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 * 8th Grade Social Studies: NC/US History **


 * Theme 1: ** //Who are we? -// America was build by other nations. It has long been debated who discovered America first//;// here we will elaborate on the motivations for European exploration, the explorers who traveled to America and the interactions amongst the people that made this nation possible. This unit will discuss exploration, colonization and settlement, their impact, and how society developed.


 * Essential Individuals: **
 * __ Virginia Dare __ - was the first baby born in the New World, and was part of the lost colony. Students will be interested by the conditions in which she was born in and the mystery behind the whereabouts of the lost colony.
 * __ John Hancock __ - the first person to sign the Declaration of Independence, known for his disproportional sized signature on the documents, which coined the term “leaving ones John Hancock.” Students most likely have head the phrase and will be able to put meaning behind it.
 * __ Pocahontas __ - a Native American who was associated with the settlement of Jamestown VA. She was captured by the English and held for ransom. She married John Rolfe, and became an example of a “civilized savage.” Students will most likely recognize the name from the Disney film. With this unit they will be able to place her in history, contrasting the plot of the film.
 * Core Texts: **
 * [|Letter from Christopher Columbus]- When asked what they known about the history of America, most students could identify that Christopher Columbus sailed the ocean blue in 1492. This is Christopher Columbus’ letter to King Ferdinand and Queen Isabella about his exploration of the Caribbean.
 * [|Surviving the First Winter of the Plymouth Colony]- This is an excerpt of William Bradford’s “Of Plymouth Plantation.” William Bradford was the governor of the Plymouth Colony, and this excerpt describes the hardships the Pilgrims’ faced their first winter and their relationships with the Indians. Students will find this interesting, as it is about surviving and unique circumstances.
 * [|Starving Time]- This was written by George Percy, he was one of the wealthier men who settled in Jamestown. More then 400 colonists died during the “starving time,” leaving only 60 survivors. Students will find this interesting for reasons similar to “Surviving the First Winter of the Plymouth Colony.”


 * Theme 2 ** : //Where do we come from? –// This unit will cover westward expansion and the reform of the United States. We will discuss the early presidents and the decisions that impacted the outcome of the United States. Innovation and technology brought about a growth in agriculture and expansion into the territories west of the Mississippi.


 * Essential Individuals: **
 * __ Meriwether Lewis __ - He was the leader in the Lewis and Clark expedition. They were to explore the territory of the Louisiana Purchase, and establish trade with the natives near the Mississippi. The Lewis and Clark expedition is one of the more famous ventures of US history, and students will be able to relate to the adventure, as well as confirm or deny prior knowledge.
 * __ James Monroe- __ He was the fifth president of the United States, he fought in the revolutionary war and was the last founding father. He wrote the Monroe Doctrine, which strengthened foreign policy by warning European countries against further colonization in the Western Hemisphere. Many students may only know him as having been the fifth president, and may have been unaware of his involvement in westward expansion, which will make the material interesting.
 * __ Sacagawea __ - She was a Lemhi Shoshone woman who helped Lewis and Clark on their expedition/ She aided in their achieving their chartered mission objectives when exploring the Louisiana Purchase. Students, especially girl students, will be able to relate to her; the National American Woman Suffrage Association has adopted her as a symbol of women’s worth and independence.
 * Core Texts: **
 * [|The Great Nation of Futurity-] written by John L. O’Sullivan in 1839 describing Manifest Destiny. Manifest Destiny was a term used during American expansion, believing the US was destined to stretch from coast to coast. Due to Manifest Destiny having been an attitude, it will be beneficial for students to read a first hand account of what it was like to be an American during this time.
 * [|Map of the Lands Assigned to Emigrant Indians West of Arkansas and Missouri]- This is a map of the lands that the Indians were to go to after having been removed from their homes in order for American expansion to take place. This will give students a better visual of what was occurring during the removal of the Indians.
 * [|Image of the Trail of Tears]- Andrew Jackson’s Indian removal policy forced the Cherokee nation to give up its lands east of the Mississippi. This journey is known as the Trail of Tears because of its devastating effects. The Indians faced hunger, disease and exhaustion. This image will appeal to the student’s emotions, and give them a better understanding of the position the Indians were put in.


 * Theme 3 (Expanded): ** //Where are we going//? - America has made great strides in the way of technological advancements since the late 1700’s. This unit will focus on the Industrial Revolution and its impacts, but also how people responded to those impacts. The cellphone, automobile and factory have made the life of 21st century Americans more comfortable than they once were, and this theme will dive into these feats, where they came from, how they came about and the challenges they faced. We will also look at the repercussions of these advancements, 21st century students can relate to the impact our industries have had on immigration, labor needs and the quality of life of Americans.


 * Essential Individuals: **
 * __ Henry Ford __ - One of America’s first industrialist. He revolutionized the assembly line production of the automobile. Henry Ford created the Ford Model T, which was one of the first affordable cars on the market. Students can relate to Henry Ford, as Ford is still a predominant car company today. Students will learn where cars like the Ford Mustang, and GT, which are known for their force and power, originated. With this being the age of the engineer, students will find Ford, intriguing.
 * __ Donald Trump __ -The Industrial Revolution had a great impact on immigration. With the rise of the factory, immigrants from far and wide would come and find work in America. This caused tension amongst Americans, as these people were seen as outsiders. Donald Trump is a 21st century figure that has had a lot to say about immigration, and what America should do about it. Whether students feel negatively or positively towards Trump they will most likely find the material engaging.
 * __ Martin Cooper __ - An American engineer who is accredited with the invention of the cell phone. In the 1970’s while working at Motorola Martin Cooper created the first handheld mobile phone. Cooper also holds positions on the U.S Federal Communications Commission and the Department of Commerce. The cell phone has made a great impact on the daily life of students. Cooper will intrigue them, as he is the man that made the cell phone possible. Motorola is still a company around today, and students will find it easy to make a connection to Martin Cooper, and his invention.
 * Core Texts: **
 * [|Child Labor in the Canning Industry of Maryland]- students will be able to connect with this document, as it discusses child labor during the industrial revolution. While factories have brought us many high demand products, and have created jobs within America, they weren’t always regulated. Students will be able to compare and contrast the expectations of children in 1909 vs. 2016.
 * [|First Telegraphic Message]- Before the cellphone, there was the telegram. This one sentence strip, will allow students to visualize the way communication was before the cell phone, when space was limited, and the message wasn’t send instantly. Students will be encouraged to imagine what sending a telegraph would be like.
 * [|93,402,151 Now Live on Uncle Sam’s Land]- This is an article from a 1910 newspaper, identifying the number of people now living in America, including the immigrants. This article identifies the immigrants as different, referring to those who are Philippine as “Little Brown Brothers. ” Students will be able to read and observe the American attitude about immigrants at this time in history. They will also be able to make connections between the growing population and the rise of industries.


 * Theme 4: ** //What will we do? -// This unitdiscusses the hardships that America has had to face, such as the First World War, the Great Depression leading into the Second World War. Here we will also discuss the roaring 20’s, which celebrates the prosperity of America yet, also dives into a conflict of values; and imperialism, which lead to the Spanish-American War.


 * Essential Individuals: **
 * __ Woodrow Wilson- __ Was the 28th president of the United States and is often considered one of the nations greatest president’s. He led America through World War I, and tried to keep America neutral but ultimately declared war on Germany. He also played a role in negotiating the peace treaty that planned for the League of Nations and subsequently received a Nobel Prize for his efforts. Students will appreciate the challenge of judging for themselves whether he was one of the greatest presidents.
 * __ Mary McLeod Bethune __ - During the Great Depression she was one of the greatest educators in the United States. She was a close advisor to the president, and helped educate Africans so that they could find jobs during the Great Depression. Students will be able to relate with her history and emphasis on education. She is also a lesser-known figure, which makes her interesting.
 * __ Anna Freud __ – Youngest daughter of known psychologist Sigmund Freud. She studied British children separated from their parents for their safety during World War II. Her theories led to the development of adoption. Students will most likely have heard of her father Sigmund Freud, who was known for his outlandish ideas, she will also intrigue students as adoption is around today because of her.
 * Core Texts: **
 * [|Our Own Women's Page from The Stars and Stripes]- This was a page in the Stars and Stripes newspaper dedicated to women during World War I. There are stories catered to women sprawled across the page. Students will be able to compare and contrast the news of the early 1900’s to the news stories they see today; noting the difference in content, and the need for morale at war time.
 * [|We Have Lived Thru About Everything Now] - This is a 1931 letter to Otis Preston, a Federal Reserve banker, from Mrs. William J. Murphy. It describes what the family is going through during the Great Depression. This will give students a first hand account of the impact the Great Depression had on people.
 * [|Message from the President to the Emperor of Japan]- This is a letter that Franklin Roosevelt wrote to the Emperor of Japan during World War II. This letter was written the day before the United States entered the war. Students will be able analyze the document for themselves and see the interactions between leaders at the time of World War II.


 * Theme 5: ** //What’s next for us? –// This unit will discuss America after the Second Great War, which includes the Cold War and Civil Rights. We will compare the systems of USSR to the United States, and discuss the Cuban Missile Crisis, McCarthyism and The Red Scare. We will also engage in the inner struggles of the US, like civil rights.


 * Essential Individuals: **
 * __ Juanita Moody- __ a North Carolina native who studied at Western Carolina University and left early to contribute to the war effort. While awaiting security clearance for the Army cryptologic headquarters the signal security agency (SSA) put her into unclassified training in cryptanalysis. Supervised the NSA’s responses to the Cuban Missile Crisis as head of the major element responsible for Signals Intelligence (SIGNT). She revolutionized SIGINT reporting, and put NSA into the White House Situation Room. Students will find her interesting, and relatable considering she came from North Carolina and worked her way up through a very exclusive agency within the United States government.
 * __ Harry Truman- __ He was the 33rd president of the United States. He made the decision to drop the atomic bomb, and is the author of the Truman Doctrine. A 1947 report by the Truman administration titled //To Secure These Rights// presented a detailed ten-point agenda of civil rights reforms. He submitted a civil rights agenda to Congress that proposed creating several federal offices devoted to issues such as voting rights and fair employment practices. Students will find him engaging and compelling, considering he is responsive for the dropping of the atomic bomb, and worked towards civil rights.
 * __ Martin Luther King __ - was a leader in the African- American Civil Rights Movement. He is best known for his role in the advancement of civil rights using nonviolent civil disobedience. Students know about Martin Luther King already, yet this unit will bring them new knowledge about the well-known figure.
 * Core Texts: **
 * [|Brown v. Board Excerpt]- This was an important Supreme Court case that overturned the Plessy v. Ferguson decision, which allowed separate but equal facilities based on race. This is the court case that declared the state laws that established separate public schools for black and white students, to be unconstitutional. Students will be able to relate to this case because it deals with integration within the schools, which affects them everyday.
 * [|Cuban Missile Crisis Briefing Paper]- This is a briefing paper, which contains analysis of SAW sites. Students will be intrigued by this document because it was once considered Top Secret, the notes taken are of sites located throughout, and they are observations of each site, most likely conducted by officials or spies.
 * [|Voting Rights Act (1965)]- This act was signed into law by Lyndon Johnson, and aimed to overcome the legal barriers set at the state and local levels that prevented African Americans from exercising their right to vote. This is an important act, which affects every student, even those who are not African American, because it has influenced the decisions of the country.


 * Theme 6: ** //Where are we now? -// This unit will discuss modern America starting at the 2000’s. Here we will discuss the September 11th attacks and the war on terror; the environmental issues of today and how we are slowly killing the earth; technology and its increasing role in society and globalization including domestic and international policies and economies.


 * Essential Individuals: **
 * __ Osama Bin Laden- __ The founder of al-Qaeda and was responsible for the September 11 attacks on the United States. Students will have been impacted by 9/11 in some way, and as we discuss the tragedies and what exactly happen it is important to put a face behind the attacks, this makes the material more meaningful and memorable.
 * __ Al Gore __ – 45th vice president of the United States under Bill Clinton. After leaving office Gore remained a prominent environmental activist, and earned a Nobel Peace Prize in 2007 for his work with climate change activism. Al Gore is a lesser-known figure to students today, but is a leading environmentalist, with responses to most climate issues today.
 * __ Hillary Clinton- __ The nominee of the Democratic Party for President of the United States in the 2016 election. She was the 67th United States Secretary of State and first lady during the Clinton presidency. Clinton was elected in 2000 as the first female senator from New York, the only first lady ever to have sought elective office. Hillary Clinton is a current event and dominant female figure of today, which will help them find her relatable.
 * Core Texts: **
 * [|Obama’s “Hope” Advertisement]- created by Los Angeles-based, contemporary street artist Shepard Fairey. This image became an iconic symbol of the 2008 election, which Obama won, making him the first African American president. Students have seen this image before and will be able to put it into context with this unit. It will also spark an interest in the unit, because they endured this same election.
 * [|House Bill 2]- This is a very recent controversial document. Students may have formed an opinion on this already, reading this will give the students a chance to review it for themselves and develop their own thoughts and ideas on not only the document but the politics and laws passed within North Carolina.
 * [|Steve Job’s “Think Different” Commercial]- This commercial is for the popular company Apple. With Steve Jobs narrating it himself and important political figures used within it, this commercial is the perfect way to bring this unit to a close. Steve Jobs is an influential figure, as students are surrounded by his technological innovations daily, and this will help peak student’s interest.