8.H.2.2

===8.H.2.2 Summarize how leadership and citizen actions (e.g. the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots,1898) influenced the outcome of key conflicts in North Carolina and the United States.=== || ===‍‍‍‍‍‍‍‍‍‍**Literacy Standard(s)**===
 * ===**Clarifying Objective**===
 * RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
 * RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
 * RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. ||
 * ===‍**Information Technology Standard**===

8.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).

8.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information. || ===‍**Revised Bloom's Level of thinking**=== ||

**Learning Target/Task Analysis**
The student will understand:
 * Leadership and citizen actions can affect the outcome of conflicts.
 * Citizen action is sometimes contrary to established laws and the ideas of leadership.
 * Leadership can take many different forms from heads of state-to-state and local officials to ordinary citizens.
 * Citizens play a key role in the governance of democratic societies.

The student will know:
 * Various types of leadership (e.g., proprietors, governors, presidents and other heads of state,legislators and other government officials, business and community leaders, citizens).
 * How different types of citizen action influenced the outcome of conflicts (e.g., boycott ,protest, letter writing).
 * The ways in which leaders may have influenced the outcome of conflicts (both positively and negatively) through actions and decision-making such as negotiation, compromise, and deal making.

**I can...summarize how leadership and citizen actions can affect the outcome of conflicts.**
I can show how political and social leadership affects the major conflicts in the United States and North Carolina.

I can illustrate the power of citizen action on conflicts in United States and North Carolina.

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

**Sample Assessments**
From Civil Rights Protests and Dilemmas (Lesson Plan, from LearnNC): Students will choose one of the school norms listed during class discussion. Students will choose to either support the idea of a protest, or to argue why a protest is not a good idea. Students will write a five paragraph argumentative essay with an opening paragraph, three supporting paragraphs and a conclusion. If the student chooses a “pro” stance, the argumentative essay will discuss why a protest is necessary, the ideal strategy, and the ideal outcome. If the student chooses a “con” stance, the argumentative essay will discuss why the protest is unnecessary, what risks are involved, and an alternative solution that is might achieve better results. Students should make use of the lessons they have learned from the personal oral histories, and the civil rights chart.

RAFT activity - Choose a role, audience, format, topic to represent the point of view of one of the participants in the Greensboro Sit-Ins

Accuracy and creativity of powerpoint slide

In a dyad with a learning buddy, complete the “Four Corners Review Strategy”

Read a case study (down to the results) on the actions of leaders and citizens on an issue like “The Death Penalty”. Predict the outcome of negative and positive actions on the issue. Explain your pr5ediction versus the true outcome.

Review the Double Bubble Map, read a brief example – Predict outcome. Reflect on answer.

**Differentiation**
Read in dyads, two opposing political leaders view on the argument of the day. (i.e. “Alexander Hamilton and Aaron Burr”). Using a “T” Chart, log the differences between the two on that argument only. The as a quad determine, “who had the most influence and why?

Critique the two viewpoints and make a judgment on who was correct and why? {Washington/King George; Jefferson/Adams; Lincoln/Jefferson; Roosevelt/Wilson; Democrats/Republicans}

In quads, read 1 newspaper article on citizen protest against and 1 citizen demonstration for the Vietnam War. Use Double Bubble Map to show the comparison.

Write a newspaper article on “How leaders or citizens can a difference on critical issues. {War, states rights, immigration, regulators, Greensboro Four, sit-ins; Wilmington Race Riots}

**Intervention:**
Reading Primary Sources: An Introduction for Students Jim Crow and Segregation Segregation: From Jim Crow to Linda Brown (Library of Congress Lesson Plan)

**Enrichment:**
We are Losing Terry Sanford's North Carolina __Simeon's Story:An Eyewitness Account of the Kidnapping of Emmett Till__, Simeon Wright

‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**
Greensboro Civil Rights The Greensboro Chronology (International Civil Rights Center and Museum) Civil Rights Protests and Dilemmas (Lesson Plan) The Civil Rights Movement (Discovery Education Lesson Plan) Sit Ins: A Timeline Greensboro Sit Ins: Launch of a Civil Rights Movement Oral History: Interview of Terry Sanford by William Chafe

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The Greensboro Sit Ins Oh Freedom! Teaching African American Civil Rights Through American Art at the Smithsonian Songs of the Civil Rights Movement __I Know Why the Caged Bird Sings__ (Maya Angelou) __Freedom on the Menu: The Story of the Greensboro Sit-Ins,__ Carol Boston Weatherford __Smoky Night__, Eve Bunting __We Shall Overcome: A Song That Changed the World__, Stewart Scotts (Includes CD with the song) __ Eyes on the Prize: America's Civil Rights Years, 1954-1965 __, PBS documentary (DVD) __ Freedom Riders: Could You Get on the Bus? __ PBS: The American Experience (DVD) __ Terry Sanford and the New South __, PBS (DVD)

Four Corners Review Strategy Brief articles on individuals/groups in conflict at biography.com Learn NC []

Historic newspaper articles: []

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