8.H.2.3

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. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Literacy Standard(s)**=== 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. || 8.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of Thinking:**=== Understanding, Applying, Analyzing, Evaluating || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis:**=== The student will understand: The student will know:
 * ===Clarifying Objective===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard:**===
 * Democracies depend on debate, compromise, and negotiations to maintain their existence.
 * Some historical and contemporary economic, political, and cultural debates that have taken place in North Carolina and the United States.
 * For example: Presidential debates, the debates over slavery, the debates in the North Carolina General Assembly and the United States Congress regarding the budget, immigration laws, etc., economic debates over the benefits of New Deal programs, cultural debates over fashion changes in various ears (1920s/1950s), or debates over civil rights issues such as the Greensboro sit-ins.
 * Various compromises that have taken place in North Carolina and the United States.
 * For example: United States Constitutional compromises such as the Great Compromise, the Three-Fifths Compromise, the Missouri Compromise, the Compromise of 1877, etc.
 * Various instances of negotiation that have taken place in North Carolina and the United States.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
A) I can identify how debate affects the outcome of important events in North Carolina and United States history.

B) I can show how the art of negotiations and compromise influenced the outcome of significant events in North Carolina and United States history.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**
Conflict, Compromise, Negotiation, Leadership, Citizen Action, Debate, Cooperation

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation:**
A) In triads, read a transcript/ view a debate between two masters of two positions. (i.e. - John Adams/ Edward Rutledge – slavery) Answer the question, “How did the debate influence the outcome?”

B) In quads, read secondary sources on an issue that resulted in a compromise. (i.e. Compromise of 1850). Complete a multi-flow map that shows the Causes and Effects of each piece of the compromise.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
A) In a small group, use a T frame, list the positions of the 2 debaters. Answer,” How did the two positions frame the outcome.” B) //Provide students with a mini-lesson on negotiation and compromise. End the lesson with an issue to debate and come to a consensus. //

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
A) Write a 1 scene play about the debate and final outcome of the debate. Give the debaters’ depth and personalities.

B) Take an critical issue - express the points of disagreement. Provide a possible compromise with details on why and how it will work.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== A)Transcript of debate at 2nd Continental Congress; C-Span Historic newspaper articles: [] B) Annotated version of the 1849 Congressional record. [] Secondary source – “1850 Compromise” ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===