Wauford 1

FourthGradeSocialStudiesUnit

ExperiencingNorthCarolina
AnExplorationoftheStateandItsPeople
UnitOverview

I.Purpose
ToconstructafoundationalunderstandingofNorthCarolinahistoryandcultivate
anawarenessofthediverseculturalgroupsandsignificantfiguresthatshapedthe
state.

Rationale
Studentswillparticipateinavarietyofageappropriateandhandsonactivities
designedtoengageandinspireexplorationandknowledgeacquisition.Authentic
experiencesincludingartifactmanipulation,guestspeakers,andafieldtriptoOld
SalemwilligniteapassionforNorthCarolinahistoryandenableeachstudentto
achieveafundamentalunderstandingofthestate.

II.SpecificContentKnowledge
ThisunitisdesignedtoguidestudentsthroughanexplorationofNorthCarolina
history.StudentswillinvestigateNorthCarolinageographyandthehistorical
evolutionofthestatebeginningwithNativeAmericansandprogressingthroughthe
AmericanRevolution.

Specifically,studentswilllearnabouttheNativeAmericanIndiantribeswhofirst
inhabitedthestate,EuropeanexplorersandtheLostColony,colonizationand
settlementofthethreegeographicregions,piratesoftheCarolinas,andthe
involvementofNorthCarolinaintheAmericanRevolution.

Resources
Auden,S.&Griffin,P.(2007).VoicesfromcolonialAmerica:NorthCarolina1524
1776.NationalGeographicSociety.

Berson,J.B.,Howard,T.C.&Salinas,C.(2009).Socialstudies:NorthCarolina
geography,history,andculture.Orlando,FL:Harcourt.

Bradley,R.(1967).Weaversoftales.Cherokee,NC:BettyDupree.

Bruchac,J.&Locker,T.(1995).Theearthunderskybearsfeet:NativeAmerican
poemsoftheland.NewYork,NY:Trumpet.

Bruchac,J.&London,J.(1992).Thirteenmoonsonturtlesback:ANativeAmerican
yearofmoons.NewYork,NY:Trumpet.

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Capaldi,G.(1997).NativeAmericans:Customs,costumes,legends,andlore.Torrance,
CA:GoodApple.

Chase,R.(2003).TheJacktales:FolktalesfromthesouthernAppalachians.

Goldman,P.B.(Ed.).(2006).NorthCarolinasadventures,mysteries,legends,&ghost
stories!Greensboro,NC:AllosaurusPublishers.

Ide,E.(1984).LostColonygames:FirstEnglishgamesbroughttoAmerica.Raleigh,
NC:SparksPress.

Landau,E.(1992).TheCherokees.Danbury,CT:FranklinWatts.

Lynch,P.A.ThelostcolonyatRoanoke.Orlando,FL:Harcourt.

PorterIII,C.(1972).Adventurestoanewworld:TheRoanokecolony,158587.
Washington,DC:OfficeofPublications,NationalParkService,U.S.
DepartmentoftheInterior.

Schulz,A.(2002).NorthCarolina:HelloU.S.A.Minneapolis,MN:LernerPublications
Company.

WhiteDeerofAutumn.(1991).CeremonyInthecircleoflife(softcovered.).
Hillsboro,OR:BeyondWordsPublishing,Inc.

Wiener,R&Arnold,J.R.(2005).13Colonies,NorthCarolina:ThehistoryofNorth
CarolinaColony,16551776.Chicago,IL:Raintree.

Yolen,J.&YolenStemple,H.E.(2003).Roanoke,thelostcolony:Anunsolvedmystery

fromhistory.

Zepke,T.(2009).PiratesoftheCarolinasforkids.Sarasota,FL:PineapplePress,Inc.

III.ContentIntegration
Science
DuringtheNativeAmericanIndianslesson,studentswillbeencouragedtoidentify
anddescribewaysIndiantribesusedrocksintheirdailylives.

LanguageArts
Throughouttheunitstudentswillbeexpectedtoreadandrespondtoavarietyof
texts(includingnonfictionandfiction)aswellascomposenumerouswritten
presentationstodemonstrateknowledgeacquisition.Forexample,studentswill
haveopportunitiestojournalasNativeAmericanIndiansandMoraviansettlers,
composedramaticskitsandmountaininspiredfolktales,andutilizetechnologyto
presentpiratesoftheCarolinas.

Wauford 3
TheatreArts
AstheyexplorehowthemountainsofNorthCarolinaweresettled,studentswillbe
expectedtocomposeaskit,collaboratetocreatesceneryandcostumes,andassume
theroleofnonreal(historicallyaccurate)charactersastheysharetheirdramatic
presentations.

IV.NorthCarolinaStandardCourseofStudy

SocialStudiesGoalsandObjectives
CompetencyGoal1Thelearnerwillapplythefivethemesofgeographyto
NorthCarolinaanditspeople.
Objective1.02Describeandcomparethephysicalandculturalcharacteristicsof
theregions.
Objective1.05Assesshumanmovementasitrelatestothephysicalenvironment.

CompetencyGoal2Thelearnerwillexaminetheimportanceoftheroleof
ethnicgroupsandexaminethemultiplerolestheyhaveplayedinthe
developmentofNorthCarolina.
Objective2.01LocateanddescribeAmericanIndiansinNorthCarolina,pastand
present.

CompetencyGoal3ThelearnerwilltracethehistoryofcolonizationinNorth
Carolinaandevaluateitssignificancefordiversepeoplesideas.
Objective3.01Assesschangesinwaysoflivingovertimeanddeterminewhether
thechangesareprimarilypolitical,economic,orsocial.

Objective3.02Identifypeople,symbols,events,anddocumentsassociatedwith
NorthCarolinashistory.

Objective3.03ExaminetheLostColonyandexplainitsimportanceinthe
settlementofNorthCarolina.

CompetencyGoal4Thelearnerwillanalyzesocialandpoliticalinstitutions
inNorthCarolinasuchasgovernment,education,religion,andfamilyandhow
theystructuresociety,influencebehavior,andrespondtohumanneeds.
Objective4.02IdentifyreligiousgroupsthathaveinfluencedlifeinNorthCarolina
andassesstheimpactoftheirbeliefs.

ScienceGoalsandObjectives
CompetencyGoal2Thelearnerwillconductinvestigationsanduse
appropriatetechnologytobuildanunderstandingofthecompositionanduses
ofrocksandminerals.
Objective2.05Discussandcommunicatetheusesofrocksandminerals.

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LanguageArtsGoalsandObjectives
CompetencyGoal4Thelearnerwillapplystrategiesandskillstocreateoral,
written,andvisualtexts.
4.02Useoralandwrittenlanguageto:
presentinformationandideasinaclear,concisemanner.
discuss.
interview.
solveproblems.
makedecisions.

4.03Makeoralandwrittenpresentationsusingvisualaidswithanawarenessof
purposeandaudience.

4.07Composefiction,nonfiction,poetry,anddramausingselfselectedand
assignedtopicsandforms(e.g.,personalandimaginativenarratives,research
reports,diaries,journals,logs,rules,instructions).

4.10Usetechnologyasatooltogather,organize,andpresentinformation.

TheatreArtsGoalsandObjectives
CompetencyGoal2Thelearnerwillactbyinteractinginimprovisationsand
assumingroles.
2.07Assumetheroleofavarietyofrealandnonrealcharacters.

CompetencyGoal3Thelearnerwilldesignandproducetheatreby
conceptualizingandrealizingartisticinterpretationsforinformalorformal
productions.
3.03Collaboratetocreatesimplesceneryandcostumesforactingoutdramas.

V.Accommodations/Modifications
Thestudentwithawritingaccommodationwillbeallowedtodictatewritten
assignmentstotheteacherwhowillrecordlengthytasksonbehalfofthestudent.
Whengradinghisassignments,gradeonlythetaskshecompletes.

Duringpartneractivities,thestudentwhoisselectivemute(andSED)willbe
offeredtheopportunitytoselecthisownpartnerastudentheenjoys,whoisa
goodinfluence,andwhowillencourageproductivity.Ifhewillchoosetomakea
gooddecision,thenhischoicewillbehonored.Additionally,thisstudentwillnotbe
forcedtoparticipateorallyduringgrouppresentations.

Duringpartneractivities,thestudentwhoisoppositionaldefiantwillbeofferedthe
opportunitytoselecthisownpartnerastudentheenjoys,whoisagoodinfluence,
andwhowillencourageproductivity.Ifhewillchoosetomakeagooddecision,then
hischoicewillbehonored.Duringsmallgroupactivities,thisstudentmaychooseto
workindependently.

Wauford 5
UnitTimeline

Day1
Objective
ProvideabriefreviewofNorthCarolinageography.Establishthreecollaborative
groupstoexploreandpresenteachregion.Encouragestudentstobecomeskilled
informationgathererswhoarecomfortableandconfidentsharingtheknowledge
theyacquirethroughresearch.

Strategies
StudentswillparticipateinindividualandgroupactivitiesastheyexploreNorth
Carolinageography.Insmallgroups,studentswillinvestigateeachregionand
createKWLchartstoidentifywhattheyknowandwanttoknow,aswellas
showcasewhattheylearn.Individually,studentswillcreatemapsofNorthCarolina
andlabelsignificantbodiesofwaterandlandformsineachregion.

Assessment
Pre
BrainstormingactivityandstudentsharingasrecordedinSocialStudies
journals

Formative
Informalobservationsandquestionsasdocumentedonparticipation
checklist
Peerevaluationforms
KWLchartsandstudentsharingasrecordedinSocialStudiesjournals

Summativeassessment
IndividualNorthCarolinamaps

Day2
Objective
IntroducestudentstothethreegroupsofAmericanIndiansnativetoNorth
Carolina.Workingincollaborativegroups,studentswillinvestigatetheindividual
tribeswhoinhabitedthethreeregionsofthestate.

Strategies
StudentswillparticipateinindividualandgroupactivitiesastheyexploreNative
AmericanIndiansinNorthCarolina.Insmallgroups,studentswillresearchthe
groupnativetoeachregionandcreateposterstopresentitstribestotheir
classmates.Individually,studentswillfurtherdeveloptheirmapsofNorthCarolina
astheyincorporateonetribeintoeachregion.Additionally,eachstudentwill
composeajournalentryfromtheperspectiveofaNativeAmericanlivinginearly
NorthCarolina.

6
Assessment
Pre
BrainstormingactivityandstudentsharingasrecordedinSocialStudies
journals

Formative
Informalobservationsandquestionsasdocumentedonparticipation
checklist
Peerevaluationforms
Regionalposters

Summativeassessment
IndividualNorthCarolinamaps
NativeAmericanjournalentries

Day3
Objective
ExposestudentstoareallifeNativeAmericanIndianwhowillpresentanddiscuss
tribalcustomsandwaysoflife.

Strategies
AlocalNativeAmericanwillengagestudentswithapresentationofhis/hertribe
andactivitiestocultivateawarenessandunderstandingofNativeAmericanculture.

Assessment
Summativeassessment
StudentswillwritethankyounotestotheNativeAmericanguestdetailing
whattheylearnedduringthepresentation.

Day4
Objective
ExposestudentstotheoriginsofEuropeancolonizationinNorthCarolina.
Encouragestudentstocriticallyevaluatehistoricaldatainordertocraftmeaningful
questionsandgeneratehistoricallysoundconclusions.

Strategies
Asawholeclass,studentswillshareinareadaloudofRoanoke,theLostColony:An
UnsolvedMysteryfromHistoryanddiscussthebook.Inpartners,studentswill
researchexplorersandtheLostColonytocreateandillustratetimelines.
Individually,studentswillfurtherdeveloptheirmapsofNorthCarolinaasthey
drawandlabeltheshipofaEuropeanexplorerandRoanokeIsland.Additionally,
eachstudentwillBetheHistorianashe/shecomposesahistoricallysound
conclusionforthedisappearanceoftheLostColony.

Wauford 7
Assessment
Pre
StudentresponsestothereadaloudanddiscussionofRoanoke,theLost
Colony:AnUnsolvedMysteryfromHistory

Formative
Informalobservationsandquestionsasdocumentedonparticipation
checklist
Peerevaluationforms
Timelines

Summativeassessment
IndividualNorthCarolinamaps
LostColonyconclusioncompositions(inSocialStudiesjournals)

Day5
Objective
ExposestudentstothemovementandsettlementpatternoftheEuropeancolonists.
Encouragestudentstoidentifyandevaluatethebenefitsandcostsofcolonization.

Strategies
Studentswillparticipateinindividualandpartneractivitiesastheyexplore
colonizationoftheCoastalPlain.Inpartners,studentswillconductresearchin
ordertocreateandillustratetimelinesdetailingCoastalPlainsettlement.
Individually,studentswillfurtherdeveloptheirmapsofNorthCarolinaasthey
incorporateoneNativeAmericanIndiantribeintotheCoastalPlain.Additionally,
eachstudentwillrespondtothequestion,HowdoyoufeelaboutEuropean
colonization?inhis/herSocialStudiesjournal.

Assessment
Pre
Studentresponsestolessonactivationquestionsandsharingasrecordedin
SocialStudiesjournals

Formative
Informalobservationsandquestionsasdocumentedonparticipation
checklist
Peerevaluationforms
Timelines

Summativeassessment
IndividualNorthCarolinamaps
JournalresponsefromtheperspectiveofaNativeAmericanIndian

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Day6
Objective
Introducestudentstotheexistenceofpiracyduringthecolonizationofcoastal
NorthCarolina.Encouragestudentstoexploreandunderstandtheriseandfallof
piracythroughinfamouspiratessuchasEdwardTeachandAnneBonny.

Strategies
StudentswillparticipateinindividualandpartneractivitiesastheyexploreNorth
Carolinapirates.EachpairofstudentsshouldresearchapirateoftheCarolinasand
collaboratetocreateaPowerPointpresentationdesignedtoteachclassmatesabout
theirpirate.Individually,studentswillrespondtothefollowingpromptintheir
SocialStudiesjournals.Identifyanddescribefivefactsaboutpiratesofthe
Carolinas.Additionally,eachstudentshouldfurtherdevelophis/hermapofNorth
CarolinabydrawingandlabelingonepirateshipoffthecoastofNorthCarolina.

Assessment
Pre
BrainstormingactivityandstudentsharingasrecordedinSocialStudies
journals

Formative
Informalobservationsandquestionsasdocumentedonparticipation
checklist

Day7
Objective
AllowstudentstobecomeexpertsononepirateoftheCarolinasandhone
presentationskillsastheycreateandsharePowerPointproductions.

Strategies
ProvidestudentstimetocompletetheirPowerPointpresentations.Thenallow
partnerstimetorehearsepresentingbeforesharingtheircreationswiththeclass.
Followingthepresentations,eachstudentshouldindividuallyrespondtothe
writingpromptandcompletethemappingactivityforthislesson.

Assessment
Formative
Peerevaluationforms
PiratePowerPointPresentations

Summativeassessment
IndividualNorthCarolinamaps
FivefactsaboutNorthCarolinapiratesasrecordedinSocialStudiesjournals

Wauford 9
Day8
Objective
FurtherexplorethemovementandsettlementpatternoftheEuropeancolonists.
IntroducestudentstolifeinthePiedmont.Cultivateanawarenessofthenatural
characteristicsthatdrewsettlerstothePiedmont.

Strategies
Studentswillparticipateinindividualandgroupactivitiesastheyexplorethe
beginningsoftheNorthCarolinaPiedmont.Insmallgroups,studentswillresearch
thesettlementofthePiedmontandcreatestoryladderstosharewiththeclass.
Individually,studentswillfurtherdeveloptheirmapsofNorthCarolinaasthey
incorporateOldSalemintothePiedmontregion.Additionally,eachstudentwill
composeajournaldescribingadayinthelifeofaMoraviansettlerinSalem.

Assessment
Pre
BrainstormingactivityandstudentsharingasrecordedinSocialStudies
journals

Formative
Informalobservationsandquestionsasdocumentedonparticipation
checklist
Peerevaluationforms
Storyladders

Summativeassessment
IndividualNorthCarolinamaps
AdayinthelifeofaMoraviansettlerjournalentry

Day9
Objective
GuidestudentsonafieldtripofOldSalem.ExposestudentstolifeasaMoravian
settlerintheNorthCarolinaPiedmontduringthelateeighteenthcentury.

Strategies
Insmallgroups,studentswillparticipateinaguidedtourofOldSalem.Throughoral
presentationsandhandsonactivities,studentswillexperienceeighteenthcentury
lifeinthePiedmont.Asawholeclass,studentswilllearnaboutthelivesofenslaved
AfricanAmericanMoraviansduringaprivatetourofSaintPhillipsChurch(ledby
archeologistsMoandMarthaHartley),theoldestAfricanAmericanchurchinNorth
Carolina.

Assessment
Summativeassessment
StudentswillwritethankyounotestoMoandMarthaHartleydescribingall
theylearnedduringthetourofSaintPhillipsChurch.

10

Eachstudentwillwriteareflectiondocumentingatleast5thingshe/she
learnedaboutsettlingthePiedmontduringthevisittooldSalem.

Day10
Objective
IntroducestudentstoaguestspeakerwhowillpresentanddiscusstheNorth
CarolinapotterytraditionnativetothePiedmont.Studentswillobservepottery
artifactscraftedinthePiedmont.Theywillexplorethesignificanceoffacejugsand
havetheopportunitytocreatetheirownuniquefacejugsusingairdryclayand
paint.

Strategies
ANorthCarolinapotteryexpertwillengagestudentswithartifactsnativetothe
Piedmontregionandthensharethetraditionofpotteryinthestate.Next,the
speakerwillpresentaNorthCarolinafacejugtothestudents,explainits
significance,andinvitestudentstocreatetheirownfacejugs.Eachstudentwill
manipulateairdryclaytocreatehis/herownfacejug.

Assessment
Summativeassessment
StudentswillcreatetheirownfacejugsinspiredbytheNorthCarolina
potterytradition.

Studentswillwritethankyounotestothespeakerdetailingwhatthey
learnedduringthepotterypresentation.

Day11
Objective
FurtherexplorethemovementandsettlementpatternoftheEuropeancolonists.
Introducestudentstolifeinthemountains.Exploremountainsettlementandits
effectsonNativeAmericanIndiansinNorthCarolina.

Strategies
Asawholeclass,studentswillshareinareadaloudofafolktalefromTheJackTales
anddiscusshowandwhyfolktaleswerecreated.Insmallgroups,studentswill
researchmigrationtothemountainsandcomposeskitsandcreatesimplescenery
andcostumestopresentmountainlifeandconflictsamongEuropeansettlersand
NativeAmericanIndians.Individually,studentswillfurtherdeveloptheirmapsof
NorthCarolinaastheydrawandlabelonemountainrangeandincorporatethe
Cherokeetribeintothemountainregion.Additionally,eachstudentwillcompose
andrecordamountainfolktaleinhis/herSocialStudiesjournal.

Wauford 11
Assessment
Pre
BrainstormingactivityandstudentsharingasrecordedinSocialStudies
journals
StudentresponsestothereadaloudanddiscussionofTheJackTales

Formative
Informalobservationsandquestionsasdocumentedonparticipation
checklist
Peerevaluationforms
Skits,scenery,andcostumes

Summativeassessment
IndividualNorthCarolinamaps
Folktalecompositions(inSocialStudiesjournals)

Day12
Objective
IntroducestudentstotheAmericanRevolution.Encouragestudentstoexploreand
understandtheconflictsthatinitiatedtheRevolution,aswellasimportantpeople,
events,anddocumentsfundamentaltocolonialprotest,revolt,andultimate
independenceforNorthCarolina.

Strategies
Studentswillparticipateinindividualandgroupactivitiesastheyexplorethe
AmericanRevolutionandhowitimpactedNorthCarolina.Insmallgroups,students
willconductresearchandcomposeskitsandcreatesimplesceneryandcostumesto
presenttheAmericanRevolutioninNorthCarolina.Individually,studentswill
furtherdeveloptheirmapsofNorthCarolinaastheyidentifyandlabelthethree
mostsignificantRevolutionaryWarbattlesinthestate.Additionally,eachstudent
willBetheRevolutionaryashe/shecomposesahistoricallysoundletter
protestingEnglishrulefromtheperspectiveofacolonisttotheKingofEngland.

Assessment
Pre
BrainstormingactivityandstudentsharingasrecordedinSocialStudies
journals

Formative
Informalobservationsandquestionsasdocumentedonparticipation
checklist
Peerevaluationforms
Skits,scenery,andcostumes

12
Summativeassessment
IndividualNorthCarolinamaps
Protestlettercompositions

Day13
Objective
Providestudentstimetocompleteasummativeassessmentfortheunitintheform
ofatravellog.Eachstudentshouldcomposeatravellogintheformatofhis/her
choosing(poster,brochure,journal,PowerPoint,etc.).Eachtravellogshould
includedetaileddescriptionsofeachregionsuchasthegeographyoftheregionand
itsnaturalresources,whoinhabitedtheareaandhowtheylived,howandwhenit
wassettled,andsignificanteventsastheyoccurredineachregionofNorthCarolina.

Strategies
Studentswillworkindependentlytocompletethesummativeassessment.

Assessment
Formative
Informalobservations

Day14
Objective
Providestudentstimetocompleteasummativeassessmentfortheunitintheform
ofatravellog.Eachstudentshouldcomposeatravellogintheformatofhis/her
choosing(poster,brochure,journal,PowerPoint,etc.).Eachtravellogshould
includedetaileddescriptionsofeachregionsuchasthegeographyoftheregionand
itsnaturalresources,whoinhabitedtheareaandhowtheylived,howandwhenit
wassettled,andsignificanteventsastheyoccurredineachregionofNorthCarolina.

Strategies
Studentswillworkindependentlytocompletethesummativeassessment.

Assessment
Formative
Informalobservations

Day15
Objective
Alloweachstudenttosharethetravellogsummativeassessmentwiththeclass.
Eachstudentshouldpresentatravellogintheformatofhis/herchoosing(poster,
brochure,journal,PowerPoint,etc.).Eachtravellogshouldincludedetailed
descriptionsofeachregionsuchasthegeographyoftheregionanditsnatural
resources,whoinhabitedtheareaandhowtheylived,howandwhenitwassettled,
andsignificanteventsastheyoccurredineachregionofNorthCarolina.

Wauford 13
Strategies
Studentswillpresentandsubmittravellogs.

Assessment
Summativeassessment
NorthCarolinatravellog

LessonPlanI

Title
NorthCarolinaGeographyUnderstandingandMappingtheRegions

GradeLevel
Fourth

TeacherObjective
ProvideabriefreviewofNorthCarolinageography.Establishthreecollaborative
groupstoexploreandpresenteachregion.Encouragestudentstobecomeskilled
informationgathererswhoarecomfortableandconfidentsharingtheknowledge
theyacquirethroughresearch.

NCSCOSGoalandObjective
SocialStudiesCompetencyGoal1Thelearnerwillapplythefivethemesof
geographytoNorthCarolinaanditspeople.
Objective1.02Describeandcomparephysicalandculturalcharacteristicsofthe
regions.*Thislessonfocusesonthephysicalcharacteristicsoftheregionsasthe
unitwillintroduceandexplorerelevantculturalgroupsasitprogresses.

PriorKnowledgeRequired
AbasicknowledgeofthethreeNorthCarolinaregionsisrequiredtoparticipatein
thebrainstormingactivityandcontributetothegroupactivity.

MaterialsNeeded
Laminatedimageofeachregion(3ofeachregion)
SocialStudiesjournals
KWLcharts(1foreachstudent)
Posterboard(1foreachstudent)
Constructionpaper(inavarietyofcolors)
Colorpencils
Markers

Vocabulary
Landforms
Riversystem
Naturalresource

14
Wetlands
OuterBanks
Elevation
FallLine
Precipitation
Region
Culture
Migration
Frontier

Resources
Berson,J.B.,Howard,T.C.&Salinas,C.(2009).Socialstudies:NorthCarolina
geography,history,andculture.Orlando,FL:Harcourt.

Schulz,A.(2002).NorthCarolina:HelloU.S.A.Minneapolis,MN:LernerPublications

Company.

Strategies
Before
Presentthelessonobjectiveandthenaskstudentstoparticipateinaquickactivity
todeterminewhattheyknowaboutthethreeregionsofNorthCarolina.Inform
studentstheywillreceiveanimageofaparticularregionandhavethreeminutesto
writedowneverythingtheyknowabouttheregionintheirSocialStudiesjournals
beforehandingtheimageofftothenextgroupandreceivinganotherimagefrom
theothergroup.Tellstudentstheywillreceivethreecopiesofeachimagetoensure
eachlearnerhasanopportunitytovieweachregion.Studentsshouldrecordideas
usingbulletedlists,notcompletesentences.DistributethreeCoastalPlainimagesto
onegroupingofdesks,threePiedmontimagestoanother,andthreeNorthCarolina
mountainsimagestothefinalgrouping.Begintheactivityandrotatetheimages
everythreeminutesuntileachgrouphasrecordedwhattheyknowaboutallthree
regions.

Presentimagesoneatatimeandaskvolunteerstoidentifytheregionsandshare
severalcharacteristicsofeach.

During
Presenttheactivityasfollowsandletstudentsknowtheywillhave20minutes
beforelunchandfiveminutesafterlunchtocompletethetask.Havestudentswork
intheirexistingseatinggroups.Informstudentstheywillevaluatethemselvesand
theirgroupmembersregardingrespect,attitude,participation,andcontribution
followingtheactivity.Displayandpresentthepeerevaluationformusingthe
documentcameraandansweranyrelatedquestions.Assignaregiontoeachgroup.
DistributeaKWLcharttoeachstudent.AskthemtocompletetheK(whatyou
know)andW(whatyouwanttoknow)columnsbeforeopeningtheirbooks.Then
encouragestudentstoutilizetheconsumableSocialStudiesbooksandpartone
(TheLand:IslandstoAppalachians)ofNorthCarolina:HelloU.S.A.toexploretheir

Wauford 15
assignedregionsandcompletetheL(whatyoulearned)column.Circulate
throughouttheroomwithaparticipationchecklisttoensureallstudentsare
contributingandtoanswerquestions.

Eachgroupshouldsharewhatstudentsknowandlearnedabouttheirregion.

Distributepeerevaluationformsandallowstudentsthreeminutestoassess
themselvesandtheirgroupmembers.

CollectKWLchartsandselectthemostprofessionallydraftedversionfromeach
grouptobegincompilingaclassroomcollaborativeNorthCarolinaandItsPeople
resourceguide.

After
ProvideeachstudentwithaposterboardonwhichtodrawthestateofNorth
Carolina.Havestudentslocateandcoloreachregionandsignificantlandformsand
bodiesofwater.Duringthisactivity,studentsshoulddrawandlabeltwobodiesof
waterineachregionandtwomountainrangesinthemountains.Informstudents
theywillbeaddingtotheirmapsthroughouttheunitastheylearnmoreabout
NorthCarolinaanditspeople.Letstudentsknowtheywillhavetwentyminutesto
completetheactivity.Usethedocumentcameratodisplaythemappingactivity
rubricforstudentsbeforetheybeginworking.

Accommodations
Thestudentwhoisselectivemutewillhavetheoptionofsharinghisthoughtswith
theteacherwhowillthenrepeatthemtothegroup.

Thestudentwhoisoppositionaldefiantwillhavetheoptionofworking
independentlyifdesired.

Assessment
Thegroupactivitywillbeassessedaccordingtoinformalobservationsas
documentedontheparticipationchecklistandtheindividualandpeerevaluation
forms.

Theindividualactivitywillbeassessedaccordingtothemappingactivityrubricas
displayedforstudentswhenthetaskwasassigned.

LessonPlanII

Title
NorthCarolinaIndiansRegionalTribesandWaysofLife

GradeLevel
Fourth

16
TeacherObjective
IntroducestudentstothethreegroupsofAmericanIndiansnativetoNorth
Carolina.Workingincollaborativegroups,studentswillinvestigatetheindividual
tribeswhoinhabitedthethreeregionsofthestate.

NCSCOSGoalandObjective
SocialStudiesCompetencyGoal2Thelearnerwillexaminetheimportance
oftheroleofethnicgroupsandexaminethemultiplerolestheyhaveplayedin
thedevelopmentofNorthCarolina.
Objective2.01LocateanddescribeAmericanIndiansinNorthCarolina,pastand
present.

ScienceCompetencyGoal2Thelearnerwillconductinvestigationsanduse
appropriatetechnologytobuildanunderstandingofthecompositionanduses
ofrocksandminerals.
Objective2.05Discussandcommunicatetheusesofrocksandminerals.

LanguageArtsCompetencyGoal4Thelearnerwillapplystrategiesandskills
tocreateoral,written,andvisualtexts.
4.07Composefiction,nonfiction,poetry,anddramausingselfselectedand
assignedtopicsandforms(e.g.,personalandimaginativenarratives,research
reports,diaries,journals,logs,rules,instructions).

PriorKnowledgeRequired
StudentsshouldpossessafundamentalknowledgeoftheNorthCarolinaregionsin
termsoflocation,majorlandforms,andbodiesofwater.

StudentsmustrecognizeanarrowheadasaNativeAmericanartifactinorderto
participateandbenefitfromthebrainstormingactivity.

MaterialsNeeded
Reproductionarrowheads(1foreachstudent)
SocialStudiesjournals
Posterboard(1foreachgroup)
Markers(inavarietyofcolors)
Colorpencils

Vocabulary
Tribe
Longhouse
Wigwam
Government
Democracy
Ceremony
Confederation

Wauford 17
Resources
Auden,S.&Griffin,P.(2007).VoicesfromcolonialAmerica:NorthCarolina1524
1776.NationalGeographicSociety.

Berson,J.B.,Howard,T.C.&Salinas,C.(2009).Socialstudies:NorthCarolina
geography,history,andculture.Orlando,FL:Harcourt.

Schulz,A.(2002).NorthCarolina:HelloU.S.A.Minneapolis,MN:LernerPublications

Company.

Strategies
Before
Presentthelessonobjectiveandthenaskstudentstoparticipateinaquickartifact
activitytoactivatetheirminds.Informstudentstheywillreceiveanartifactand
havethreeminutestowritedowneverythingtheyknowaboutitintheirSocial
Studiesjournals.Studentsshouldrecordideasusingbulletedlists,notcomplete
sentences.Distributeareproductionarrowheadtoeachstudentandbegintiming.
Afterthreeminutes,askstudentstoputtheirpencilsdown.

Presenttheartifactandaskvolunteerstosharewhattheyknowaboutit.Ask
studentsthefollowingquestions.Whatisthearrowheadmadeof?Whatother
itemsdidNativeAmericanIndiansuserockstocreate?

During
FacilitateabriefreviewofthethreeNorthCarolinaregionsandthenaskstudentsto
respondtothefollowingquestionsintheirSocialStudiesjournals.Whofirst
inhabitedtheseregions?WhendidtheyarriveinNorthCarolina?Howdidthey
gethere?DotheyliveinNorthCarolinatoday?Thencalluponvolunteerstoshare
theirideas.

Next,introducetheactivityasfollowsandinformstudentstheywillhave20
minutestocompletethetask.Havestudentsworkintheirexistingseatinggroups.
Informstudentstheywillevaluatethemselvesandtheirgroupmembersregarding
respect,attitude,participation,andcontributionfollowingtheactivity.Displayand
presentthepeerevaluationformusingthedocumentcameraandanswerany
relatedquestions.Assignaregiontoeachgroup.Eachgroupshouldexploreits
regiontoidentifythetribeswhoinhabitedtheareaandhowtheylived.Provide
eachgroupmemberwithadifferentcolormarker.Distributeaposterboardtoeach
groupandhaveeachlearnerrecordhis/hernameonthebackwiththecolormarker
he/shewillbeusingonthepresentationside.Letstudentsknowthepostershould
includetheregion,tribes,wayoflife,anduniquecharacteristics.Allowfreedomas
totheformattingoftheposter.Besurestudentsunderstandtheywillbeassessedby
theirpeersandtheteacheraccordingtoinformalobservationsandindividual
contributionsasindicatedbymarkercolor.Thenencouragestudentstoutilizethe
consumableSocialStudiesbooks,pages17through21ofNorthCarolina:Hello
U.S.A.,andVoicesfromColonialAmerica:NorthCarolina15241776.Circulate

18
throughouttheroomwithaparticipationchecklisttodocumentobservationsandto
answerquestions.

Eachgroupshouldpresentitsfindingsandfieldquestionsfromtheteacherand
classmates.

Distributepeerevaluationformsandallowstudentsthreeminutestoassess
themselvesandtheirgroupmembers.

CollectpostersanddisplaythemintheclassroomtoserveasNorthCarolinahistory
resourcesforstudentsthroughouttheunit.

After
Askeachstudenttoselectaregionandwriteajournalentryfromtheperspectiveof
aNativeAmericanIndianlivinginearlyNorthCarolina.Eachentryshouldincludeat
leastsevencompleteandinformativesentencesaswellasanillustration
documentingadayinthelifeofanIndianinthechosenregion.Askeachstudentto
includeatleastoneexampleofhowrocksareutilizedbyNativeAmericansindaily
living.

Additionally,studentsshouldfurtherdeveloptheirNorthCarolinamaps.Duringthis
activity,studentsshouldincorporateoneNativeAmericanIndiantribeintoeach
region.Allowstudentscreativelibertyindecidinghowtorepresenteachtribe
(people,arrowheads,longhouses,wigwams,fires,animals,jewelry,etc.).Let
studentsknoweachtribemustbelabeled.

Informstudentstheywillhave25minutestocompletetheactivities.Usethe
documentcameratodisplaythejournalentryrubricandthemappingactivity
rubricforstudentsbeforetheybeginworking.

Accommodations
Thestudentwithawritingaccommodationwillbeallowedtodictatehisjournal
entrytotheteacherwhowillrecorditinhisSocialStudiesjournal.

Thestudentwhoisselectivemutewillnotbeforcedtoparticipateorallyduring
grouppresentations.

Thestudentwhoisoppositionaldefiantwillhavetheoptionofworking
independentlyifdesired.

Assessment
Thegroupactivitywillbeassessedaccordingtoinformalobservationsas
documentedontheparticipationchecklist,individualandpeerevaluationforms,
andpostercontributionsasindicatedbymarkercolor.

Wauford 19
Theindividualjournalentrywillbeassessedaccordingtotherubricdisplayedfor
studentspriortojournaling.

Theindividualmappingactivitywillbeassessedaccordingtotherubricas
displayedforstudentspriortobeginningthetask.

LessonPlanIII

Title
DiscoveryandSettlementofNorthCarolinaExplorersandtheLostColony

GradeLevel
Fourth

TeacherObjective
ExposestudentstotheoriginsofEuropeancolonizationinNorthCarolina.
Encouragestudentstocriticallyevaluatehistoricaldatainordertocraftmeaningful
questionsandgeneratehistoricallysoundconclusions.

NCSCOSGoalandObjective
CompetencyGoal3ThelearnerwilltracethehistoryofcolonizationinNorth
Carolinaandevaluateitssignificancefordiversepeoplesideas.
Objective3.03ExaminetheLostColonyandexplainitsimportanceinthe
settlementofNorthCarolina.

LanguageArtsCompetencyGoal4Thelearnerwillapplystrategiesandskills
tocreateoral,written,andvisualtexts.
4.02Useoralandwrittenlanguageto:
presentinformationandideasinaclear,concisemanner.
discuss.
interview.
solveproblems.
makedecisions.
*Theindividualactivityinthislessonwillincorporateandassesspresenting
informationandideasinaclear,concisemannerandsolvingproblems.

PriorKnowledgeRequired
StudentsshouldpossessasoundknowledgeofNorthCarolinageography,
specificallytheCoastalPlain.

MaterialsNeeded
Posterboard(cutinhalfvertically1halfforeachgroup)
Markers
SocialStudiesjournals
Colorpencils

20
Vocabulary
Expedition
Colony
Governor
Rawmaterial

Resources
Auden,S.&Griffin,P.(2007).VoicesfromcolonialAmerica:NorthCarolina1524
1776.NationalGeographicSociety.

Berson,J.B.,Howard,T.C.&Salinas,C.(2009).Socialstudies:NorthCarolina
geography,history,andculture.Orlando,FL:Harcourt.

Goldman,P.B.(Ed.).(2006).NorthCarolinasadventures,mysteries,legends,&ghost
stories!Greensboro,NC:AllosaurusPublishers.

Schulz,A.(2002).NorthCarolina:HelloU.S.A.Minneapolis,MN:LernerPublications

Company.

Wiener,R&Arnold,J.R.(2005).13Colonies,NorthCarolina:ThehistoryofNorth
CarolinaColony,16551776.Chicago,IL:Raintree.

Yolen,J.&YolenStemple,H.E.(2003).Roanoke,thelostcolony:Anunsolvedmystery

fromhistory.

Strategies
Before
Presentthelessonobjectiveandtheninvitestudentstoexperienceareadaloud
documentinganunsolvedmysterythathasbaffledhistoriansforhundredsofyears.
Beforereading,encouragestudentstobecomedetectivesandhistorians.Preview
thebook.Discusshowtocriticallyassessthedataforvaluabledetails.Modeland
promoteeffectivequestioningandinvitestudentstosharequestionstheydevelop
beforereading.Then,readaloudRoanoke,theLostColony:AnUnsolvedMystery
fromHistory.Followingthereading,encouragestudentstoconsiderwhatmayhave
happenedtothecolonists.Askvolunteerstosharetheirthoughtsandideas.

During
Assigneachstudentapartnerandpresenttheactivityasfollows.Informstudents
theywillhave20minutestocompletetheactivity.Informstudentstheywill
evaluatethemselvesandtheirpartnersregardingrespect,attitude,participation,
andcontributionfollowingtheactivity.Displayandpresentthepeerevaluation
formusingthedocumentcameraandansweranyrelatedquestions.Distributeone
halfofaposterboardtoeachgroup.Havestudentsreadaboutexplorationand
settlementfrom1492to1590asdiscussedintheirconsumableSocialStudies
books,partone(AColonyLost)of13Colonies,NorthCarolina:TheHistoryofNorth
CarolinaColony,16551776,pages22and23ofNorthCarolina:HelloUS.A.,and

Wauford 21
VoicesfromColonialAmerica:NorthCarolina15241776.Eachgroupoftwoshould
workcollaborativelytocreateatimelinedetailingthearrivalofEuropeansettlers
andtheestablishmentofRoanokeIslandandtheLostColony.Timelinesshould
includewrittendataandillustrations.Circulatethroughouttheroomwitha
participationchecklisttoensureallstudentsarecontributingandtoanswer
questions.

Calluponstudentvolunteerstosharetheirtimelineswiththeclass.

Distributepeerevaluationformsandallowstudentstwominutestoassess
themselvesandtheirgroupmembers.

Collecttimelinesanddisplaythemintheclassroomtoserveashistoricalresources
throughouttheunit.

After
InviteeachstudenttoBetheHistorian.Askeachstudenttocriticallyinvestigate
theLostColonyandcomposeahistoricallysoundconclusiondetailingwhat
happenedtothecolonistswhowereneverfound.Studentcompositionsshouldbe
createdinSocialStudiesjournals.Eachcompositionshouldincludearelevanttitle
andatleastsevencompleteandpurposefulsentences.

Additionally,studentsshouldfurtherdeveloptheirNorthCarolinamaps.Duringthis
activity,studentsshoulddrawandlabeltheshipofaEuropeanexplorerand
RoanokeIsland.

Informstudentstheywillhave20minutestocompletetheactivities.Usethe
documentcameratodisplaythecompositionrubricandthemappingactivityrubric
forstudentsbeforetheybeginworking.

Accommodations
ThestudentwithawritingaccommodationwillbeallowedtodictatehisLost
ColonycompositiontotheteacherwhowillrecorditinhisSocialStudiesjournal.

Thestudentwhoisselectivemute(andSED)willbeofferedtheopportunityto
selecthisownpartnerastudentheenjoys,whoisagoodinfluence,andwhowill
encourageproductivity.Ifhewillchoosetomakeagooddecision,thenhischoice
willbehonored.

Thestudentwhoisoppositionaldefiantwillbeofferedtheopportunitytoselecthis
ownpartnerastudentheenjoys,whoisagoodinfluence,andwhowillencourage
productivity.Ifhewillchoosetomakeagooddecision,thenhischoicewillbe
honored.

22
Assessment
Thepartneractivitywillbeassessedaccordingtoinformalobservationsas
documentedontheparticipationchecklist,individualandpeerevaluationforms,
andtimelinecontent.

TheLostColonycompositionwillbeassessedaccordingtotherubricdisplayedfor
studentspriortojournaling.

Theindividualmappingactivitywillbeassessedaccordingtotherubricas
displayedforstudentspriortobeginningthetask.

LessonPlanIV

Title
SettlingNorthCarolinaOneRegionataTimeColonizingtheCoastalPlain

GradeLevel
Fourth

TeacherObjective
ExposestudentstothemovementandsettlementpatternoftheEuropeancolonists.
Encouragestudentstoidentifyandevaluatethebenefitsandcostsofcolonization.

NCSCOSGoalandObjective
SocialStudiesCompetencyGoal1Thelearnerwillapplythefivethemesof
geographytoNorthCarolinaanditspeople.
Objective1.05Assesshumanmovementasitrelatestothephysicalenvironment.

LanguageArtsCompetencyGoal4Thelearnerwillapplystrategiesandskills
tocreateoral,written,andvisualtexts.
4.07Composefiction,nonfiction,poetry,anddramausingselfselectedand
assignedtopicsandforms(e.g.,personalandimaginativenarratives,research
reports,diaries,journals,logs,rules,instructions).

PriorKnowledgeRequired
StudentsshouldpossessasoundknowledgeofNorthCarolinageography,
specificallytheCoastalPlain,andanawarenessoftheinhabitantsofcoastalNorth
Carolinaduringtheperiod.

MaterialsNeeded
SocialStudiesjournals
Posterboard(cutinhalfvertically1halfforeachgroup)
Markers
Colorpencils

Wauford 23
Vocabulary
Charter
RoyalColony
Proprietor
Assembly
Trade
Tax
Cashcrop

Resources
Auden,S.&Griffin,P.(2007).VoicesfromcolonialAmerica:NorthCarolina1524
1776.NationalGeographicSociety.

Berson,J.B.,Howard,T.C.&Salinas,C.(2009).Socialstudies:NorthCarolina
geography,history,andculture.Orlando,FL:Harcourt.

Schulz,A.(2002).NorthCarolina:HelloU.S.A.Minneapolis,MN:LernerPublications

Company.

Strategies
Before
Presentthelessonobjectiveandthenaskstudentstoparticipateinaquickactivity
todeterminewhattheyknowaboutEuropeancolonization.Havestudentsrespond
tothefollowingquestionsintheirSocialStudiesjournals.WhywouldEuropeans
settletheCoastalPlain?HowdoyouthinksettlementoftheCoastalPlainwill
affectthelivesofNativeAmericanIndians?Whattypesofconflictsmightariseasa
resultofcolonization?Calluponvolunteerstosharetheirresponses.

During
Assigneachstudentapartnerandpresenttheactivityasfollows.Informstudents
theywillhave20minutestocompletetheactivity.Informstudentstheywill
evaluatethemselvesandtheirpartnersregardingrespect,attitude,participation,
andcontributionfollowingtheactivity.Displayandpresentthepeerevaluation
formusingthedocumentcameraandansweranyrelatedquestions.Distributeone
halfofaposterboardtoeachgroup.HavestudentsreadaboutsettlingtheCoastal
PlainasdiscussedintheirconsumableSocialStudiesbooks,pages24through27of
NorthCarolina:HelloUS.A.,andVoicesfromColonialAmerica:NorthCarolina1524
1776.Eachgroupoftwoshouldworkcollaborativelytocreateatimelinedetailing
thecolonizationoftheCoastalPlainincludingsignificantconflictsandthedivision
ofCarolina.Timelinesshouldincludewrittendataandillustrations.Circulate
throughouttheroomwithaparticipationchecklisttoensureallstudentsare
contributingandtoanswerquestions.

Calluponstudentvolunteerstosharetheirtimelineswiththeclass.

24
Distributepeerevaluationformsandallowstudentstwominutestoassess
themselvesandtheirgroupmembers.

Collecttimelinesanddisplaythemintheclassroomtoserveashistoricalresources
throughouttheunit.

After
Askeachstudenttorespondtothefollowingquestioninhis/herSocialStudies
journalfromtheperspectiveofaNativeAmericanIndianlivingintheCoastalPlain.
HowdoyoufeelaboutEuropeancolonization?Eachentryshouldincludeatleast
sevencompleteandinformativesentences.

Atthistime,studentsshouldfurtherdeveloptheirNorthCarolinamaps.Duringthis
activity,studentsshouldincorporateoneIndiantribeintotheCoastalPlain.Allow
studentscreativelibertyindecidinghowtorepresentthetribe(warriors,
longhouses,feathers,Indianweapons,etc.).Letstudentsknowthetribemustbe
labeled.Additionally,eachstudentshoulddrawandlabelthreecashcropsofthe
CoastalPlain.

Informstudentstheywillhave25minutestocompletetheactivities.Usethe
documentcameratodisplaythejournalentryrubricandthemappingactivity
rubricforstudentsbeforetheybeginworking.

Accommodations
ThestudentwithawritingaccommodationwillbeallowedtodictatehisNative
AmericanjournalentrytotheteacherwhowillrecorditinhisSocialStudiesjournal.

Thestudentwhoisselectivemute(andSED)willbeofferedtheopportunityto
selecthisownpartnerastudentheenjoys,whoisagoodinfluence,andwhowill
encourageproductivity.Ifhewillchoosetomakeagooddecision,thenhischoice
willbehonored.

Thestudentwhoisoppositionaldefiantwillbeofferedtheopportunitytoselecthis
ownpartnerastudentheenjoys,whoisagoodinfluence,andwhowillencourage
productivity.Ifhewillchoosetomakeagooddecision,thenhischoicewillbe
honored.

Assessment
Thepartneractivitywillbeassessedaccordingtoinformalobservationsas
documentedontheparticipationchecklist,individualandpeerevaluationforms,
andtimelinecontent.

Theindividualjournalentrywillbeassessedaccordingtotherubricdisplayedfor
studentspriortojournaling.

Wauford 25
Theindividualmappingactivitywillbeassessedaccordingtotherubricas
displayedforstudentspriortobeginningthetask.

LessonPlanV

Title
TerrorontheCoastInfamousPiratesofNorthCarolina

GradeLevel
Fourth

TeacherObjective
Introducestudentstotheexistenceofpiracyduringthecolonizationofcoastal
NorthCarolina.Encouragestudentstoexploreandunderstandtheriseandfallof
piracythroughinfamouspiratessuchasEdwardTeachandAnneBonny.

NCSCOSGoalandObjective
SocialStudiesCompetencyGoal3Thelearnerwilltracethehistoryof
colonizationinNorthCarolinaandevaluateitssignificancefordiverse
peoplesideas.
Objective3.01Assesschangesinwaysoflivingovertimeanddeterminewhether
thechangesareprimarilypolitical,economic,orsocial.

LanguageArtsCompetencyGoal4Thelearnerwillapplystrategiesandskills
tocreateoral,written,andvisualtexts.
4.03Makeoralandwrittenpresentationsusingvisualaidswithanawarenessof
purposeandaudience.

4.10Usetechnologyasatooltogather,organize,andpresentinformation.

PriorKnowledgeRequired
StudentsshouldpossessasoundknowledgeofNorthCarolinageography,
specificallytheCoastalPlain.Additionally,studentsshoulddemonstratean
awarenessofthepolitical,economic,andsocialconditionsoftheperiod.

MaterialsNeeded
Pirateflagposters
SocialStudiesjournals
Laptops
Colorpencils

Vocabulary
Piracy

26
Resources
Berson,J.B.,Howard,T.C.&Salinas,C.(2009).Socialstudies:NorthCarolina
geography,history,andculture.Orlando,FL:Harcourt.

Wiener,R&Arnold,J.R.(2005).13Colonies,NorthCarolina:ThehistoryofNorth
CarolinaColony,16551776.Chicago,IL:Raintree.

Zepke,T.(2009).PiratesoftheCarolinasforkids.Sarasota,FL:PineapplePress,Inc.

Strategies
Before
Presentthelessonobjectiveandthenaskstudentstoparticipateinaquickactivity
toactivatetheirminds.Informstudentseachseatinggroupwillreceiveaposterand
havefourminutestowritedowneverythingtheyknowaboutwhattheyseeintheir
SocialStudiesjournals.Studentsshouldrecordideasusingbulletedlists,not
completesentences.Distributeaposterofpirateflagstoeachgroupandbegin
timing.Afterfourminutes,askstudentstoputtheirpencilsdown.

Askvolunteerstosharewhattheyknowaboutpirates.Posethefollowingquestions
andcalluponstudentstosharetheirthoughtsandideas.Whatisapirate?Has
NorthCarolinaeverbeenhometopirates?

During
Assigneachstudentapartnerandpresenttheactivityasfollows.Informstudents
theywillhave30minutestoworkonthetasktodayandanother30minutes
tomorrow.Informstudentstheywillevaluatethemselvesandtheirpartners
regardingrespect,attitude,participation,andcontributionfollowingtheactivity.
Displayandpresentthepeerevaluationformusingthedocumentcameraand
answeranyrelatedquestions.AssigneachpairofstudentsapirateoftheCarolinas
(Blackbeard,AnneBonny,JohnCalicoJackRackham,MaryRead,HenryLongBen
Avery,WilliamBillyLewis,StedetheGentlemanPirateBonnet,CharlesVane,or
WilliamKidd)andhavethemreadaboutpiracyasdiscussedintheirconsumable
SocialStudiesbooksonpage58,pages36through41of13Colonies,NorthCarolina:
TheHistoryofNorthCarolinaColony,16551776,andpages4through19ofPirates
oftheCarolinasforKids.Eachgroupoftwoshouldworkcollaborativelytocreatea
PowerPointpresentationdesignedtoteachclassmatesabouttheirassignedpirate.
Presentationsshouldincludetextandimages.Circulatethroughouttheroomwitha
participationchecklisttoensureallstudentsarecontributingandtoanswer
questions.

Oncecomplete,eachpairofstudentswillpresenttheirPowerPointpresentationand
teachclassmatesaboutapirateoftheCarolinas.

Distributepeerevaluationformsandallowstudentstwominutestoassess
themselvesandtheirgroupmembers.

Wauford 27
After
AskstudentstorespondindividuallytothefollowingpromptintheirSocialStudies
journals.IdentifyanddescribefivefactsaboutpiratesoftheCarolinas.Eachfact
shouldbewrittenasacompletesentence.

Additionally,studentsshouldfurtherdeveloptheirNorthCarolinamaps.Duringthis
activity,studentsshoulddrawandlabelonepirateshipoffthecoastofNorth
Carolina.

Informstudentstheywillhave15minutestocompletetheactivities.Usethe
documentcameratodisplaythejournalentryrubricandthemappingactivity
rubricforstudentsbeforetheybeginworking.

Accommodations
Thestudentwithawritingaccommodationwillbeallowedtodictatehisjournal
entrytotheteacherwhowillrecorditinhisSocialStudiesjournal.

Thestudentwhoisselectivemute(andSED)willbeofferedtheopportunityto
selecthisownpartnerastudentheenjoys,whoisagoodinfluence,andwhowill
encourageproductivity.Ifhewillchoosetomakeagooddecision,thenhischoice
willbehonored.Additionally,thestudentwhoisselectivemutewillnotbeforcedto
participateorallyduringgrouppresentations.

Thestudentwhoisoppositionaldefiantwillbeofferedtheopportunitytoselecthis
ownpartnerastudentheenjoys,whoisagoodinfluence,andwhowillencourage
productivity.Ifhewillchoosetomakeagooddecision,thenhischoicewillbe
honored.

Assessment
Thepartneractivitywillbeassessedaccordingtoinformalobservationsas
documentedontheparticipationchecklist,individualandpeerevaluationforms,
andPowerPointcontent.

Theindividualjournalentrywillbeassessedaccordingtotherubricdisplayedfor
studentspriortowriting.

Theindividualmappingactivitywillbeassessedaccordingtotherubricas
displayedforstudentspriortobeginningthetask.

28
LessonPlanVI

Title
SettlingNorthCarolinaOneRegionataTimePopulatingthePiedmont

GradeLevel
Fourth

TeacherObjective
FurtherexplorethemovementandsettlementpatternoftheEuropeancolonists.
IntroducestudentstolifeinthePiedmont.Cultivateanawarenessofthenatural
characteristicsthatdrewsettlerstothePiedmont.

NCSCOSGoalandObjective
SocialStudiesCompetencyGoal1Thelearnerwillapplythefivethemesof
geographytoNorthCarolinaanditspeople.
Objective1.05Assesshumanmovementasitrelatestothephysicalenvironment.

SocialStudiesCompetencyGoal4Thelearnerwillanalyzesocialand
politicalinstitutionsinNorthCarolinasuchasgovernment,education,
religion,andfamilyandhowtheystructuresociety,influencebehavior,and
respondtohumanneeds.
Objective4.02IdentifyreligiousgroupsthathaveinfluencedlifeinNorthCarolina
andassesstheimpactoftheirbeliefs.*ThislessonwillfocusontheMoravian
settlementsofBethabaraandSalem.

LanguageArtsCompetencyGoal4Thelearnerwillapplystrategiesandskills
tocreateoral,written,andvisualtexts.
4.07Composefiction,nonfiction,poetry,anddramausingselfselectedand
assignedtopicsandforms(e.g.,personalandimaginativenarratives,research
reports,diaries,journals,logs,rules,instructions).

PriorKnowledgeRequired
StudentsshouldpossessasoundknowledgeofNorthCarolinageography,
specificallythePiedmont.Studentsshouldunderstandthepurposeandpatternof
EuropeansettlementinNorthCarolina.

MaterialsNeeded
SocialStudiesjournals
MoravianStar
MiniaturereplicaoftheOldSalemteapot
12x18Whiteconstructionpaper
Markers
Colorpencils

Wauford 29
Vocabulary
Backcountry
Pioneer
Moravians

Resources
Berson,J.B.,Howard,T.C.&Salinas,C.(2009).Socialstudies:NorthCarolina
geography,history,andculture.Orlando,FL:Harcourt.

Strategies
Before
Presentthelessonobjectiveandthenaskstudentstoparticipateinaquickactivity
todeterminewhattheyknowabouttheNorthCarolinaPiedmont.Informstudents
theywillviewtwosymbolsrepresentativeoftheregionandhavethreeminutesto
writedowneverythingtheyknowabouteachoneintheirSocialStudiesjournals.
Presentsymbolsoneatatimeandaskvolunteerstosharetheirknowledgeofeach
withtheclass.

During
Introducetheactivityasfollowsandinformstudentstheywillhave30minutesto
completethetask.Organizelearnersintogroupsoffour.Informstudentstheywill
evaluatethemselvesandtheirgroupmembersregardingrespect,attitude,
participation,andcontributionfollowingtheactivity.Displayandpresentthepeer
evaluationformusingthedocumentcameraandansweranyrelatedquestions.Each
groupshouldexplorethesettlementofthePiedmontasdiscussedinthe
consumableSocialStudiesbooksandthencreateastoryladderillustratingfourof
themostsignificantcomponentsoftheperiod.Encouragestudentstoplanstory
ladderstogether.Informstudentseachgroupmemberisresponsiblefor
contributinganillustrationandonesentencedescriptiontothestoryladderand
thenpresentinghis/hercontributiontotheclass.Eachstudentshouldsigntheback
ofhis/herpanel.Circulatethroughouttheroomwithaparticipationchecklistto
documentobservationsandtoanswerquestions.

Eachgroupshouldpresentitsstoryladdertotheclass.Then,facilitateadiscussion
identifyingsimilaritiesanddifferencesamongstoryladders.Encouragestudentsto
considerthesignificanceofvariousevents.

Distributepeerevaluationformsandallowstudentsthreeminutestoassess
themselvesandtheirgroupmembers.

CollectstoryladdersanddisplaythemintheclassroomtoserveasNorthCarolina
historyresourcesforstudentsthroughouttheunit.

After
AskeachstudenttocomposeajournalentryfromtheperspectiveofaMoravian
settlerlivinginthePiedmont.Eachentryshouldincludeatleastsevencompleteand

30
informativesentencesaswellasanillustrationdocumentingadayinthelifeofa
MoraviansettlerinSalem.

Additionally,studentsshouldfurtherdeveloptheirNorthCarolinamaps.Duringthis
activity,studentsshouldincorporateOldSalemintothePiedmont.Allowstudents
creativelibertyindecidinghowtorepresentthesettlement(Moraviansettlers,a
church,Moravianstar,aschool,etc.).Instructstudentstolabelthecommunity.

Informstudentstheywillhave25minutestocompletetheactivities.Usethe
documentcameratodisplaythejournalentryrubricandthemappingactivity
rubricforstudentsbeforetheybeginworking.

Accommodations
Thestudentwithawritingaccommodationwillbeallowedtodictatehisjournal
entrytotheteacherwhowillrecorditinhisSocialStudiesjournal.

Thestudentwhoisselectivemutewillhavetheoptionofsharinghisthoughtswith
theteacherwhowillthenrepeatthemtothegroup.Additionally,thestudentwhois
selectivemutewillnotbeforcedtoparticipateorallyduringgrouppresentations.

Thestudentwhoisoppositionaldefiantwillhavetheoptionofworking
independentlyifdesired.

Assessment
Thegroupactivitywillbeassessedaccordingtoinformalobservationsas
documentedontheparticipationchecklist,individualandpeerevaluationforms,
andstoryladdercontributions.

Theindividualjournalentrywillbeassessedaccordingtotherubricdisplayedfor
studentspriortowriting.

Theindividualmappingactivitywillbeassessedaccordingtotherubricas
displayedforstudentspriortobeginningthetask.

LessonPlanVII

Title
SettlingNorthCarolinaOneRegionataTimeMigratingtotheMountains

GradeLevel
Fourth

Wauford 31
TeacherObjective
FurtherexplorethemovementandsettlementpatternoftheEuropeancolonists.
Introducestudentstolifeinthemountains.Exploremountainsettlementandits
effectsonNativeAmericanIndiansinNorthCarolina.

NCSCOSGoalandObjective
SocialStudiesCompetencyGoal1Thelearnerwillapplythefivethemesof
geographytoNorthCarolinaanditspeople.
Objective1.05Assesshumanmovementasitrelatestothephysicalenvironment.

LanguageArtsCompetencyGoal4Thelearnerwillapplystrategiesandskills
tocreateoral,written,andvisualtexts.
4.07Composefiction,nonfiction,poetry,anddramausingselfselectedand
assignedtopicsandforms(e.g.,personalandimaginativenarratives,research
reports,diaries,journals,logs,rules,instructions).

TheatreArtsCompetencyGoal2Thelearnerwillactbyinteractingin
improvisationsandassumingroles.
2.07Assumetheroleofavarietyofrealandnonrealcharacters.

TheatreArtsCompetencyGoal3Thelearnerwilldesignandproducetheatre
byconceptualizingandrealizingartisticinterpretationsforinformalor
formalproductions.
3.03Collaboratetocreatesimplesceneryandcostumesforactingoutdramas.

PriorKnowledgeRequired
StudentsshouldpossessasoundknowledgeofNorthCarolinageography,
specificallythemountainregion,andanawarenessoftheinhabitantsoftheNorth
Carolinamountainsduringtheperiod.

MaterialsNeeded
SocialStudiesjournals
Costumematerials(cloth,cardboard,feathers,paper,glue,markers,colorpencils,
etc.)

Vocabulary
Treaty
Barter
Folklore

Resources
Berson,J.B.,Howard,T.C.&Salinas,C.(2009).Socialstudies:NorthCarolina
geography,history,andculture.Orlando,FL:Harcourt.

Chase,R.(2003).TheJacktales:FolktalesfromthesouthernAppalachians.

32
Strategies
Before
Presentthelessonobjectiveandthenaskstudentstoparticipateinaquickactivity
todeterminewhattheyknowaboutcultureintheNorthCarolinamountains.
RecordthewordsfolktaleontheSMARTBoardandhavestudentsrecord
everythingtheyknowaboutfolktalesintheirSocialStudiesjournals.Ask
volunteerstosharewhattheyknowandthenfacilitateadiscussionaboutfolktales.
Next,invitestudentstoexperienceareadaloudofaNorthCarolinamountainfolk
tale.Beforereading,previewthebookandaskstudentstocraftandsharerelevant
questionsandpredictions.Then,readaloudafolktalefromTheJackTales.During
reading,modeleffectivequestioningandcomprehensionstrategies.Followingthe
reading,encouragestudentstoconsiderhowandwhyfolktaleswerecreated.Call
uponstudentvolunteerstosharetheirthoughtsandideas.

During
Organizestudentsintocollaborativegroupsoffourorfive.Informstudentstheywill
have15minutestoworkonthetaskbeforelunchandanother30minutesafter
lunch.Additionally,studentswillhaveanother15minutestomorrowtocomplete
theactivity.Informstudentstheywillevaluatethemselvesandtheirgroupmembers
regardingrespect,attitude,participation,andcontributionfollowingtheactivity.
Displayandpresentthepeerevaluationformusingthedocumentcameraand
answeranyrelatedquestions.HaveeachgroupreadaboutsettlingtheNorth
CarolinamountainsasdiscussedintheirconsumableSocialStudiesbooksandthen
haveeachgroupworkcollaborativelytocomposeaskitandcreatesimplescenery
andcostumes.Eachskitshouldpresentmountainlifeandillustratetheconflictsthat
aroseamongEuropeansettlersandNativeAmericanIndians.Studentsmustassume
therolesoftheircharactersduringthepresentations.Circulatethroughoutthe
roomwithaparticipationchecklisttoensureallstudentsarecontributingandto
answerquestions.

Eachgroupwillintroduceandpresentitsskittotheclass.

Distributepeerevaluationformsandallowstudentsthreeminutestoassess
themselvesandtheirgroupmembers.

After
InvitestudentstobecomeauthorsofNorthCarolinamountainfolktales.Each
studentmustcomposeandrecordafolktaleinhis/herSocialStudiesjournal.Each
compositionshouldincludearelevanttitleandatleastsevencompleteand
purposefulsentences.

Additionally,studentsshouldfurtherdeveloptheirNorthCarolinamaps.Duringthis
activity,studentsshoulddrawandlabelonemountainrangeandincorporatethe
CherokeeIndiantribeintothemountainregion.Allowstudentscreativelibertyin
decidinghowtorepresentthetribe(warriors,weapons,etc.).Letstudentsknowthe
Cherokeetribemustbelabeled.

Wauford 33

Informstudentstheywillhave25minutestocompletetheactivities.Usethe
documentcameratodisplaythefolktalerubricandthemappingactivityrubricfor
studentsbeforetheybeginworking.

Accommodations
Thestudentwithawritingaccommodationwillbeallowedtodictatehisfolktaleto
theteacherwhowillrecorditinhisSocialStudiesjournal.

Thestudentwhoisselectivemutewillhavetheoptionofsharinghisthoughtswith
theteacherwhowillthenrepeatthemtothegroup.Additionally,thestudentwhois
selectivemutewillnotbeforcedtoassumeaspeakingroleduringtheskit.

Thestudentwhoisoppositionaldefiantwillbeofferedtheopportunitytoselecta
preassembledgrouptocollaboratewithagrouphewillenjoymadeupofstudents
whowillmodelappropriatebehaviorandencourageproductivity.Ifhewillchoose
tomakeagooddecision,thenhischoicewillbehonored.

Assessment
Thegroupactivitywillbeassessedaccordingtoinformalobservationsas
documentedontheparticipationchecklist,individualandpeerevaluationforms,as
wellasskitcontent,participation,andcostumes.

Theindividualfolktalewillbeassessedaccordingtotherubricdisplayedfor
studentspriortojournaling.

Theindividualmappingactivitywillbeassessedaccordingtotherubricas
displayedforstudentspriortobeginningthetask.

LessonPlanVIII

Title
NorthCarolinaIndependenceColonialProtestsandtheAmericanRevolution

GradeLevel
Fourth

TeacherObjective
IntroducestudentstotheAmericanRevolution.Encouragestudentstoexploreand
understandtheconflictsthatinitiatedtheRevolution,aswellasimportantpeople,
events,anddocumentsfundamentaltocolonialprotest,revolt,andultimate
independenceforNorthCarolina.

34
NCSCOSGoalandObjective
SocialStudiesCompetencyGoal3Thelearnerwilltracethehistoryof
colonizationinNorthCarolinaandevaluateitssignificancefordiverse
peoplesideas.
Objective3.01Assesschangesinwaysoflivingovertimeanddeterminewhether
thechangesareprimarilypolitical,economic,orsocial.

Objective3.02Identifypeople,symbols,events,anddocumentsassociatedwith
NorthCarolinashistory.

LanguageArtsCompetencyGoal4Thelearnerwillapplystrategiesandskills
tocreateoral,written,andvisualtexts.
4.02Useoralandwrittenlanguageto:
presentinformationandideasinaclear,concisemanner.
discuss.
interview.
solveproblems.
makedecisions.
*Theindividualactivityinthislessonwillincorporateandassesspresenting
informationandideasinaclear,concisemannerandsolvingproblems.

TheatreArtsCompetencyGoal2Thelearnerwillactbyinteractingin
improvisationsandassumingroles.
2.07Assumetheroleofavarietyofrealandnonrealcharacters.

TheatreArtsCompetencyGoal3Thelearnerwilldesignandproducetheatre
byconceptualizingandrealizingartisticinterpretationsforinformalor
formalproductions.
3.03Collaboratetocreatesimplesceneryandcostumesforactingoutdramas.

PriorKnowledgeRequired
StudentsshouldpossessasoundknowledgeofNorthCarolinacolonization.

MaterialsNeeded
SocialStudiesjournals
Costumematerials(cloth,cardboard,paper,glue,markers,colorpencils,etc.)

Vocabulary
Independence
Representation
Protest
Revolution
Constitution
Ratify
BillofRights

Wauford 35
Resources
Berson,J.B.,Howard,T.C.&Salinas,C.(2009).Socialstudies:NorthCarolina
geography,history,andculture.Orlando,FL:Harcourt.

Schulz,A.(2002).NorthCarolina:HelloU.S.A.Minneapolis,MN:LernerPublications

Company.

Strategies
Before
Presentthelessonobjectiveandthenaskstudentstoparticipateinaquickactivity
todeterminewhattheyknowabouttheAmericanRevolution.Recordtheword
revolutionontheSMARTBoardandhavestudentsrecordeverythingtheyknow
aboutitintheirSocialStudiesjournals.Askvolunteerstosharewhattheyknowand
thenfacilitateadiscussionregardingthesignificanceoftheterminhistorical
context.

During
Organizestudentsintocollaborativegroupsoffourorfive.Informstudentstheywill
have30minutestoworkonthetaskbeforelunchandanother15minutes
tomorrow.Informstudentstheywillevaluatethemselvesandtheirgroupmembers
regardingrespect,attitude,participation,andcontributionfollowingtheactivity.
Displayandpresentthepeerevaluationformusingthedocumentcameraand
answeranyrelatedquestions.HaveeachgroupreadaboutNorthCarolinaduring
theAmericanRevolutionasdiscussedintheirconsumableSocialStudiesbooksand
pages24through28ofNorthCarolina:HelloUS.A.Eachgroupshouldwork
collaborativelytocomposeaskitandcreatesimplesceneryandcostumes.Eachskit
shouldpresenttheprimaryreasonsNorthCarolinianssupportedrevolution.
Studentsmustassumetherolesoftheircharactersduringthepresentations.
Circulatethroughouttheroomwithaparticipationchecklisttoensureallstudents
arecontributingandtoanswerquestions.

Eachgroupwillintroduceandpresentitsskittotheclass.

Distributepeerevaluationformsandallowstudentsthreeminutestoassess
themselvesandtheirgroupmembers.

After
InviteeachlearnertoBetheRevolutionary.Askeachstudenttocritically
investigatetheinvolvementofNorthCarolinaduringtheAmericanRevolutionand
composeahistoricallysoundletterprotestingEnglishrule.Studentlettersshould
berecordedinSocialStudiesjournals.EachlettershouldbewrittentotheKingof
Englandandsignedbythecolonist/student.Lettersmustincludeatleastseven
completeandpurposefulsentences.

36
Additionally,studentsshouldfurtherdeveloptheirNorthCarolinamaps.Duringthis
activity,studentsshouldidentifyandlabelthethreemostsignificantRevolutionary
WarbattlesinNorthCarolina.

Informstudentstheywillhave20minutestocompletetheactivities.Usethe
documentcameratodisplaytheletterrubricandthemappingactivityrubricfor
studentsbeforetheybeginworking.

Accommodations
Thestudentwithawritingaccommodationwillbeallowedtodictatehisletterto
theteacherwhowillrecorditinhisSocialStudiesjournal.

Thestudentwhoisselectivemutewillhavetheoptionofsharinghisthoughtswith
theteacherwhowillthenrepeatthemtothegroup.Additionally,thestudentwhois
selectivemutewillnotbeforcedtoassumeaspeakingroleduringtheskit.

Thestudentwhoisoppositionaldefiantwillbeofferedtheopportunitytoselecta
preassembledgrouptocollaboratewithagrouphewillenjoymadeupofstudents
whowillmodelappropriatebehaviorandencourageproductivity.Ifhewillchoose
tomakeagooddecision,thenhischoicewillbehonored.

Assessment
Thegroupactivitywillbeassessedaccordingtoinformalobservationsas
documentedontheparticipationchecklist,individualandpeerevaluationforms,as
wellasskitcontent,participation,andcostumes.

Theindividualletterwillbeassessedaccordingtotherubricdisplayedforstudents
priortojournaling.

Theindividualmappingactivitywillbeassessedaccordingtotherubricas
displayedforstudentspriortobeginningthetask.