8.H.3.3

8.H.3.3 Explain how individuals and groups have influenced economic, political and social change in 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. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 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. 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. || 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: Both individuals and groups can be powerful forces for societal change. The student will know: The beliefs, feelings and actions of people who affected change in North Carolina and the United States.
 * ===Clarifying Objective===
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard(s):**===
 * Understanding, Analyzing, Evaluating** ||
 * For example: John White, Penelope Barker, Henry Berry Lowery, Ella Baker, Terry Sanford, Jim Hunt, Jesse Helms, James K. Polk, and other governors, congressional leaders, presidents, civil rights leaders, activists, citizens, etc.
 * How groups have affected change in the North Carolina and the United States.
 * For example: The Regulators, Abolitionists, Greensboro Four, and the women of the Edenton Tea Party all affected change in North Carolina and the United States.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**
A) I can show how individuals and groups are able to impact economic activity in North Carolina and the United States.

B) I can demonstrate how individuals and groups have influenced social and political movements and ideas in North Carolina and United States.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary** Change, Individuals, Groups, Migration, Immigration, Technology, Innovation, Continuity

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation:**
A) Read using an informational text star about the concept of boycott through informational text (Civil Rights Movement). Major questions: What was the purpose and result of the boycott on a product or activity (Birmingham, Alabama Bus Boycott)

B) Watch a documentary with a viewing guide about a political issue driven by public opinion (i.e : Going off the Gold Standard). Major discussion issue: How did the public force the political leaders to implement or defeat a concern (i.e. How did the public force the Nixon administration to get off the Gold Standard.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
A) Provide students with a mini-lesson on the use of economic pressure as a force of change. Pick a economic strategy for change and apply it to a variety of situations. Determine if it would be effective in each one and why.

B) Have them read the completed cloze procedure on public influence on an issue using the QAR strategy with a peer tutor.

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
A) Research the use of economic strategy (i.e. Boycott, lockout, strike) to impact economic growth in a county, state, country. Present how well it worked in a power point presentation. B) Evaluate the degree of actual change that occurred as a result of public opinion on a issue ( Gold Standard) ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources:**=== A) Civil Rights reading

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[] B. United Streaming – “The Gold Standard [] Copy of the article on the gold standard change []  (Warning: Articles from Wikipedia needs top proof for accuracy versus opinion) ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===