This information is not yet complete and is subject to change.
Lesson plans are often altered day to day, and even minute to minute,
depending upon the response of students.
UNIT: NC IN THE NEW NATION
TEXT: CHAPTERS SIX AND SEVEN
COMPETENCY GOAL 3: THE Learner will identify key events and evaluate the
impact of reform and expansion in NC during the first half of the 19th
century.
ESSENTIAL STANDARDS
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.H.1.1 Construct charts, graphs, and historical narratives to explain
particular events or issues.
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.2.1 Explain the impact of economic, political, social, and military
conflicts
8.H.2.2 Summarize how leadership and citizen actions influenced the outcome
of key conflicts in 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 (Trail of Tears).
8.H.3.2 Explain how changes brought about by technology and other innovations
affected individuals and groups in North Carolina and the United States (e.g.
advancements in transportation, communication networks and business
practices).
8.H.3.3 Explain how individuals and groups have influenced economic,
political and social change in North Carolina and the United States.
KEY EVENTS
• JOINING THE NATION (technically late 18th c) C and G 1.1, C and G 1.3
• War of 1812
• Constitution of 1835- C and G 1.1, C and G 1.4, H 2.2
• Trail of Tears- H.1.1, H 1.3. H 1.4, H 1.5, H 2.1, H 2.2
• Whig Reforms (NC RR, etc)- H.2.2, H 3.2, H 3.3, C and G 1.3
ACTIVITIES AND TIME LINE (19 DAYS = 4 WEEKS)
UNITED STATES CONSTITUTION
1 WEEK
• Students will analyze the three branches of the US government
• Students will discuss how the form of government limits or extends
democracy.
• Students will read the Bill of Rights and match rights to amendments.
Youtube on judicial branch
http://www.youtube.com/watch?
v=dzm2ud98C_k&feature=related&safety_mode=true&persist_safety_mode=1
WAR OF 1812
2 DAYS
RIP VAN WINKLE STATE
2 DAYS
NORTH CAROLINA CONSTITUTION OF 1835
2 DAYS
• Students will read the amendments to the NORTH CAROLINA Constitution
of 1835 and determine which increased democracy and which limited it.
http://www.learnnc.org/lp/editions/nchist-newnation/4528
• They will try to determine WHY the specific changes were made, and
how those changes would effect the lives of certain people described by the
teacher.
TRAIL OF TEARS
3 DAYS
• Students will read primary sources about the Trail of Tears and
create an historical narrative or timeline.
ARCHIBALD MURPHEY AND THE LATER WHIG REFORMS
3 DAYS
SUMMATION AND TESTING
2 DAYS
DETAILS OF ACTIVITIES
UNITED STATES CONSTITUTION
1 WEEK
• Students will analyze the three branches of the US government : THREE
DAYS
This will be done with the use of sections of the Constitution which the
students use to highlight answers to questions.
They will then use the highlighted papers to complete “Thinking Maps” which
they will keep.
Students will read the Bill of Rights and match rights to amendments on the
same day they learn about the Legislative Branch.
Youtube videos of OCCUPY MOVEMENT would be a useful tool, perhaps as
activation.
When all three thinking maps are completed they will use them to complete a
formative quiz.
Results of the quiz will determine need for further teaching.
• Students will discuss how the form of government limits or extends
democracy. 1 DAY
Though use of a power point lecture will discuss the checks and balances of
the three branches of government, the federal system, and the Electoral
College. Students will then discuss the extent to which this system extends
or limits democracy.
Video on “How a Bill Becomes a Law” would be useful, as well as “Law Making
Obstacle Course.”
Students will be asked to map out how they would get a law passed..
SUMMATIVE QUIZ
WAR OF 1812
TWO DAYS
• Worksheet: Messed Up History, Causes of the War of 1812
• Additional short worksheet that uses 4 pictures to emphasize causes
of the war.
• Star Spangled Banner exercise
