8.H.2.1

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. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Literacy Standard(s):**=== 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. 6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. || 8.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of Thinking:**=== Understanding, Applying, Evaluating, Creating || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis:**=== The student will understand: The student will know:
 * ===Clarifying Objective===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard:**===
 * Conflicts as well as their causes and implications are multifaceted.
 * Conflict most often results in societal change.
 * National and global conflicts do not always have the same implications for all involved.
 * North Carolina’s role in a variety of local state, national and global conflicts.
 * For example: Internal and external wars; sectional and regional perspectives on the issue of slavery; economic policies both past and present; the immigration debate over time, etc.
 * The United States’ role in global conflicts as well as the reasons for involvement or non-involvement.
 * For example: Students will know the impact that The Great Depression had on various groups within North Carolina and the United States it affected different populations and regions in various ways. Also, students will know the impact that Jim Crow laws had on various populations and regions such as segregated housing, access to resources, etc. as well as the demographic make-up of towns, cities, states and regions due to migration and settlement patterns.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
A) I can illustrate the effect of economic bust and booms in the development of the United States and North Carolina.

B) I can show the impact of political and social calm and chaos on the development of North Carolina and United States.

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

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation:**
A) Using a documentary resource and viewing guide or secondary source, complete in triads a “Compare and Contrast Graphic” of Boom Times and Bust Times.

B) Using historic newspaper articles, have students read NC article before and then after the struggle between the NC Regulators and Governor Tryon. Have them use the QAR Strategy in their reading. In their quads, discuss orally the colonial period before and during the problem. **Major Question: How did the people of the Piedmont and Coastal North Carolina change**

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
//A. Have students complete a boom/bust sort using short statements, short paragraphs, and pictures/graphics. // //B. Complete modified “get one take one strategy” in quads and expand to 2 quads working together. //

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
A. Student research one particular difference between boom and bust periods. Write a poem, short story or song lyric to illustrate the problem and solution. {Boom & Bust periods: 1790s -1810s; 1820’s, 1830s. 1860-1870s, 1920s – 1930s, 1970s-1980s; 1990s- 2000s} B. Write a mock conversation between the regulator leader and Governor Tryon or Other times: End of each war; War for Independence; Civil War; Reconstruction, Cold War Era; Oil Embargo; Iran Hostage; 9-11 ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources** A) Learn NC - [] United Streaming - boom and bust times Textbooks, informational text i.e.: Inaugural speeches of Hoover & Roosevelt C-Span for Educators

B) Historic newspaper articles: []

Question – Answer – Relationship Strategy

<span style="font-family: "Tahoma","sans-serif"; font-size: 11px;">3-2-1 Review Strategy

<span style="font-family: "Tahoma","sans-serif"; font-size: 11px;">Get One – Take One Strategy

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===