Name: Danna Ritchie

Lesson #: 1

Lesson Title: Settling the Coastal Plain

Grade Level/Subject:
4th Grade Social Studies
NCES/CCSS Standard and
Objective (1)

Topic:
Settling the Coastal Plain

CCSS 4.H.1.3 Explain how people, events, and developments

brought about changes to communities in various regions of NC.
NCES Objective 3.01 Assess changes in the days of living over
time and determine whether the changes are primarily political,
economic, or social.
NCES Objective 3.05 Describe the political and social history of
colonial North Carolina and analyze its influence on the state
today.

Revised Blooms level of

thinking/type of knowledge
(1)

Understanding: interpreting, explaining, summarizing

Behavioral Objective (2)

Performance: The students will complete an exit ticket to clarify

their understanding of settling on the Coastal Plain.
Conditions: The objective will be completed independently. They
can use their books and playlists.
Criteria: The students will have one question to complete and if it
is completed correctly the objective will be met and they will be
proficient in the assessment.

Objective Rationale (1)

Prerequisite Knowledge and

Skills (1)

The objective is for students to understand the many changes that

occurred in North Carolina and see how some were political,
social, and economic. All of these changes effected North
Carolina. It is important for them so they can see how things
changed over time.
This content may pertain to students present and future because
our state and country are continually going through political,
social, and economic changes.

Students should have prerequisite knowledge of the Piedmont,

Mountains, and Coastal Plains. They should also be able to recognize the
map of North Carolina. Students should also recall the geography of
North Carolinas Coastal Plain and the fact that the Coastal Plain was
the first area of North Carolina where Europeans settled.

Revised for spring, 2012

Key Terms and Vocabulary

(1)

cash crop
royal colony
charter
assembly
tax
political, social, and economic changes

Content and Strategies

Focus/Review (prepares
students for the lesson) (2)

Objective as stated for

students (helps students set
their own goals for the lesson)
(1)

Instructional
Strategies

Teacher asks students to recall what they read Build

in Unit 1 about the geography of North
background
Carolinas Coastal Plain.
Remind students that the Coastal Plain was the
first area in North Carolina where Europeans
settled.
Teacher asks for a student to summarize the
Lost Colony.
Teacher then excuses herself for a moment and
comes back in dressed in a royal blue robe and
a crown. Teacher then introduces herself/
himself as King Charles 11.

Today we will learn about the colony that began seventy years after the
Lost Colony disappeared and by the end of the lesson you will know
about me (King Charles 11), how Carolina become a colony, and some
changes that the colony went through.

Revised for spring, 2012

Teacher Input (provides the

content to students in a
teacher-directed manner) (3)

Teacher will pre-teach vocabulary words: cash

crop, charter, assembly, and tax.
Preteach
Teacher will explain that cash crops were
vocabulary
grown to be sold rather than to be used by the
farmer.
Skim and Scan
Teacher will say, I know the first settlers on
the Coastal Plain faced many hardships. I
wonder how later settlers were able to survive
and prosper there? Teacher will have a few
students answer.
Acting as King Charles 11 It is now 1663
and I have decided to start a colony just south
of Virginia. This colony is named Carolina
after myself. Carolina means land of
Charles. My colony is very large. It stretches
from Virginia to what is now Florida. (King
Charles 11 shows the map of Carolina on the
smart board).
Teacher discusses how large Carolina is and
how difficult it is to govern.
Teacher will have students Skim and Scan for
the term political change on page 56. Teacher
will discuss how a political change is a change
having to do with the government.
Acting as King Charles 11I have decided to
divide Carolina among eight wealthy men
called the Lords Proprietors.
Teacher divides class into eight groups.Teacher
names one person in each group the proprietor
and discusses what a proprietor is. Teacher has
proprietor choose the colonys governor and
discusses political changes, an assembly, and
council of advisers. We also discuss the
conflicts in the colony.
King Charles 11 tells the proprietors and the
settlers that he is still in charge and passes laws
to control trade in the colonies. I also discuss
how even if group 1 trades with group 2, that I,
the king, get part of the money because you
have to pay taxes! (We act this out for
illustration.)
Teacher asks settlers how they feel about this
new law.
Teacher has students answer question 2 on
Page 56 that reads: Scan the text on this page.
Write down a political change related to the
Carolina
Revised colony.
for spring, 2012

Guided Practice (scaffolded

practice with the content;
helps students make sense of
the content provided in
Teacher Input) (3)

Students have received a differentiated playlist Comprehension

for this chapter already and are somewhat
strategies with
familiar with some of this information.
sequence.
Teacher then discusses how in 1712, the Lords
Proprietors divided Carolina into two coloniesNorth and South Carolina because Carolinas
size made it difficult to govern.
Students will compete the timeline on page 59
about what happened in 1663 and 1729.
Teacher will explain how there were social
changes because more Europeans moved to
North Carolina. Have students study the map
on page 57.
Teacher will discuss with students why they
think the area on the map was the first area
settled.

Independent Practice
(application activities to help
students use and demonstrate
what they have learned) (2)

Have students complete the exit ticket. They may use their
book. Teacher says, Study the map. What do you notice about
the location of early towns in the Carolina colony? Please
complete this exit ticket asking why did people want to build
their houses near the coast?

Closure (provides a wrap-up

for the lesson) (1)

Ask the class if they think the settlers liked the new trade laws.
Have students turn and talk with a partner and share their ideas
for why the new North Carolina settlers wanted to build their
houses near the coast.

Evaluation (How will you

Formative:
Questions asked during discussions.
assess students learning so
Teacher will be walking around the room when students are
that you can determine if they
met the objective of the
working in their text book.
lesson?) (2)
Summative
The exit ticket will be used as their summative assessment.
Plans for Individual
Differences (differentiations
needed for students) (1)

Playlists made by the teacher are differentiated by student level.

These include higher level thinking activities, grade level
activities, and below grade level activities.
ESL/Language Support: This lesson contains many dates so it
will be important to go over the meaning of prepositions such as
in and at to describe when events happen. Teacher should
explain to use in to give a year, month, or season and at to give a
specific time of the day.

Revised for spring, 2012

Materials used in the lesson;

Resources used in developing
the lesson (1)

Index cards for exit tickets

Stickers for group numbers
Costume for King Charles 11

21st Century Skills (must be

in three lessons)

Communication and Collaboration: Articulate thoughts and ideas

effectively using oral,written, and nonverbal communication
skills in a variety of forms and contexts.
Students will be using these skills when answer questions in text,
competing time line, exit ticket assessment, and turn and talk.

Global Awareness (must be in

two lessons)

This unit discusses the separation of Carolina into North and

South Carolina. The students have a pen pal from a school in
South Carolina that they are writing to.

Culturally Responsive
Teaching (must be in three
lessons)

Enhance meaning

Overall alignment in the lesson (2):

Add any instructional materials needed for the lesson here (worksheets, assessments, PowerPoints,
slides from SmartBoard programs, etc.) (2)

Revised for spring, 2012

Revised for spring, 2012