Learning Targets

HISTORY
8.H.1 Understand the role of conflict and cooperation in the development of NC and the US.
8.H.1.2 I can summarize how debate, negotiation, compromise, and cooperation have been used in the history of North Carolina and the nation.
8.H.1.3 I can explain how slavery, segregation, voter suppression, reconcentration, and other discriminatory practices have been used to suppress and exploit certain groups within NC and the US over time.
8.H.1.4 I can explain how recovery, resistance, and resilience to inequities, injustices, discrimination, prejudice and bias have shaped the history of NC and the US.

8.H.2 Understand how innovation and change have impacted the development of North Carolina and the nation.
8.H.2.1 I can explain how innovation and technology have contributed to change in NC and the US.
8.H.2.2 I can explain the influences of individuals and groups during times of innovation and change in NC and the US.
8.H.2.3 I can explain how the experiences and achievements of women, minorities, indigenous, and marginalized groups have contributed to the development of NC and the US. over time.

GEOGRAPHY
8.G.1 Understand geographic factors that influence the development of NC and the US.
8.G.1.1 I can summarize the human and physical characteristics of NC and the US.
8.G.1.2 I can explain how location, resources, and human geography have influenced the development of NC and the US.
8.G.1.3 I can explain how location and human geography have presented opportunities and challenges for the movement of people, goods, and ideas in NC and the US.
8.G.1.4 I can explain the reasons for and effects of forced and voluntary migration on various groups in NC and the US.
8.G1.5 I can explain how geographic expansion has impacted the development of NC and the US.


CIVICS AND GOVERNMENT
8.C&G.1 Understand how democratic principles have influenced the government structure and policies of NC and the US.
8.C&G.1.1 I can summarize the democratic ideals outlined in the founding documents of the state and national government.
8.C&G.1.2 I can compare how decisions of state and local government conform and conflict with the democratic ideals of the nation.
8.C&G.1.3 I can critique the policies, laws, and government structures of NC and the US in terms of conforming to or conflicting with American democratic ideals.

8.C&G.2 Evaluate the effectiveness of societal reforms.
8.C&G.2.1 I can summarize the strategies and societal reforms used to address discrimination and oppression in NC and the US.
8.C&G.2.2 I can assess the effectiveness of reforms in terms of the impact on individuals, policies, and institutions in NC and the US.


ECONOMICS
8
.E.1 Understand the economic development of NC and the US.
8.E.1.1 I can explain how economic growth and decline have positively and negatively impacted individuals, groups, communities, and businesses in NC and the US.
8.E.1.2 I can explain how industry and trade impact the economy and people of NC and the US.
8.E.1.3 I can distinguish the role women, indigenous groups, and racial minorities have played in contributing to the economic prosperity of NC in terms of equity, equality, and mobility.
8.E.1.4 I can exemplify ways personal financial decision making influences the economy.


BEHAVIORAL SCIENCE
8.B.1 I can analyze the impact of group behavior on the development of NC and the US.
8.B.1.1 I can determine how the relationship between different regional, social, ethnic, and racial groups have contributed to the development of NC and the US.
8.B.1.2 I can explain how cultural values, practices and the interactions of various indigenous, religious, and racial groups have influenced the development of NC and the US.


INQUIRY
I.1.1 I can construct a compelling question through a disciplinary lens individually and with peers.
I.1.2 I can construct supporting questions based upon disciplinary concepts.
I.1.3 I can analyze details, central ideas, and inferences from sources using discipline-specific strategies.
I.1.4 I can assess the credibility of primary and secondary sources using the origin, authority, structure, credibility, reliability, and context of the sources to guide the selection.
I.1.5 I can identify evidence that draws information from multiple perspectives.
I.1.6 I can construct claims and counterclaims using evidence while pointing out the strengths and limitations of both based on multiple sources.
I.1.7 I can construct arguments consisting of multiple claims with evidence from sources and attention to disciplinary detail.
I.1.8 I can construct responses to supporting and opposing perspectives supported by evidence.
I.1.9 I can determine the credibility of disciplinary arguments of peers.
I.1.10 I can identify challenges and opportunities created in addressing local, state, tribal, regional, national, and/or global issues.
I.1.11 I can use a range of civic approaches to address problems being investigated.