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Standards & References
Standards
COMMON CORE STANDARDS
Key Ideas and Details:
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure:
CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
NC ESSENCIAL STANDARDS - Middle School
7.H.1 Use historical thinking to analyze various modern societies.
7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
7.H.2 Understand the implications of global interactions.
7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization).
7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non Governmental Organizations, European Union and Organization of American States).
7.H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies.
7.G.1 Understand how geography, demographic trends, and environmental conditions shape modern societies and regions.
7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).
7.G.2 Apply the tools of a geographer to understand modern societies and regions.
7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).
7.E.1 Understand the economic activities of modern societies and regions.
7.E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence).
7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and economic alliances).
7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies).
7.C&G.1 Understand the development of government in modern societies and regions.
7.C&G.1.2 Evaluate how the Western concept of democracy has influenced the political ideas of modern societies.
7.C.1 Understand how cultural values influence relationships between individuals, groups and political entities in modern societies and regions.
7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).
8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the United States.
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island).
8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States.
8.G.1 Understand the geographic factors that influenced North Carolina and the United States.
8.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.
8.C&G.1 Analyze how democratic ideals shaped government in North Carolina and the United States.
8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights).
8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare).
8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
8.C.1 Understand how different cultures influenced North Carolina and the United States.
8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g. Columbian Exchange, slavery and the decline of the American Indian populations).
8.C.1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians)
8.C.1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States (e.g. women, religious groups, and ethnic sectors such as American Indians, African Americans, and European immigrants).
Key Ideas and Details:
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure:
CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
NC ESSENCIAL STANDARDS - Middle School
7.H.1 Use historical thinking to analyze various modern societies.
7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
7.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
7.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
7.H.2 Understand the implications of global interactions.
7.H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization).
7.H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (e.g. Humanitarian efforts, United Nations, World Health Organization, Non Governmental Organizations, European Union and Organization of American States).
7.H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies.
7.G.1 Understand how geography, demographic trends, and environmental conditions shape modern societies and regions.
7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).
7.G.2 Apply the tools of a geographer to understand modern societies and regions.
7.G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).
7.E.1 Understand the economic activities of modern societies and regions.
7.E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence).
7.E.1.2 Explain the implications of economic decisions in national and international affairs (e.g. OPEC, NAFTA, G20, WTO, EU and economic alliances).
7.E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies).
7.C&G.1 Understand the development of government in modern societies and regions.
7.C&G.1.2 Evaluate how the Western concept of democracy has influenced the political ideas of modern societies.
7.C.1 Understand how cultural values influence relationships between individuals, groups and political entities in modern societies and regions.
7.C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).
8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the United States.
8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues.
8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence).
8.H.1.5 Analyze the relationship between historical context and decision-making.
8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States.
8.H.2.3 Summarize the role of debate, compromise, and negotiation during significant periods in the history of North Carolina and the United States.
8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island).
8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States.
8.G.1 Understand the geographic factors that influenced North Carolina and the United States.
8.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.
8.C&G.1 Analyze how democratic ideals shaped government in North Carolina and the United States.
8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights).
8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti-Federalists, education, immigration and healthcare).
8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups).
8.C.1 Understand how different cultures influenced North Carolina and the United States.
8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g. Columbian Exchange, slavery and the decline of the American Indian populations).
8.C.1.2 Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians)
8.C.1.3 Summarize the contributions of particular groups to the development of North Carolina and the United States (e.g. women, religious groups, and ethnic sectors such as American Indians, African Americans, and European immigrants).
References
1. Appiah, K.A. (2007). Cosmopolitanism. W&W Norton & Company. New York.
2. Marlowe, B. & Page, M. (1998). Making the most of the classroom mosaic. Creating and sustaining the constructivist classroom, p. 137-157.
3. National Council for the Social Studies. (1994). Expectations of Excellence: Curriculum Standards for Social Studies. NCSS: Washington, D.C. 4. Powerful and Authentic Social Studies (PASS): Standards for teaching. (1996). Michigan Social Studies Educations Project.
2. Marlowe, B. & Page, M. (1998). Making the most of the classroom mosaic. Creating and sustaining the constructivist classroom, p. 137-157.
3. National Council for the Social Studies. (1994). Expectations of Excellence: Curriculum Standards for Social Studies. NCSS: Washington, D.C. 4. Powerful and Authentic Social Studies (PASS): Standards for teaching. (1996). Michigan Social Studies Educations Project.
Thank you...
To Dr. Lee for his supportive advisory throughout my work in the NLGL program; to all of my instructors for their sharing of knowledge, guidance, and support; and to Jesse Gore for allowing me access to his classroom for projects when I needed a classroom and for being such a great group partener.