Alternate Text Resource #2

SAS Institute Inc. (Producer). (2016).Voting Rights for Women [Motion picture]. Retrieved from

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This resource addresses the topical question regarding civil rights and democracy for oppressed groups and the acquisition of civil rights. It also gives an account of the differing opinions that various individuals had about the government and democracy. Additionally, learning targets regarding civil rights nationally and locally, as well as struggles faced in gaining rights will be met. The students can listen to the resources to learn about the movements women took part in to gain rights, specifically, the right to vote. I really like how interactive this resource is. I can skip over certain sections when letting the students listen in order to modify the lesson to fit my learning targets.


Alternate Text Resource #1

Walbert, D. (2009). Chapter 9: Reconstruction. In Contents: North Carolina in the Civil War and Reconstruction. Retrieved from

Thorpe, F. N. (2001). North Carolina State Constitution. We Are Who We Are: The Story of America’s Constitution, Retrieved from

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I would pair these two articles when assigning them to my class. The NC Constitution ca be a bit heavy to read as a student in 8th grade. The article from gives a breakdown of the NC Constitution in a manner that is easier to read and comprehend. I think that this “cheat sheet” would be good for students to read prior to reading the Constitution and to use as a reference as they progress throughout the document. Additionally, the article from directly addresses how the Constitution granted specific rights to the people, which is a learning target of this lesson. This article addresses the topical question and learning targets regarding democracy in North Carolina’s past.

Anchor Text

Machajewski, S. (2016). C. Poolos (Ed.),What Are State and Local Government?. Retrieved from

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I would purchase this online book for students to read as an introduction to the topic. It is a very easy reading level (grades 1-4) that thoroughly defines the local and state governments and details their roles and democracy within their roles. This source would serve as my anchor text. It would be an easy read for students to get familiar with and learn more about the government’s role and citizens’ rights. It will serve as baseline for knowledge regarding the topic and hopefully get students interested and prepare them for deeper and more challenging reading and thinking. Furthermore, as a special education teacher, this may be a good resource for me to use, even in an 8th grade classroom, where some students may be reading at this level.

Designing Backwards

Content Area:

North Carolina and the United States: Creation and Development of the State and Nation: 8th Grade

Theme: Using NC’s history to overcome struggles faced today.

Essential Question: How does the government and social participation affect society and change?

Topic: North Carolina and US democracy and citizen involvement

Learning Targets:

  • Students will identify democratic ideas in the government at the local, state, and national levels.
  • Students will identify democratic ideas in NC’s past and the US’s past by looking at historical documents
  • Students will understand and reflect on the struggles citizens faced when trying to get their rights
  • Students will understand the various opinions on the government expressed by citizens
  • Students will identify oppressed groups and how they are oppressed
  • Students should be able to identify civil rights movements that occurred at the state and national levels.

Topical Questions:

  • Where can you see democratic ideas and themes in the government at the local level? The state level? The national level?
  • In what ways is democracy a part of North Carolina’s past? The United States’ past? Look at historical documents (e.g. The Declaration of Independence, The Bill of Rights, NC Constitution) to answer this question.
  • How did people’s feelings about government differ from one another? Did everyone like the national government?
  • How is democracy not granted to some groups? Think about slavery, women’s rights, and oppression. What did people do to try to gain more rights?
  • What civil rights movements have occurred in NC? In the US?

Social Studies Literacy Standards

Key Ideas and Details

    Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
    Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure

    Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
    Describe how a text presents information (e.g., sequentially, comparatively, causally).
    Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

    Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
    Distinguish among fact, opinion, and reasoned judgment in a text.
    Analyze the relationship between a primary and secondary source on the same topic.

North Carolina Eighth Grade Social Studies Essential Standards

The new essential standards for eighth grade will integrate United States history with the study of North Carolina history. This integrated study helps students understand and appreciate the legacy of our democratic republic and to develop skills needed to engage responsibly and intelligently as North Carolinians.

Students will embark on a more rigorous study of the historical foundations and democratic principles that continue to shape our state and nation. Students will begin with a review of the major ideas and events preceding the foundation of North Carolina and the United States. The main focus of the course will be the critical events, personalities, issues, and developments in the state and nation from the Revolutionary Era to contemporary times.

Students will analyze the relationship of geography, events and people to the political, economic, technological, and cultural developments that shaped our existence in North Carolina and the United States over time. Local and federal history will be studied.

The five strands of this standard are: history, geography and environmental literacy, economics and financial literacy, civics and governance and culture. These strands will be integrated and woven together as they are covered.

There are two types of essential standards – one that identifies the skills that students should master during the course of the year and another that identify the knowledge and understandings. The skills should be taught within the context of applying knowledge and understandings of the creation and development of North Carolina and the United States.

  • 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).
  • C&G.1.2: Evaluate the degree to which democratic ideals are evident in historical documents from North Carolina and the United States (e.g. the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971).
  • 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).
  • 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).
  • C&G.2.1: Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying).
  • C&G.2.2: Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to education, housing and employment).
  • C&G.2.3: Explain the impact of human and civil rights issues throughout North Carolina and United States history.