8th+Grade



8th Grade





Professional Development Lesson Plan-8th Grade WWII
 * ** Grade Level 8 Social Studies ** |||||||| ** Quarter: 1 **
 * Number of Weeks: 9 ** ||
 * ** Title and Description ** : ||
 * ** Standards ** || ** Student Friendly Objectives ** || ** Assessment/Evidence of Proficiency ** |||||||||| ** Instructional Learning Plan ** ||
 * ^  ||^   ||^   |||| ** Instructional Strategies ** || ** Materials/Resources ** || ** Essential Vocabulary ** || ** Informational Skills Integration ** ||
 * 8.G.1.1 || Explain how location and place affect opportunities and challenges for the move-ment of people, goods, and ideas in North Carolina and United States || Students will correctly identify where North Carolina and the United States are on the globe and various maps; they will know the character-istics of the land, people and relation to migration and settlement |||| Front loading lecture followed by completion of map identifying geographic areas. || Lecture information, text, map, colored pencils, atlas resources. || Map, globe, place, location, regions environment, physical characteristics, longitude and lattitude ||  ||
 * 8.G.1.2 || Understand the human and physical features and culture of regions in North Carolina and the United States. || Students will correctly note the features and characteristics of North Carolina and the United States |||| Front loading lecture followed by completion of map identifying geographic areas. || Lecture information, text, map, colored pencils, atlas resources. || Map, globe, place, location, regions environment, physical characteristics ||  ||
 * 8.G.1.3 || Explain how human and environmental interaction affected quality of life and settle-ment patterns in North Carolina and the United States || Students will cite cor-rectly ways in which North Carolina has modified and adapted to the environment (ex. Building dams or coastal restoration) |||| Read magazine article and appropriate web sites. Group discussions for examples. || Magazine article and appropriate web sites. (ex: Fontana Dam site) || environment, physical characteristics, human interaction, migration || 8.TT.1 ||
 * 8.H.1.1 || Students will make historical charts and graphs. || Reading and completion of accurate and appropriate historical charts and graphs. |||| Students will accurately create maps and time-lines to depict historical events. || Maps, charts, paper for timelines, pencils || Timeline, narrative, history, ||  ||
 * 8.H.2 || Undertand the actual meaning of the words of historical documents. || Students will read and accurately write the actual meaning of historical documents |||| Students will read and discuss a specific historical document (Declaration of Independence) noting literal meaning, theme,etc. || Copies of historical and available commentary on the documents as appropriate. || Literal, historical thinking, nar-rative, inquity, contexts ||  ||
 * 8.H.3 || Use primary and secon-dary sources to learn about history. || Students will demonstrate the difference between and use primary and secondary sources to interpret history. |||| Teacher provided expla-nation of types of sources. Students will identify various sources as primary or secondary. || Various primary and secondary sources. || primary, secondary, source || 8.TT.1 ||
 * 8.E.1.1 ||  ||   ||||   ||   ||   ||   ||