists, the king issued the Proclamation Line of 1763 in order to keep colonists from settling west of the Appalachian Mountains. Many colonists didn't like the idea of being told where they could settle, especially from a king thousands of miles away.
Guided Questions
1. What was the major cause of the French & Indian War?
2. Why was the Ohio River Valley so important?
3. What were the terms of the Treaty of Paris of 1763?
4. What happened after the French and Indian war?
Complete the History Frame below to explain the causes, events, and effects of the French & Indian War.
State Standard(s)
Essential Standards
Vertical Alignment
Coming into this unit, students should have a strong foundation in:
Essential Understanding(s)
The students will understand that…
Essential Question(s)
Essential Vocabulary
Students will know...
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.
September-October
8.B.1
I can analyze how group behavior shaped the development of the 13 Colonies, North Carolina, and the nation.
8.C&G.1
I can explain how democratic ideas influenced government in the 13 Colonies, North Carolina, and the nation.
8.E.1
I can understand how the economy grew and changed in the 13 Colonies, North Carolina, and the nation.
8.G.1
I can explain how geography affected the development of the 13 Colonies, North Carolina, and the nation.
8.H.1
I can understand how conflict and cooperation influenced the development of the 13 Colonies, North Carolina, and the nation.
I can analyze how group behavior shaped the development of the 13 Colonies, North Carolina, and the nation.
8.C&G.1
I can explain how democratic ideas influenced government in the 13 Colonies, North Carolina, and the nation.
8.E.1
I can understand how the economy grew and changed in the 13 Colonies, North Carolina, and the nation.
8.G.1
I can explain how geography affected the development of the 13 Colonies, North Carolina, and the nation.
8.H.1
I can understand how conflict and cooperation influenced the development of the 13 Colonies, North Carolina, and the nation.
13 Colonies Project
1. Create a Presentation Visual
Choose one (or propose your own creative idea!):
Google Slides / PowerPoint (interactive slides with images, maps, and facts)
Poster / Infographic (visual layout with quick facts, maps, symbols, and images)
Pamphlet / Brochure (like a “travel guide” persuading people to settle in your colony)
News Broadcast/Podcast (present your colony as if you are colonists convincing settlers to join)
Video / Canva Presentation (recorded or animated presentation)
2. Information to Gather Use guiding questions to make your research deeper:
Name of your colony: What country claimed your colony? (List in order if more than one) Date established:
Reason for founding: Was it for profit, religion, political freedom, etc.?
Founder / land owner: Who established it? Any important leaders?
Economy: What products were exported? How did colonists earn a living?
Colonists: Who lived there? (race, social class, gender roles, indentured servants, enslaved people, Native Americans, etc.)
Government: What form of government or self-rule developed?
Region: Which region did it belong to? (New England, Middle, Southern)
Map: Include a labeled map of your colony.
Flag: Include the national flag of the country that first claimed your colony.
Image of a ruler/founder/important figure: Add at least one.
3. Interactive Element Add one interactive piece to make your presentation more engaging: A Kahoot / Quizizz / Blooket game about your colony.
A “Guess Who?” activity where the class guesses your colony based on clues.
A short primary source excerpt (quote, law, diary entry) with class discussion.
A settler’s advertisement poster: “Come live in our colony!”
4. Group Evaluation Form At the end, you and your partner will complete a reflection on how you worked together, including who contributed what.
5. Assessment
Individual Grade: quality of your research, accuracy of your notes, participation.
Group Grade: creativity, accuracy, visuals, clarity of presentation.
Class Quiz: each student will be tested on all colonies presented.
https://www.youtube.com/watch?v=-RUa0uglz-4
| coldacse.pdf |
hti.osu.edu/sites/default/files/lost-colony.pdf
https://www.youtube.com/watch?v=vd0fMpAIs1s
SWBAT Statements
8.G.1 – Understand the geographic factors that influence development
SWBAT identify and explain geographic factors that shape the development of places and societies. 8.G.1.1 – Summarize the human and physical characteristics of North Carolina and the nation
SWBAT summarize the key human characteristics (population, culture, cities, language, etc.) and physical characteristics (landforms, climate, resources) of North Carolina and the United States.
8.G.1.2 – Explain how location, resources, and human geography have influenced development
SWBAT explain how a place’s location, available resources, and human geography influence its economic, cultural, and political development.
8.G.1.3 – Explain how location and human geography have presented opportunities and challenges for the movement of people, goods, and ideas
SWBAT analyze how geographic location and human geography create both opportunities and challenges for the movement of people, goods, and ideas across North Carolina and the nation.
8.G.1.4 – Explain the reasons for and effects of forced and voluntary migration (early settlement patterns and resource motivation)
SWBAT explain the reasons for both forced and voluntary migration in U.S. and North Carolina history, with a special focus on how resource availability and settlement patterns were influenced by these migrations.
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?
Constitution Day
https://kahoot.it/challenge/02885920?challenge-id=676f705c-28ad-47a9-a78d-7500c1bffb5f_1758056804480
Native Americans & Columbian Exchange DUE FRIDAY, SEPTEMBER 19th
Choice Board & Rubric
Directions:
Pick ONE part from each section. Include pictures, facts, and explanations. Be ready to share with the class!
Research & Write
Create & Illustrate
Build & Show
Choice Board & Rubric
Directions:
Pick ONE part from each section. Include pictures, facts, and explanations. Be ready to share with the class!
Research & Write
- Brochure (Tri-Fold)
Include:- Where your Native American tribe lived
- Traditions & way of life
- How the Columbian Exchange changed food, tools, or daily life
- Diary Entry
Write 2–3 diary entries as if you were a Native American before and after the Columbian Exchange. - Pros & Cons Chart + Paragraph
- Create a T-chart of good & bad effects of the Columbian Exchange
- Write one paragraph explaining which effect was most important
Create & Illustrate
- Artifacts
Make 5 artifacts with labels:- How it was made & used
- How the Columbian Exchange influenced it
- Poster / Infographic
Show items that traveled between the Old and New World and explain their impact on Native Americans - Comic Strip
Draw a comic showing how one item (horses, corn, smallpox, etc.) changed daily life
Build & Show
- Model of a House
Include:- Materials used
- Comparison to houses after European contact
- Trading Cards
Make 5 cards (food, animal, disease):- Picture on the front
- Facts on the back
- How it changed Native American life
- Cause & Effect Organizer + Video
- Chart 3 changes from the Columbian Exchange
- Record a 1–2 minute video explaining your chart
Who Were the First North Carolinians? Write your answer in the speech bubble below:
“The first North Carolinians were…”
Part 2 – Cultural Groups Timeline📌 Place the groups on the timeline below in the correct order and add one quick fact (food, tools, or lifestyle).
➡️ Paleo → Archaic → Woodland → Mississippian
Part 3 – Tribe MapTribe Location (draw NC map & mark)
Algonquin
Catawba
Tuscarora
Cherokee
Part 4 – Culture & Daily LifeCircle or color the items that match Native American life in NC:
Part 5 – Reflection Choose ONE to answer in the box:
“The first North Carolinians were…”
Part 2 – Cultural Groups Timeline📌 Place the groups on the timeline below in the correct order and add one quick fact (food, tools, or lifestyle).
➡️ Paleo → Archaic → Woodland → Mississippian
Part 3 – Tribe MapTribe Location (draw NC map & mark)
Algonquin
Catawba
Tuscarora
Cherokee
Part 4 – Culture & Daily LifeCircle or color the items that match Native American life in NC:
- Lived in permanent villages / moved often
- Believed in afterlife / no beliefs
- Used stone tools / metal tools
- Grew corn & beans / wheat & barley
- Hunted with bow & arrow / guns
Part 5 – Reflection Choose ONE to answer in the box:
- How did geography shape Native American life in NC?
- Which group/tribe would you want to live in and why?
Video clips www.c-span.org/classroom/document/?10874
https://reader.activelylearn.com/student/7400111/notes
“Would you rather live near the coast, in the mountains, or in flat farmland? Why?”
What do you notice? How might people use this land?
Ways geography affects daily life” (e.g., jobs, food, travel, weather).
How would geography influence your choice of where to settle?
Exit ticket – 1 way geography shaped where early settlers lived.
Lunchroom Activity
Standards
8.G.1 Understand geographic factors that influence the development of North Carolina and the nation.
Essential Questions:
8.G.1 Understand geographic factors that influence the development of North Carolina and the nation.
Essential Questions:
- What is history?
- Why is it important to study history?
- How can asking questions help us understand history?
- How are geography and history connected?
- How can we connect the past to the present?
Travel Agent Challenge
You are a travel agent creating a 5-day trip for your family in North Carolina, working within a $2,000 budget.
Your goal: Design a safe, educational, fun, and affordable itinerary.
Requirements
You are a travel agent creating a 5-day trip for your family in North Carolina, working within a $2,000 budget.
Your goal: Design a safe, educational, fun, and affordable itinerary.
Requirements
- Specify trip dates and location(s)
- Research travel, lodging, meals, activities, and entertainment
- Include at least 3 educational experiences (e.g., museum, nature center, historical site)
- Include 2 fun/recreational activities (e.g., amusement park, hike, beach)
- Track all expenses accurately
- Use Google Slides, Canva, or PowerPoint
- Include visuals (photos of destinations/activities)
- Show your budget breakdown- where did you spend your money
- Present your itinerary as a travel brochure or digital poster
- Write a few paragraphs answering:
- What did you learn about budgeting and trip planning?
- What was the hardest part and why?
- How did you make choices about where to spend or save?
- Would you change anything about your trip?
- What did you learn about budgeting and trip planning?
