· web viewuse a graphic organizer to compare north carolina’s state constitution of 1776 with...

Ronald Alford 8th Grade Social Studies Red Springs Middle

James Rosemond 8th Grade Social Studies Orrum Middle

Social studies instruction in the Public Schools of Robeson County is based on the belief that all students should learn about the past to better live in the present, so as to prepare a brighter future for posterity. The social studies program seeks to develop productive citizens with wisdom and knowledge necessary to preserve rights, liberties, and democratic institutions. Through the social studies program, students learn to live and function in a constantly changing world. In addition, the social studies program continuously seeks to provide fertile ground for the development of intellectual promise, problem-solving, and learning of various skills and tools necessary to inquire and search for truth and understanding.

The Public Schools of Robeson County Social Studies Curriculum Guide, K-12, will serve as a guide or a road map for the teaching of social studies. In this curriculum guide, teachers will find objectives, strategies, and resources aligned to the Standard Course of Study.

The Personal Finance Literacy Goals are being integrated into the Public Schools of Robeson County’s Social Studies Curriculum Guide. A copy of the Personal Finance Literacy for Elementary Education document is available for downloading at the North Carolina Department of Public Instruction’s website in the Social Studies section.

Dear Social Studies Teacher,Thank you for your usage of the Public Schools of Robeson County’s Social Studies Curriculum Guide. We would like to hear from you. Please complete the information below and return to:

Jackie SherrodPublic Schools of Robeson County

PO Box 2909Lumberton, NC 28359

High Schools: Due December 1, 2008K-8 Schools: Due May 1, 2009

1. Has this curriculum guide been helpful to you in planning for instruction?_____ Yes _____ NoComment: ______________________________________________

2. What information was of least value in the curriculum guide?________________________________________________________

3. What information was of the most value in the curriculum guide?________________________________________________________

4. What area(s) need improvement?________________________________________________________

5. Additional Comments:

SOCIAL STUDIES :: 2006 :: EIGHTH GRADE NORTH CAROLINA: CREATION AND DEVELOPMENT OF THE STATE

EIGHTH GRADE NORTH CAROLINA: CREATION AND DEVELOPMENT OF THE STATE

Eighth grade students examine the roles of people, events, and issues in North Carolina history that have contributed to the unique character of the state today. Building on the fourth grade introduction, the time frame for this course emphasizes revolutionary to contemporary times. The organization is primarily chronological and reference is made to the key national phenomena that impacted North Carolina throughout these periods. Although the value and methods of historical study as a way of learning about people are stressed, key concepts of geography, civics, and economics are incorporated throughout the course for a fuller understanding of the significance of the people, events, and issues. Inherent to the study of North Carolina history is a continuing examination of local, state, and national government structures.

Strands: Geographic Relationships, Historic Perspectives, Economics and Development, Government and Active Citizenship, Global Connections, Technological Influences and Society, Individual Identity and Development, Cultures and Diversity

Competency Goal 1

The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

Objectives

1.01 Assess the impact of geography on the settlement and developing economy of the Carolina colony.

1.02 Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.

1.03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.

1.04 Evaluate the impact of the Columbian Exchange on the cultures of American Indians, Europeans, and Africans.

1.05 Describe the factors that led to the founding and settlement of the American colonies including religious persecution, economic opportunity, adventure, and forced migration.

1.06 Identify geographic and political reasons for the creation of a distinct North Carolina colony and evaluate the effects on the government and economics of the colony.

1.07 Describe the roles and contributions of diverse groups, such as American Indians, African Americans, European immigrants, landed gentry, tradesmen, and small farmers to everyday life in colonial North Carolina, and compare them to the other colonies.

Competency Goal 2

The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation.

Objectives

2.01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.

2.02 Describe the contributions of key North Carolina and national personalities from the Revolutionary War era and assess

their influence on the outcome of the war.

2.03 Examine the role of North Carolina in the Revolutionary War.

2.04 Examine the reasons for the colonists' victory over the British, and evaluate the impact of military successes and failures, the role of foreign interventions, and on-going political and economic domestic issues.

2.05 Describe the impact of documents such as the Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments.

Competency Goal 3

The learner will identify key events and evaluate the impact of reform and expansion in North Carolina during the first half of the 19th century.

Objectives

3.01 Describe the causes of the War of 1812 and analyze the impact of the war on North Carolina and the nation.

3.02 Investigate the conditions that led to North Carolina's economic, political, and social decline during this period and assess the implications for the future development of the state.

3.03 Identify and evaluate the impact of individual reformers and groups and assess the effectiveness of their programs.

3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.

3.05 Compare and contrast different perspectives among North Carolinians on the national policy of Removal and Resettlement of American Indian populations.

3.06 Describe and evaluate the geographic, economic, and social implications of the North Carolina Gold Rush.

3.07 Explain the reasons for the creation of a new State

Constitution in 1835, and describe its impact on religious groups, African Americans, and American Indians.

3.08 Examine the impact of national events such as the Louisiana Purchase, the Lewis and Clark Expedition, the War with Mexico, and the California Gold Rush, and technological advances on North Carolina.

Competency Goal 4

The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.

Objectives

4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation.

4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war.

4.03 Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state.

4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period.

4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end.

Competency Goal 5

The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.

Objectives

5.01 Identify the role played by the agriculture, textile, tobacco, and furniture industries in North Carolina, and analyze their importance in the economic development of the state.

5.02 Examine the changing role of educational, religious, and social institutions in the state and analyze their impact.

5.03 Describe the social, economic, and political impact of

migration on North Carolina.

5.04 Identify technological advances, and evaluate their influence on the quality of life in North Carolina.

5.05 Assess the influence of the political, legal, and social movements on the political system and life in North Carolina.

5.06 Describe North Carolina's reaction to the increasing United States involvement in world affairs including participation in World War I, and evaluate the impact on the state's economy.

Competency Goal 6

The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina.

Objectives

6.01 Identify the causes and effects of the Great Depression and analyze the impact of New Deal policies on Depression Era life in North Carolina.

6.02 Describe the significance of major events and military engagements associated with World War II and evaluate the impact of the war on North Carolina.

6.03 Examine the significance of key ideas and individuals associated with World War II.

6.04 Assess the impact of World War II on the economic, political, social, and military roles of different groups in North Carolina including women and minorities.

Competency Goal 7

The learner will analyze changes in North Carolina during the postwar period to the 1970's.

Objectives

7.01 Analyze the extent and significance of economic changes in North Carolina.

7.02 Evaluate the importance of social changes to different groups in North Carolina.

7.03 Assess the influence of technological advances on economic

development and daily life.

7.04 Compare and contrast the various political viewpoints surrounding issues of the post World War II era.

7.05 Evaluate the major changes and events that have effected the roles of local, state, and national governments.

Competency Goal 8

The learner will evaluate the impact of demographic, economic, technological, social, and political developments in North Carolina since the 1970's.

Objectives

8.01 Describe the changing demographics in North Carolina and analyze their significance for North Carolina's society and economy.

8.02 List economic and technological advances occurring in North Carolina since 1970, and assess their influence on North Carolina's role in the nation and the world.

8.03 Describe the impact of state and national issues on the political climate of North Carolina.

8.04 Assess the importance of regional diversity on the development of economic, social, and political institutions in North Carolina.

Competency Goal 9

The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels.

Objectives

9.01 Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community.

9.02 Identify past and present state and local leaders from diverse cultural backgrounds and assess their influence in affecting change.

9.03 Describe opportunities for and benefits of civic participation.

Comparing Thinking Skill Models - Adapted from Marzano

This table of comparison represents the model of higher order thinking chosen by the North Carolina Department of Public Instruction in 1994. It is a collapsed version of Marzano's model of eight higher order thinking skills to seven. In the context of the larger CROP model, use these skills to guide and support the problem sharing and problem solving process. The bracketed and boldfaced headings in the left column are the five terms used by the prior NorthWest Labs model of thinking skills used in North Carolina from 1989 to 1994.

Category Definition

Knowledge

[recall]

When content is new, students must be guided in relating the new knowledge to what they already know, organizing and then using that new knowledge. Knowledge can be of two types: Declarative (i.e., attributes, rules) or procedural (skills and processes). Items of this type are factual and content-specific.

[See further definition, key action words, and examples of trigger questions for knowledge.]

Organizing

[comparison]

Organizing is used to arrange information so it can be understood. This is a higher level way of expressing what Bloom referred to as comprehension.

Comparing identifies similiarities and differences between or among entities.

Classifying groups of items into categories on the basis of attributes.

Ordering sequences or ordering entities acccording to a given criterion.

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/knowledge.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/knowledge.html

Representing changes in the form of the information to show how critical events are related (visual, verbal, and symbolic).

[See further definition, key action words, and examples of trigger questions for organizing.]

Applying

Applying requires demonstration of prior knowledge within a new situation. Application is based on an individual's ability to apply previous learning to a new or a novel situation without having to be shown how to use it. The task is to bring together the appropriate information, generalization or principles (declarative and procedural knowledge) that are required to solve a problem.

[See further definition, key action words, and examples of trigger questions for applying.]

Analyzing

[analysis]

Analyzing clarifies existing information by discovering and examining parts/relationships.

Identifying attributes and components refers to recognizing and articulating the parts that together constitute a whole.

Identifying relationships and patterns refers to recognizing and articulating the interrelationships among components (causal, hierarchical, temporal, spatial, correctional, or metaphorical; equivalence, symmetry, and similarity; difference, contradiction, and exclusion).

[See further definition, key action words, and examples of trigger questions for analyzing.]

Generating

[inference]

Generating constructs a framework of ideas that holds new and old information together. The step of inference could also be seen as the first step of what Bloom called synthesis or Marzano called integrating.

Inferring refers to going beyond the available information to identify what reasonably may be true.

Predicting refers to assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.

Elaborating involves adding details, explanations, examples, or other relevant information from prior knowledge in order to improve understanding (explanations, analogies, and metaphors).

[See further definition, key action words, and examples of trigger questions for generating .]

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/generating.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/generating.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/analysis.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/analysis.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/applicationthink.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/applicationthink.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/organizing.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/organizing.html

Integrating

Integrating connects or combines prior knowledge and new information to build new understandings. Bloom called this synthesis.

Summarizing refers to combining information effectively into a cohesive statement. It involves condensing information, selecting what is important (and discarding what is not), and combining logical text proportions.

Restructuring refers to changing existing knowledge structure to incorporate new information. New information and prior knowleldge are connected, combined and incorporated into a new understanding.

[See further definition, key action words, and examples of trigger questions for integrating.]

Evaluating

[evaluation]

Evaluating requires assessing the appropriateness and quality of ideas.

Establishing criteria sets standards for judging the value or logic of ideas.

Verifying refers to confirming or proving the truth of an idea, using specific standards or criteria of evaluation (checking the accuracy of facts, checking the meaning or accuracy of the author's statement by looking back at the text, using research results to verify the hypotheses).

[See further definition, key action words, and examples of trigger questions for evaluating.]

This is an adapted version that adds back in the level of application originally created by Bloom but dropped by Marzano, as well as taking 3 of Marzano's levels and collapsing them into the level of knowledge. Further, the boldfaced terms in the table above represent the five major concepts of the NorthWest Regional Labs reduced model of higher order thinking skills. In some case the terms are identical, and in other cases another term is used with similar meaning.

See the Marzano bibliography for more.

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/marzano.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/evaluate.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/evaluate.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/integratingthink.html

http://www.ceap.wcu.edu/HOUGHTON/learner/Think94/integratingthink.html

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12North Carolina History

GRADE:__8th__ TIME/PACING:__________________GOAL: #1 The learner will analyze important geographic, political, economical, and social aspects of life in the region prior to the Revolutionary Period.

OBJECTIVE:1.01 Assess the impact of geography on the settlement and developing economy of the Carolina colony.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS North Carolina’s Land Regions Impact of Landforms: resource

distribution, settlement patterns Climate and Weather Natural resources

STRATEGY(S)/ACTIVTIES: Research Activities, Technology Activities Writing Activities

ASSESSMENT(S): Teacher Generated Quiz, Vocabulary Quiz, Objective Test KEY VOCABULARY Tidewater, Sounds, barrier islands, Outer Banks

LESSON INTEGRATION: Technology Activity: Using the Internet web-site www.geography.about.com, students will choose an area of their interest, and complete a 5Ws and H chart ie; who, what, when, where, why, an how

SUGGESTED READING/S “See Attachments”

STUDENT ENGAGEMENT: Students will copy the terms and Places listed in the beginning of the chapter and then define each one as they read the sections of the chapter KWL Chart – “See Attachment”

COGNITIVE LEVEL Bloom’s Taxonomy

MATERIALS NEEDED: Teacher Materials: Ancillary Items, Textbook, Computer – Internet and Projectors, Wall and Globe Maps, Handouts, Class Supplies, Transparencies, Teacher CD-ROM , The Teacher Created Craft Corner contains basic items in plastic bins such as construction paper, scissors, crayon etc. Student Materials: North Carolina History Textbook, North Carolina Student History Notebook, Pen/Pencil Paper, Protractor, Ruler etc.

INTERNET SOURCES “See Attachment”


GRADE:___8th _ TIME/PACING:__________________GOAL: #1 The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

OBJECTIVE: 1.02 Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Migration Theories Cultural borrowing/exchange Oral History The First North Carolinians

STRATEGY(S)/ACTIVTIES: Technology Activities, Multidisciplinary Activities, Geography Activities

ASSESSMENT(S): Vocabulary Quiz, Interactive Online Quiz, Blackline Masters, Objective Test

KEY VOCABULARY archaeologist, atlatl, pemmican, culture, ceremonial center, dialect, clan, matrilineal, concensus, conjurer, immunity, expedition, colony, Lost Colony

LESSON INTEGRATION: Economics Activity: While reading this chapter, have the students make a mobile for the Tidewater Region, displaying pictures of major crops, minerals, and other resources


STUDENT ENGAGEMENT: Field Trip to Town Creek Indian Mound, Video: The First North Carolinians following with a class Discussion on what was observed, KWL Chart: “See Attachment”

COGNITIVE LEVEL Blooms Taxonomy

MATERIALS NEEDED: Student Materials, Teacher Materials and The History, Military, and Biography Channels, Historical Site: Town Creek Indian Mound, Video: The First North Carolinians

INTERNET SOURCES “See Attachments”


GRADE:__8th__ TIME/PACING:__________________GOAL: #1 The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

OBJECTIVE: 1.03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Motives (Push and Pull factors) Nationalism and Competition Legacy of European exploration

and settlement Trade routes Northwest Passage Mercantilism and Capitalism Religion

STRATEGY(S)/ACTIVTIES: Research Activities, Writing Activities, Economics Activities

ASSESSMENT(S): Interactive Online Quiz, Vocabulary Quiz, Section Test, Overall Chapter Test

KEY VOCABULARY Expedition, Christopher Columbus, Giovanni da Verrazano, Hernando de Soto, Juan Pardo, Sir Humphrey Gilbert, Sir Walter Raleigh, Queen Elizabeth I, Amadas and Barlowe

LESSON INTEGRATION: Art: With the students knowledge on lighthouses, have them construct a replica of an old fashioned one and explain how it would work as a safety tool for the seas.


STUDENT ENGAGEMENT: Critical Thinking Activities, Class Discussion, Research Activity, Video: Golden Age of Exploration

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials and World Maps, European Maps, United States Maps, Video: The Golden Age of exploration, Video: Spanish Exploration in the New World, Video: Colonialism and ImperialismStudent Materials



GRADE:__8th_ TIME/PACING:__________________GOAL: #1 The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

OBJECTIVE: 1.04 Evaluate the impact of the Columbian Exchange on the cultures of American Indians, Europeans, and Africans.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Cultural Contact (borrowing) Perspective and stereotyping Age of Discovery

STRATEGY(S)/ACTIVTIES: Cooperative Learning, Multidisciplinary Activities, Geography Activity

ASSESSMENT(S): Objective Quiz, Teacher Generated Quiz, Blackline Masters KEY VOCABULARY Colony, Charter, Sea Dog, Sir Francis Drake, Lost Colony, Ralph White

LESSON INTEGRATION: Music: Play the Music of Native American’s. In its form the songs are like cheers, school songs, and popular music. Have the students create their own music such as a song or a cheer, or even create a different sound for the school song, and have the students perform it in class.


STUDENT ENGAGEMENT: Use a graphic organizer to compare and contrast Raleigh’s expeditions and colonization attempts in the New World. Class Discussion

“See Attachment”

COGNITIVE LEVEL

MATERIALS NEEDED: Student Materials and Teacher Materials INTERNET SOURCES “See Attachments”


GRADE:__8th__ TIME/PACING:__________________GOAL: #1 The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

OBJECTIVE: 1.05 Describe the factors that led to the founding and settlement of the American colonies including religious persecution, economic opportunity, adventure, and forced migration.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Reasons for Movement: political, economic,

religious Migration, immigration, emigration The founding of the 13 colonies Subsistence farming

STRATEGY(S)/ACTIVTIES: Research Activity, Technology Activity, Writing Activity

ASSESSMENT(S): Interactive Online Quiz, Objective Quiz, Edgeware (Student Handheld Device), Exam View Test Generator

KEY VOCABULARY Roanoke Island, Ralph White Virginia Dare, Ralph Lane, Fort Raleigh, Richard Grenville, Charter, Lords Proprietors, quit-rent, George Monck, George Fox

LESSON INTEGRATION: Writing Activity: Have students make up and draw a time line of the events that led up to and occurred after Ralph White left the colony


STUDENT ENGAGEMENT: Use a map to identify the 13 original colonies and organize them by region. • Use graphic organizers to compare immigrants from this period with those of today. Refer to page T122 for an example of a Venn Diagram

COGNITIVE LEVEL

MATERIALS NEEDED: Student North Carolina Notebook, Pen/Pencil Paper, Globes, Wall Maps, Textbook Atlas, Internet Geographical Links


North Carolina History

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12 (Subject/ Course)

GRADE:_8th___ TIME/PACING:__________________GOAL: #1 The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

OBJECTIVE: 1.06 Identify geographic and political reasons for the creation of a distinct North Carolina colony and evaluate the effects on the government and economics of the colony.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of geography Colonialism National, ethnic identity Profit motives and competition Rebellion Civil disobedience Tuscarora War Piracy

STRATEGY(S)/ACTIVTIES: Research Activity, Writing Activity

ASSESSMENT(S): Objective Quiz, Mindpoint Quiz Show KEY VOCABULARY General Assembly, Navigation Act, Culpeper’s Rebellion, governor, treason

LESSON INTEGRATION: Writing Activity: Have the students divide themselves into two teams, the Miller/Eastchurch team and the Rebel team. The students are to write a letter to the Lords Proprietors, pleading their case reference the textbook on page T102


STUDENT ENGAGEMENT: Students are to watch Video: The American Colonies, Research a colony and create a brochure for the purpose of attracting new settlers.

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Material Video: The American Colonies, Field Trip Historical Site: Tryon Palace



PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12

GRADE:__8__ TIME/PACING:__________________GOAL: #1 The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.

OBJECTIVE: 1.07 Describe the roles and contributions of diverse groups, such as American Indians, African Americans, European immigrants, landed gentry, tradesmen, and small farmers to everyday life in colonial North Carolina, and compare them to the other colonies.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Impact of geography Social classes Racial, gender, economic roles Cultural borrowing Migration, immigration, emigration Ethnic identity Developing economy Subsistence farming Standard of living/quality of life

STRATEGY(S)/ACTIVTIES: Research Activity, Technology Activity, Writing Activity

ASSESSMENT(S): Video Quiz: Colonial Days, Objective Quiz, Objective Test KEY VOCABULARY Counties, Bath,refugees, Cary’s Rebellion, The Tuscarora War, Edward Teach, ceded, Edward Hyde

LESSON INTEGRATION: Research what is known in the textbook as Carolina Celebrities, Blackbeard how Piracy affected the economy and the political landscape of North Carolina


STUDENT ENGAGEMENT: Students are to watch Video: Changing Faces, Field Trip to Historic Site: Alamance Battleground

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, Video: Changing Faces, The History, Military, and Biography Channel



PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12 (Subject/ Course)

GRADE:__8th__ TIME/PACING:__________________GOAL: #2 The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation.

OBJECTIVE: 2.01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of geography Rebellion and revolution Colony Taxes Actions and reactions Unity of colonies Oppression Civil disobedience

STRATEGY(S)/ACTIVTIES: Reading Strategies, Writing Activity, Web Site Activity

ASSESSMENT(S): Teacher Generated Quiz, Vocabulary Quiz, Edgeware (Student Handheld Device)

KEY VOCABULARY • George Burrington • Veto • George Washington • French and Indian War • Benjamin Franklin • Albany Congress • Treaty of Paris 1763 • Pontiac

LESSON INTEGRATION: In this Reading Strategy, students are to list four types of reforms Governor Tryon started, follow this up with a chart of the pros and cons of each reform


STUDENT ENGAGEMENT: Use a cause and effect chart to demonstrate the actions and reactions of the colonists and the British Parliament during the 15 years prior to the Revolutionary War. Video: Why the Colonist’s Rebelled

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, Video: Why the Colonist’s Rebelled



PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12(Subject/ Course)

GRADE:____ TIME/PACING:__________________GOAL: #2 The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation.

OBJECTIVE: 2.02 Describe the contributions of key North Carolinians and national personalities from the Revolutionary War era and assess their influence on the outcome of the war.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Leadership Heroes Betrayal/traitors Patriotism

STRATEGY(S)/ACTIVTIES: Research Activity, Technology Activity, Class Discussion

ASSESSMENT(S): Interactive Online Quiz, Objective Quiz, Blackline MastersVideo Quiz: Revolutionary War

KEY VOCABULARY Daniel Boone, Proclamation of 1763, Stamp Act, The Edenton Tea Party, Penelope Barker, Provincial Congress, Committee of Safety Tory, Whig,

LESSON INTEGRATION: Students will research a key revolutionary figure from North Carolina and/or the 12 other colonies and explain their importance to the movement for independence. Video: North Carolina in the Revolutionary War The History, Military, and Biography Channel


STUDENT ENGAGEMENT: Class Discussion about what students have visited Revolutionary War sites in North Carolina, Blackline Masters activity on page T165,

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, Video: North Carolina in the Revolutionary War


_North Carolina History(Subject/ Course)


GRADE:__8__ TIME/PACING:__________________GOAL: #2 The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation.

OBJECTIVE: 2.03 Examine the role of North Carolina in the Revolutionary War.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Revolution – violent/peaceful Institutional organizations (military,

political) Strategic battles

STRATEGY(S)/ACTIVTIES: Critical Thinking, Writing Activity,

ASSESSMENT(S): Video Quiz: Revolutionary War, Mindpoint Quiz Show, Teacher Generated Test

KEY VOCABULARY Mecklenburg Resolves, Halifax Resolves, Declaration of Independence, constitution, bicameral, Declaration of Rights, amendment, Confiscation Act

LESSON INTEGRATION: Using a Critical Thinking activity, ask the students if they believe the tactics that were used by the Whigs during the Battle of Moore’s Creek Bridge could be used today


STUDENT ENGAGEMENT: Using a map of North Carolina, Trace Cornwallis’ route through North Carolina to Yorktown, Using Photographs and Illustrations while viewing a mural of the signing of the Declaration of Independence notice the expressions of the men that signed it, with significance of that moment, make a list of what you think were their feelings and explain why they had these feelings.

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, Blackline Masters Founding Document: The Declaration of Independence, Teacher CD-ROM, Transparencies, Video: North Carolina in the Revolutionary War





OBJECTIVE: 2.04 Examine the reasons for the colonists' victory over the British, and evaluate the impact of military successes and failures, the role of foreign interventions, and on-going political and economic domestic issues.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Guerrilla warfare vs. terrorism Homeland advantages Trade relations International policies War debt Strategy

STRATEGY(S)/ACTIVTIES: Geography Activity, Critical Thinking, Reviewing Information

ASSESSMENT(S): Video Quiz: Revolutionary War, Objective Quiz, Objective Test, Edgeware (Student Handheld Device)

KEY VOCABULARY Overmountain Men, neutral, pacifism, pardon

LESSON INTEGRATION: In reference to geography, students will use a map of North Carolina an show concentrated areas of where the Whigs and Tories were located


STUDENT ENGAGEMENT: Use a graphic organizer to compare and contrast the British and the Americans in the following four categories: leadership, foreign aid, knowledge of the land, and motivation. Video: The Fight For Freedom

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, Video: The Fight For Freedom





OBJECTIVE: 2.05 Describe the impact of documents such as the Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Grievances Declarations of independence Confederations Constitutionalism Individual rights Statehood Federal system States’ rights

STRATEGY(S)/ACTIVTIES: Economics Activity,

ASSESSMENT(S): Interactive Online Quiz, Vocabulary Quiz, Objective Quiz, Exam View Test Generator, Objective Test

KEY VOCABULARY Articles of Confederation, Precedent, judicial review

LESSON INTEGRATION: In this Economics Activity, have students imagine that the paper currency that we use today became worthless, for this was the case for North Carolina at the end of the War for Independence, how would this effect you, your town, and the state.


STUDENT ENGAGEMENT: Compare and contrast the United States Constitution with the Articles of confederation. Discuss the strength and weaknesses of each document. Use a graphic organizer to compare North Carolina’s State Constitution of 1776 with the United States Constitution. Have students read the pamphlet “Common Sense” by Thomas Paine

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials INTERNET SOURCES “See Attachments”



GRADE:__8__ TIME/PACING:__________________GOAL: #3 The learner will identify key events and evaluate the impact of reform and expansion in North Carolina during the first half of the 19th century.

OBJECTIVE: 3.01 Describe the causes of the War of 1812 and analyze the impact of the war on North Carolina and the nation.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Financing governments Federalism Trade agreements Expansion

STRATEGY(S)/ACTIVTIES: Art Activity, Writing Activity, Critical thinking

ASSESSMENT(S): Video Quiz: Bill of Rights, Video Quiz: The Constitution, Vocabulary Quiz, Objective Quiz, Objective Test

KEY VOCABULARY State’s rights, republican simplicity, War of 1812

LESSON INTEGRATION: By using the James Iredell house pictures on page T198, have students draw, paint or build a model to convey theirs ideas.


STUDENT ENGAGEMENT: Use a cause and effect chart to discuss what actions led to the War of 1812.

Discuss the “Star Spangled Banner”. Point out it was written during this period. Have students draw a visual representing the words of the song.

COGNITIVE LEVEL


North Carolina History(Subject/ Course)


GRADE:____ TIME/PACING:__________________GOAL: #3 The learner will identify key events and evaluate the impact of reform and expansion in North Carolina during the first half of the 19th century.

OBJECTIVE: 3.02 Investigate the conditions that led to North Carolina's economic, political, and social decline during this period and assess the implications for the future development of the state.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Diversified economy States’ Rights Geographic barriers Literacy Transportation issues (infrastructure) Economic issues

STRATEGY(S)/ACTIVTIES: Research Activity, Geography Activity, Multiple Learning Styles

ASSESSMENT(S): Vocabulary Quiz, Objective Quiz, Video Quiz: Bill of Rights, Video Quiz: The Constitution, Mindpoint Quiz Show, Interactive Online Quiz, Objective Test

KEY VOCABULARY Recession, internal improvements, canal, common school, Literary Fund, Rip Van Winkle State

LESSON INTEGRATION: The students research to find the origin of their town, find out how it came to be. Find out if any students know anyone that has attended North Carolina at Chapel Hill, items of interest should be years, attended, major course of study, clubs or activities that they are involved in, and what is their favorite memory of the University.


STUDENT ENGAGEMENT: Video: Rip Van Winkle, Story: Rip Van Winkle by Washington Irving View video of “Rip Van Winkle State” and then introduce this nickname. Then write how this nickname applies to the state of North Carolina

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, Video: Rip Van Winkle INTERNET SOURCES “See Attachments”




OBJECTIVE: 3.03 Identify and evaluate the impact of individual reformers and groups and assess the effectiveness of their programs.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Reform: internal/external Whistle blowers Loyalty • Importance of infrastructure Political parties

STRATEGY(S)/ACTIVTIES: Technology Activity, Economics Activity, Geography Activity

ASSESSMENT(S): Objective Quiz, Blackline Masters, Teacher Generated Quiz, Objective Test

KEY VOCABULARY Rip Van Winkle State, Suffrage, credit,

LESSON INTEGRATION: Students are go on the Internet and look up five facts about David L. Swain on this web sites: www.itpi.dpi.state.nc.us/governors/swain.html


STUDENT ENGAGEMENT: Role play a mock constitutional convention to help solve east/west sectionalism.

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, The History, Military, and Biography Channel


North Carolina Histroy


GRADE:__8__ TIME/PACING:__________________GOAL: #3 The learner will identify key events and evaluate the impact of reform and expansion in North Carolina during the first half of the 19th century.

OBJECTIVE: 3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of geography Indenture Plantation Farming Slavery (historical)

STRATEGY(S)/ACTIVTIES: Mathematics Activity, Geography Activity,

ASSESSMENT(S): Objective Quiz, Exam View Test Generator, Blackline Masters, KEY VOCABULARY Plantation, staple crop, artisan, emancipation, slave code, quarters, free black

LESSON INTEGRATION: The students will use a bar graph to compare the numbers of white people to slaves and what was the total population from 1830 to 1860 figure 15 on page T263.


STUDENT ENGAGEMENT: • Use a Venn diagram to compare and contrast slaves and free blacks. Why did free blacks purchase slaves? Read the poem, “The Slave’s Complaint” by George Moses Horton. Have students write a response as a slave owner/Southerner, Northerner/abolitionist, and/or a free black.

COGNITIVE LEVEL





OBJECTIVE: 3.05 Compare and contrast different perspectives among North Carolinians on the national policy of Removal and Resettlement of American Indian populations.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Land conflicts Checks and balances Resettlement /reservations Trail of Tears

STRATEGY(S)/ACTIVTIES: Writing Activity, Mathematics Activity, Technology Activity

ASSESSMENT(S): Objective Quiz, Teacher Generated Quiz, Blackline Masters, Mindpoint Quiz Show

KEY VOCABULARY Trail of Tears, Cherokee, John Ross, James Monroe, Andrew Jackson

LESSON INTEGRATION: Have the students imagine that they are Cherokee hiding in the mountains to escape forced removal which was ordered by the government, the students are to describe what they experienced while they were hiding.


STUDENT ENGAGEMENT: Use the “Trail of Tears” picture by Robert Lindneux to identify and discuss the human impact of the Indian Removal Act of 1830.

COGNITIVE LEVEL





OBJECTIVE: 3.06 Describe and evaluate the geographic, economic, and social implications of the North Carolina Gold Rush.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of geography Transportation Resources and development Immigration, emigration, migration

STRATEGY(S)/ACTIVTIES: Critical Thinking, Writing Activity, Mathematics Activity

ASSESSMENT(S): Objective Quiz, Interactive Online Quiz, Objective Test, Teacher Generated Test

KEY VOCABULARY Reed Gold Mine,

LESSON INTEGRATION: John Reed was cheated by a silversmith and received $3.50 for a 17 pound gold nugget which was worth $3600, what was the profit that the silversmith made?


STUDENT ENGAGEMENT: Draw an advertisement for people to come to North Carolina during the Gold Rush.

COGNITIVE LEVEL




GRADE:__8__ TIME/PACING:__________________GOAL: #3 The learner will identify key events and evaluate the impact of reform and expansion in North Carolina during the first half of the 19th century

OBJECTIVE: 3.07 Explain the reasons for the creation of a new State Constitution in 1835, and describe its impact on religious groups, African Americans, and American Indians.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Sectionalism Religious tolerance/intolerance States’ rights vs. national sovereignty Suffrage STRATEGY(S)/ACTIVTIES: Research Activity, Writing Activity, Economics Activity

ASSESSMENT(S): Objective Quiz, Mindpoint Quiz Show, Blackline Masters, Interactive Online Quiz

KEY VOCABULARY David L. Swain, State Constitution of 1835, Kit Carson

LESSON INTEGRATION: Referring to page T225, students are to research one of three famous explorers Daniel Boone, Davie Crockett and Kit Carson. The students are to write about another aspect of the explorers lives and read them out to the class.


STUDENT ENGAGEMENT: Use a graphic organizer to compare and contrast the North Carolina Constitutions of 1776 and 1835.

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, The History, Military, and Biography Channel, Internet





OBJECTIVE: 3.08 Examine the impact of national events such as the Louisiana Purchase, the Lewis and Clark Expedition, the War with Mexico, and the California Gold Rush, and technological advances on North Carolina.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography States/territories Industrialization Population decline Territorial expansion

STRATEGY(S)/ACTIVTIES: Geography Activity, Economic Activity, Research Activity

ASSESSMENT(S): Teacher Generated Quiz, Teacher Generated Test, Objective Quiz, Objective Test, Edgeware (Student Handheld Device)

KEY VOCABULARY Mexican War, California Gold Rush, Louisiana Purchase, Lewis and Clark Expedition

LESSON INTEGRATION: Write down and then discuss geographical points as to why there was an impact on whether a railroad might have been built near where you now live.


STUDENT ENGAGEMENT: Read about the Walton War. Brainstorm ways to settle conflict peacefully. School House Rock Video: America Rocks “Elbow Room”

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, School House Rock Video: America Rocks “Elbow Room”


_North Carolina History

(Subject/ Course)


GRADE:____ TIME/PACING:__________________GOAL: #4 The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.

OBJECTIVE: 4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Secession Civil War Compromise Extremists Institution of slavery States’ rights

STRATEGY(S)/ACTIVTIES: Research Activity,

ASSESSMENT(S): Vocabulary Quiz, Objective Quiz, Teacher Generated Quiz KEY VOCABULARY Missouri Compromise, Abolitionist, North Carolina Manumission Society, Manifest destiny, annex, Secession, Compromise of 1850, Republican Party, Confederate States of America, Unionist

LESSON INTEGRATION: Students are research the following political parties: The Constitutional Union Party, The Southern democratic Party, The Northern Democratic Party, The Whig/Republican Party, they are to make charts so that they can compare and contrast the positions of each party.


STUDENT ENGAGEMENT: Use a Venn diagram to compare the North and the South in terms of economy, society, and politics. Compare North Carolina with the rest of the South.

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher materials, Student materials INTERNET SOURCES “See Attachments”

_____________________________(Subject/ Course)


GRADE:__8__ TIME/PACING:__________________GOAL: #4 The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.

OBJECTIVE: 4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Electoral process Political parties Blockades (sanctions) Conscription (draft) Inflation Political vs. military strategies

STRATEGY(S)/ACTIVTIES: Critical Thinking, Using Technology, Geography Activity

ASSESSMENT(S): Vocabulary Quiz, Objective Quiz, Exam View Test Generator, Objective Test

KEY VOCABULARY Naval blockade, blockade runner, Braxton Bragg, Robert F. Hoke, Daniel H. Hill, William T. Sherman, Joseph Johnston, Ulysses S. Grant, Robert E. Lee

LESSON INTEGRATION: Using the method of critical thinking, North Carolinian had mixed emotions about the Civil War, though they fought sometimes better than their comrades, in the south. Describe the character, and the work ethic, and loyalty of soldiers from North Carolina. Does this still go on in this day and time?


STUDENT ENGAGEMENT: Use a web diagram to compare the reactions of Northerners and Southerners to Lincoln’s election• Video: Civil War Series by PBS/Shelby Foote

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, Video: Civil War Series by PBS/Shelby Foote


____________________________(Subject/ Course)


GRADE:____ TIME/PACING:__________________GOAL: #4 The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.

OBJECTIVE: 4.03 Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Wartime economies

STRATEGY(S)/ACTIVTIES: Writing Activity,

ASSESSMENT(S): Video Quiz: The Civil War, Teacher Generated Quiz, Objective Quiz, Edgeware (Student Handheld Device), Mindpoint Quiz Show

KEY VOCABULARY Bentonville Battleground, conscript, price gouging, buffalo, outlier, Home Guard, Peace Movement

LESSON INTEGRATION: With a writing activity, the students are to imagine that the men have gone off to war and that the women are left behind. What hardships and setbacks would the women face daily? The students are to write their response in a short essay and discuss their entries with the class.


STUDENT ENGAGEMENT: Use a sequencing chart to outline the major events in North Carolina during the Civil War. Create a model of Fort Fisher. Field Trip of Historic sites: Fort Fisher, Bentonville Battlefield

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Created Craft Corner for the construction of classroom models. Teacher Materials, Student Materials, The History, Military, and Biography Channel



PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12GRADE:____ TIME/PACING:__________________

GOAL: #4 The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.

OBJECTIVE: 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Heroes Leadership Character traits

STRATEGY(S)/ACTIVTIES: Research Activity, Economics Activity, Writing Activity

ASSESSMENT(S): Video Quiz: The Civil War, Objective Quiz, Interactive Online Quiz, Objective Test

KEY VOCABULARY Andrew Jackson, Zebulon B. Vance, William W. Holden,

LESSON INTEGRATION: Students are to research the Thirteenth Amendment, and find out what it actually accomplished. Next they are to find out why the national government had the each state to pass the amendment.


STUDENT ENGAGEMENT: • Debate whether or not Sherman was justified to use the methods he practiced to end the Civil War. The History, Military, and Biography Channel

COGNITIVE LEVEL

MATERIALS NEEDED: Teacher Materials, Student Materials, The History, Military, and Biography Channel



PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12GRADE:__8__ TIME/PACING:__________________

GOAL: #4 The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.

OBJECTIVE: 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Impact of Geography Radical Reconstruction Amendments Impeachment Agricultural economy

STRATEGY(S)/ACTIVTIES: Class Discussion, Economics Activity, Writing Activity

ASSESSMENT(S): Video Quiz: The Civil War, Objective Quiz, Objective Test, Teacher Generated Test, Exam View Test Generator

KEY VOCABULARY Reconstruction, freedmen, Black Codes, carpetbagger, universal manhood suffrage, segregate, Ku Klux Klan, martial law, Kirk-Holden War, impeach

LESSON INTEGRATION: With a class room discussion, have the students list a few of the rights of the freedmen and ask for their opinion as to the one/ones that were most restrictive. Have the students discuss this and guide them towards the two that were most restrictive.


STUDENT ENGAGEMENT: • How did Reconstruction affect the freed African Americans and those who were freed prior to the Civil War?

COGNITIVE LEVEL

MATERIALS NEEDED: Blackline Masters: Web Quest: Impeachment of Andrew Johnson, Teacher Materials, Student Materials


North Carolina: Creation and Development of the State GRADE: 8 TIME/PACING:__________________

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12GOAL: 5. The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.

OBJECTIVE: 5.01 Identify the role played by the agriculture, textile, tobacco, and furniture industries in North Carolina, and analyze their importance in the economic development of the state.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS: Industrialization Urbanization Importance of infrastructure Unification Diversification


ASSESSMENT(S): *Goal Test *Objective quiz *Essays Vocabulary quiz

KEY VOCABULARY:-sharecropping, bright leaf tobacco, monopoly, Washington Duke, furnishing merchant, interest, supply

LESSON INTEGRATION:Art: draw a picture of the lay out of an industrial town.Science: show the affects of tobacco use before the 1880’s and after.

SUGGESTED READING/SNorth Carolina: Land of ContrastThe North Carolina ExperienceNorth Carolina through four centuriesNorth Carolina parade Stories of History and People

STUDENT ENGAGEMENT: Powerpoint presentations oral reports internet projects group projects cooperative activities

COGNITIVE LEVEL: Knowledge, Organizing, Applying, Analyzing, Generating, Integration, Evaluation

MATERIALS NEEDED: *maps *charts *transparencies *internet *text*graphic organizers *historical documents *

INTERNET SOURCES *See Attachment*

North Carolina: Creation and Development of the State

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12GRADE: 8 TIME/PACING:__________________

GOAL: 5. The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.

OBJECTIVE: 5.02 Examine the changing role of educational, religious, and social institutions in the state and analyze their impact.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Literacy Tax base for government services Revival


ASSESSMENT(S):

*Goal Test *Objective quiz *Essays Vocabulary quiz

KEY VOCABULARY:Disenfranchisement, grandfather clause, universal education, compulsory education, Jim Crow laws

LESSON INTEGRATION:Art: Create a poster promoting your home town


STUDENT ENGAGEMENT:Powerpoint presentations oral reports internet projects group projects cooperative activities


MATERIALS NEEDED: *maps *charts *transparencies *internet *text*graphic organizers *historical documents

INTERNET SOURCES*See Attachment*


PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12GRADE 8 TIME/PACING:__________________


OBJECTIVE: 5.03 Describe the social, economic, and political impact of migration on North Carolina.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Immigration vs migration Urbanization Cultural mosaic vs melting pot


ASSESSMENT(S):*Goal Test *Objective quiz *Essays Vocabulary quiz

KEY VOCABULARYHydroelectricity,

LESSON INTEGRATION:Writing: write a letter home describing life in Hayti in the early 1900’s.Design a house that could have replaced the shotgun houses of the 1960’s.



COGNITIVE LEVEL Knowledge, Organizing, Applying, Analyzing, Generating, Integration, Evaluation




PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12GRADE: 8 TIME/PACING:__________________


OBJECTIVE: 5.04 Identify technological advances, and evaluate their influence on the quality of life in North Carolina.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Mechanization (automation) Displacement of workers Living wage Environmental impact Skilled worker Standard of living



KEY VOCABULARYFarmer’s alliance, Populist party, Fusionists

LESSON INTEGRATION: Science/Technology: Have students design a model airplane using the concept of “lift”





INTERNET SOURCESSee Internet Attractment

North Carolina: Creation and Development of the StateGRADE:8 TIME/PACING:__________________

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12GOAL: 5. The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.

OBJECTIVE: 5.05 Assess the influence of the political, legal, and social movements on the political system and life in North Carolina.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Segregration vs intergration Franchise vs disenfranchisement Prohibition Suffrage Reform

STRATEGY(S)/ACTIVTIES Research Activities, Technology Activities Writing Activities


KEY VOCABULARYProhibition, universal education, grandfather clause, Jim Crow Laws

LESSON INTEGRATION:Economics: discuss the impact of Child Labor Laws on families.Debate the pros and cons of Prohibition






PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12North Carolina: Creation and Development of the State

GRADE: 8 TIME/PACING:__________________GOAL: 5. The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930.

OBJECTIVE: 5.06 Describe North Carolina's reaction to the increasing United States involvement in world affairs including participation in World War I, and evaluate the impact on the state's economy.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Neutrality Wartime economies Isolation US role in world Affairs League of nations


ASSESSMENT(S):


KEY VOCABULARYArmistice, strike, Great Migration

LESSON INTEGRATION:Writing: have students make a poster to advertise a brand of cigarettes targeting a certain group of consumers in NC




PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12MATERIALS NEEDED: *maps *charts *transparencies *internet *text*graphic organizers *historical documents

INTERNET SOURCES

See attachment

North Carolina: Creation and Development of the StateGRADE: 8 TIME/PACING:__________________

GOAL: 6. The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina.

OBJECTIVE: 6.01 Identify the causes and effects of the Great Depression and analyze the impact of New Deal policies on Depression Era life in North Carolina.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS International trade Stock market Credit line Price support Minimum wage


ASSESSMENT(S):


KEY VOCABULARYSecret ballot, depression, stock market, relief, Live at Home Program

LESSON INTEGRATION:Math: Determine how many drill bits was used up per mile in the first ten of the Blue Ridge Parkway




PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12MATERIALS NEEDED: *maps *charts *transparencies *internet *text*graphic organizers *historical documents



GOAL: 6. The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina. OBJECTIVE: 6.02 Describe the significance of major events and

military engagements associated with World War II and evaluate the impact of the war on North Carolina.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Nazism Fascism Military buildup Prisoners of war



KEY VOCABULARYRationing

LESSON INTEGRATION:Math: Determine how much the population of Fort Bragg grew during WWII and the percentage of the increase.


PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12STUDENT ENGAGEMENT:Powerpoint presentations oral reports internet projects group projects cooperative activities





GOAL: 6. The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina. OBJECTIVE: 6.03 Examine the significance of key ideas and

individuals associated with World War II.CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS

Leadership responsibility Military vs Political



KEY VOCABULARY

LESSON INTEGRATION:Reading: Research and read about the Tuskegee Air Men







GOAL: 6. The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina. OBJECTIVE: 6.04 Assess the impact of World War II on the

economic, political, social, and military roles of different groups in North Carolina including women and minorities.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Urban growth Suburbs Infrastructure Cold War Civil rights Skilled workers Higher education

STRATEGY(S)/ACTIVTIES:

Research Activities, Technology Activities Writing Activities


KEY VOCABULARYCold War, Civil Rights, Skilled workers

LESSON INTEGRATION:Economics: Discuss the economic impact of women and minorities on the economy during World War II







GOAL: 7. The learner will analyze changes in North Carolina during the postwar period to the 1970's. OBJECTIVE: 7.01 Analyze the extent and significance of economic

changes in North Carolina.CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS

Technological Revolution Diversification Tax structure Service industries Unionization



KEY VOCABULARYService industry, shopping center

LESSON INTEGRATION:Art: Design an advertisement with North Carolina’s postwar slogan “Variety Vacationland”. Be sure to highlight the attractions of each region.

SUGGESTED READING/SNorth Carolina: Land of ContrastThe North Carolina ExperienceNorth Carolina through four centuries

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12North Carolina parade Stories of History and People






GOAL: 7. The learner will analyze changes in North Carolina during the postwar period to the 1970's. OBJECTIVE: 7.02 Evaluate the importance of social changes to different

groups in North Carolina.CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS

Civil rights Equal rights Integration



KEY VOCABULARY discrimination, sit-in,freedom riders, Civil Rights Act of 1964, Voting Rights Act of 1965, busing

LESSON INTEGRATION:Art: have students create a picture of the black high school in Newton

SUGGESTED READING/SNorth Carolina: Land of ContrastThe North Carolina Experience

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12Math: show the percentage of “freedom of choice” transfers that were approved in 1959

North Carolina through four centuriesNorth Carolina parade Stories of History and People

STUDENT ENGAGEMENT:Have student point out signs of integration throughout the schoolPowerpoint presentations oral reports internet projects group projects cooperative activities





GOAL: 7. The learner will analyze changes in North Carolina during the postwar period to the 1970's. OBJECTIVE: 7.03 Assess the influence of technological advances on

economic development and daily life.CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS

Suburbs World wide web Standards of Living Technological revolution



KEY VOCABULARYTechnological revolutionWorldwide web

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12LESSON INTEGRATION: SUGGESTED READING/S

North Carolina: Land of ContrastThe North Carolina ExperienceNorth Carolina through four centuriesNorth Carolina parade Stories of History and People

STUDENT ENGAGEMENT:Discuss the inventions after world war II that had a significant affect on society. Research how entertainment changed.Powerpoint presentations oral reports internet projects group projects cooperative activities





GOAL: 7. The learner will analyze changes in North Carolina during the postwar period to the 1970's. OBJECTIVE: 7.04 Compare and contrast the various political viewpoints

surrounding issues of the post World War II era.CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS

Southern Democrats Republican party National vs State elections Segregation Civil rights Party State rights



KEY VOCABULARYCivil Rights Act Of 1964Voting Rights Act of 1965Busing

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12LESSON INTEGRATION:

Summarize the Civil Rights Act of 1964


STUDENT ENGAGEMENT:Make a map of the areas where democratic voters voted for republicans to support segregationist candidates.Research Jesse Jackson and his ties to North Carolina





GOAL: 7. The learner will analyze changes in North Carolina during the postwar period to the 1970's. OBJECTIVE: 7.05 Evaluate the major changes and events that have effected the

roles of local, state, and national governments.CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS

Balanced budget Pollution Era Nuclear family



KEY VOCABULARY

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12LESSON INTEGRATION:

Write an essay on the world’s view of the United States







GRADE: 8 TIME/PACING:__________________GOAL: 8. The learner will evaluate the impact of demographic, economic, technological, social, and political developments in North Carolina since the 1970's.

OBJECTIVE: 8.01 Describe the changing demographics in North Carolina and analyze their significance for North Carolina's society and economy.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Agricultural based economy Minority vs majority Population boom Literacy rate and skilled workers Education reforms Refugees Census



KEY VOCABULARY metropolitan, urban sprawl, urban renewal, franchise

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12LESSON INTEGRATION:Math: Determine the percentage of growth in major NC cities over the past few decades.


STUDENT ENGAGEMENT:Research businesses that have made a change in North Carolina moving it from a rural to an urban state


MATERIALS NEEDED *maps *charts *transparencies *internet *text*graphic organizers *historical documents



GOAL: 8. The learner will evaluate the impact of demographic, economic, technological, social, and political developments in North Carolina since the 1970's.

OBJECTIVE: 8.02 List economic and technological advances occurring in North Carolina since 1970, and assess their influence on North Carolina's role in the nation and the world.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Service industries Tax systems Import/export Traditional vs changing economic

base Rural vs urban Global economy



KEY VOCABULARY textile, interstate banking


LESSON INTEGRATION:

Art: draw a picture of a 19th century farmer and a current-day farmer and compareMath: means, median, of the full-time and part-time workers at RTP


STUDENT ENGAGEMENT:Research the Research Triangle Park






OBJECTIVE: 8.03 Describe the impact of state and national issues on the political climate of North Carolina.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS War vs military action Conscription Impeachment Education reform Immigration vs migration Environmental impact Gender roles



KEY VOCABULARYEqual rights amendment, subsidy,


LESSON INTEGRATION:Math: Creating graphs Create graphs from charts in other textbooks


STUDENT ENGAGEMENT:Make line graphsResearch state senators






OBJECTIVE: 8.04 Assess the importance of regional diversity on the development of economic, social, and political institutions in North Carolina.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Diversification Competition Balanced budget Standard of living State vs National office



KEY VOCABULARY

PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12LESSON INTEGRATION:Math:

Art: Draw a map locating the major indusutries of North Carolina


STUDENT ENGAGEMENT:

Research how NAFTA has affected the economy of North Carolina.





GOAL: 9. The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels. The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels.

OBJECTIVE: 9.01 Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community.

CULUMATIVE REVIEW: A MUST EVERYDAY KEY CONCEPTS Patriotism Citizenship Rights and responsibilities Participatory democracy Federalism Nationalism


PUBLIC SCHOOLS OF ROBESON COUNTY CURRICULUM GUIDE: SOCIAL STUDIES, K-12ASSESSMENT(S):*Goal Test *Objective quiz *Essays Vocabulary quiz

KEY VOCABULARYAgribusiness, organic farming, ecosystem

LESSON INTEGRATION:Write an essay describing why it is better to recycle old buildings and materials rather than start with something new.


STUDENT ENGAGEMENT:Cooperative learning: Students get together discuss a possible revitalization project in the community.






OBJECTIVE: 9.02 Identify past and present state and local leaders from diverse cultural backgrounds and assess their influence in affecting change.




KEY VOCABULARY:Municipality, city council, sheriff, county commissioner, budget, bill, constituent, council of state, district court

LESSON INTEGRATION: Math: make a graph of the population disparity by race, gender, and age


STUDENT ENGAGEMENT:Interview a member of the local government.






OBJECTIVE: 9.03 Describe opportunities for and benefits of civic participation.




KEY VOCABULARYMunicipality, city council, sheriff, county commissioner, budget,

LESSON INTEGRATION: SUGGESTED READING/SNorth Carolina: Land of ContrastThe North Carolina ExperienceNorth Carolina through four centuriesNorth Carolina parade Stories of History and People

STUDENT ENGAGEMENT:Research how local officials are electedCreate poster of how municipal governments work





Internet Sources

1. Ame-today.com Accessgenealogy.com2. 1kwdpl.org carolinasib.com3. answers.com geography.about.com4. ibiblio.org mystatehistory.com5. wikipedia.org wachovia.com6. northcarolinahistory.org dpi.state.nc.us7. moreheadfoundation.org historync.org8. npr.org pbs.org9. cr.nps.gov learnnc.org10.weatherbug.com mississippian-artifacts.com11.crossroadschronicles.com native-languages.org12.cherokee-nc.com outerbanks.com13.thelostcolony.org teachervision.fen.com14.library.thinkquest.org famousamericans.net15.waywelivednc.com tryonpalace.org16.statelibrary.dcr.state.nc.us nationalgeographic.com17.house.org 50states.com18.Ncwiseowl.com


Chapter 1

Terms Places

Region Tidewater RegionSound Outerbanksbarrier island Jockey’s RidgeGulf Stream Coastal Plain RegionWetland SandhillsEstuary Fort BraggPocosin Peidmont RegionSavanna Research Triangle Parkcrossroads hamlets Uwharrie Mountainjstobacco towns Peidmont CrescentCarolina bays Blue Ridgefall line Mountains Regionheadwaters Appalacian Mountainssectionalism Mount Mitchellmill village Black MountainsNASCAR Great Smokey MountainsMonadnock BalsamsElevation Fontana Lakebald coveweatherclimatewesterlieshumidityprecipitationtornadohurricane


Chapter 2

Terms People

Archaeologist Archaic PeopleAtlatl Woodland PeoplePemmican Mississippian PeopleCulture Tuscaroraceremonial center Catawbadialect Cherokeeclan Giovanni da Verrazanomatrilineal Hernando de Sotoconcensus Juan Pardoconjurer Walter Raleighimmunity Philip Amadasexpedition Arthur Barlowecolony Ralph LaneLost Colony Thomas Harriot

John WhiteFrancis DrakeVirginia DareLumbee IndiansArchaic peopleWoodland peopleMississippian peopleTuscarora ``CatawbaCherokee


Chapter 3

Terms People

Neck George DurantSpeculate Quakerscustoms duty Thomas Millercharter Thomas EastchurchLord Proprietor Seth SothelQuitrent John HarveyGeneral Assembly John GibbsNavigation Acts HuguenotsCulpeper's Rebellion John ArchdaleGovernor AnglicansTreason Thomas Carycounty refugee Edward Hydecede Maurice Moorenaval stores George Burringtonbountyroyal colony

Places

The AlbermarleCarolinaGreat Dismal SwampPamlicaBathNew BernThe Cape Fear


Chapter 4

Terms People

Immigrant Gabriel JohnstonBoycott Arthur DobbsGranville District Scots-IrishFrontier GermansFrench and Indian War MoraviansRanger Highland ScotsBackcountry SauraPrairie Reverend Alexander Craighead

Girdling David CaldwellDrover William TryonGrist Mill Josiah MartinTool Edmund FanningCapital Hermand HusbandAppropriateRegulatorExtortion Militia

Places

Fort DobbsCross CreekHalifaxHillsboroughSalisburyCharlotteWachoviaAlamance Creek


Chapter 5

Terms People

Proclamation of 1763 Penelope BarkerStamp Act John HarveyProvincial Congress Cornelius HarnettCommitee of Safety Richard CaswellTory William HooperWhig Joseph HawesMecklenburg Resolves John PennHalifax Resolves William R. DavieDeclaration of Independence Nathanael GreeneConstitution John HamiltonBicameral David FanningDeclaration of RightsAmendmentConfiscation ActOvermountain MenNeutralPacifismpardon

Places

Moore’s Creek BridgeRamsour’s MillKings MountainCowpensGuil;ford Courthouse


Chapter 6

Terms People

Articles of Confederation Mrs. Elizabeth BayardPrecedent James IredellJudicial Review Samuel AsheCompromise John SevierUnited States Constitution Hugh WilliamsonVeto John SteeleRatify Thomas JeffersonFederalist Nathaniel MaconAnti-Federalist Bebjamin ForsytheBill of Rights Johnston BlakelyState’s Rights Otway BurnsRepublican Simplicity Dolley MadisonWar of 1812 Andrew JacksonRecession Archibald MurpheyInternal ImprovementsCanalCommon SchoolLiterary Fund

Places

State of FranklinPortsmouthRaleighFayettevilleChapel Hill


Chapter 7

Terms People

Rip Van Winkle State George Moses HortonSuffrage David L. SwainCredit William GastonTrail of Tears William H. ThomasDemocratic Party John Motley MoreheadWhig Party Edwin M HoltCurriculum Christopher BechtlerPlank Road Calvin H. WileySuperintendent of Public Instruction Mary Bayard Cl;arke Literate William W. HoldenFree Suffrage

Places

QuallaGoldsboroHigh PointRocky MountGold HillMorehead City


Chapter 8

Terms People

Agrarian “Elder” Ralph FreemanYeoman John ChavisSubsistence Farming John C. StanlySpinning Wheel Thomas DayLoomBlacksmithCooperNeighborhoodBarterClubbingMusterDayCourt WeekJustice of the PeaceCamp MeetingPlantationStaple CropArtisan EmancipationSlave CodeQuartersFree Black

Places

Rock SpringSomersetFairntosh


Chapter 9

Terms People

Missouri Compromise Hinton Rowan HelperAbolitionist James K. PolkNorth Carolina Manumission Society Zebulon B. VanceManifest Destiny Braxton BraggAnnex Henry L. WyattSecession William W. HoldenCompromise of 1850Republican PartyConfederate States of AmericaUnionistNaval BlockadeBlockade runnerConscriptPrice GroupingBuffaloOutlierHome GuardPeace MovementReconstructionFreedmenBlack CodesCarpetbaggerUniversal ManhoodSuffrageSegregateKu Klux KlanImpeachFreedman’s BureauSharecropper

Places

Fort SumterFort FisherBentonvilleBennett Farm


Chapter 10

Terms People

Transition Stephen SladeBright Leaf Washington DukeTobacco James Buchanan DukeMonopoly John Milton OdellGraded school Leonidas L. PolkNormal School Furnifold M. SimmonsFurnishing Merchant Charles B. AycockInterestSupplyFarmers’ AllianceFarmer Cooperative StoreMoney SupplyCollateralPopulist PartyFusionists White Supremacy

Places

ConcordBrlingtonHickory


Chapter 11

Terms People

Progress Walter Hines PageHydoelectricity Warren C. ColemenDisfranchisement John MerrickGrandfather Clause Julius Rosenwald

Universal Education Sallie Southall CottonEqualization Woodrow WilsonReferendum Kiffin RockwellProhibition James McConnellCompulsoryJim Crow LawsParadoxShotgun HouseSuburbAuctionArmisticeStrikeGreat Migration

Places

KannapolisWinston-SalemGastoniaHayti“Tobacco Road”Camp GreeneCamp PolkCamp Bragg


Chapter 12

Terms People

Assembly Line Osmond BarringerMoonshine Harriet MoreheadEvolution Cameron MorrisonStretch-out O. Max GardnerSecret Ballot Clyde HoeyDepression Charles M. McCorkleStock Market Harland BowlesReliefLive At Home ProgramNew DealBlue Ridge ParkwayAllotmentParityTobacco Price SupportMinimum WageCollective BargainingSocial Security Act Rationing

Places

Fontana DamCamp MackallCamp LejeuneCherry PointCamp Butner


Chapter 13

Terms People

Civil Rights Terry SanfordSeparate-but Equal Concept Bill FridayIntegration Frank Porter GrahamNorth Carolina Fund Thad EureCommunity College System Kerr ScottService Industry Jessie JacksonShopping Center Dr. Martin Luther King Jr.Cold War Reginald HawkinsCommute Henry FryeConsolidated High School Howard LeeInterstate Highway System I. Beverly LakeBypass Judge James B. McMillanDiscriminationSitinFreedom RidersCivil Rights Act of1964Voting Rights Act of 1965Busing

Places

Research Triangle ParkGrandfather MountainGreensboro


Chapter 14

Terms People

Equal Rights Amendment Jim HoldshouserSubsidy Jessie HelmsMetropolitan Jim HuntUrban Sprawl Eva ClaytonUrban Renewal Richard PettyFranchise Dale Earnhardt Sr.Interstate Ben LongBankingHistorical PreservationCultural RenewalRidge LawGlobal Warming

Places

The TrianglePiedmont TriadGreat Smokey Mountains National ParkPrinceville


Chapter 15

Terms People

Millennium John Hope FranklinNAFTA HmongBiotechnologyAgribusinessOrganicFarmingEcosystemMunicipalityCity CouncilSheriffCounty CommissionBudgetBillConstituentCouncil of StateDistrict CourtSuperior CourtCourt of AppealsSupreme Court

Places

Joyce Kilmer ForestCary


Suggested Resources

North Carolina Land of Contrast, Prentice Hall

Textbook: North Carolina A Proud State in our Nation

The North Carolina Experience, by Lindley S. Butler and Alan D. Watson

North Carolina through Four Centuries, by William S. Powell

North Carolina Parade Stories of History and People, by Richard Walser and Julie Montgomery Street

Myths of the Cherokee by James Mooney

Description of Algonquian Indians, by Thomas Harriet

A New Voyage to Carolina by John Lawson

Journal: Our State

Explorer Net’s Trailblazer

IEA Resource Center, Pembroke, NC.

Old Main Cultural Museum, UNCP

The History, Military, and Biography Channels

The Story of the Lost Colony, by Peter Bosco

School House Rocks Video: America Rocks “No More Kings”

Document: The Mayflower Compact

Video: A&E Biography, Pocahontas

School House Rock Video: America Rocks “The Great American Melting Pot”

The History, Military, and Biography Channel

Document: Carolina Charter of 1663


Video: The American Colonies


Resources continued

Historic Site: Tryon Palace

Video: Changing Faces

Video: Why the Colonists’ Rebelled

North Carolina and the Revolutionary Era by Thomas C and Barbara M. Parramore

Video: North Carolina in the Revolutionary War

The Black Experience in Revolutionary North Carolina, by Jeffrey Crow

Historic Sites: Moore’s Creek Bridge Historic site, Kings Mountain Battleground, Guilford Courthouse National Military Park

Video: The Fight For Freedom

School House Rocks Video: America Rocks “The Shot Heard Around the World”

Document: Halifax Resolves

Document: Mecklenburg Resolves

Document: Albany Plan of Union

Document: Articles of Confederation

Document: North Carolina Constitution of 1776

Document: United States Constitution

Document: Bill of Rights

Document: Declaration of Independence

School House Rocks Video: America Rocks “Fireworks” and “The Preamble”, “I’m just a Bill”, and “Three-Ring Government”

Pamphlet:: Common Sense by Thomas Paine

The Federalist Papers by John Jay, Alexander Hamilton and James Madison

Our Living Constitution: Then and Now Activity Book

Document: Constitution of 1776


Resources continued


“Appeal to the Colored Citizen’s of the World” by David Walker

The Impending Crisis of the South by Hinton Helper

Uncle Tom’s Cabin by Harriet Beecher Stowe

Historic Site: Reed’s Gold mine

Document: The Missouri Compromise

Document: The Monroe Doctrine

Document: The Compromise of 1850

“Emancipation Proclamation” by Abraham Lincoln

“Gettysburg Address” by Abraham Lincoln

Across Five Aprils by Irene Hunt

Video: The Civil War The Concise History

The Civil War in North Carolina by John Barrett

Historic sites: Fort Fisher, Bentonville Battlefield

North Carolina during Reconstruction by Richard Zuber

Political Cartoon Samples

Biographies of Carnegie, Vanderbilt, Morgan, etc.

Video about Prohibition

Newspapers and Magazines

School House Rock Video: America Rocks “Sufferin’ till Suffrage”

Wilson’s “Fourteen Points”

All Quiet on the Western Front by Erich Remarque

Franklin Delano Roosevelt’s First Inaugural Address


Resources continued

Roll of Thunder, Hear my Cry by Mildred Taylor

The Grapes of Wrath by John Steinbeck

School House Rocks Video: America Rocks “No More Kings”

Document: The Mayflower Compact

Video: A&E Biography, Pocahontas

School House Rock Video: America Rocks “The Great American Melting Pot”

The History, Military, and Biography Channel



Video: The American Colonies

Historic Site: Tryon Palace

Video: Changing Faces

Video: Why the Colonists’ Rebelled

North Carolina and the Revolutionary Era by Thomas C and Barbara M. Parramore

Video: North Carolina in the Revolutionary War

The Black Experience in Revolutionary North Carolina, by Jeffrey Crow

Historic Sites: Moore’s Creek Bridge Historic site, Kings Mountain Battleground, Guilford Courthouse National Military Park

Video: The Fight For Freedom

School House Rocks Video: America Rocks “The Shot Heard Around the World”

Document: Halifax Resolves

Document: Mecklenburg Resolves

Document: Albany Plan of Union

Document: Articles of Confederation


Resources continued

Document: North Carolina Constitution of 1776

Document: United States Constitution

Document: Bill of Rights

Document: Declaration of Independence

School House Rocks Video: America Rocks “Fireworks” and “The Preamble”, “I’m just a Bill”, and “Three-Ring Government”

Pamphlet:: Common Sense by Thomas Paine

The Federalist Papers by John Jay, Alexander Hamilton and James Madison

Our Living Constitution: Then and Now Activity Book



“Appeal to the Colored Citizen’s of the World” by David Walker

The Impending Crisis of the South by Hinton Helper

Uncle Tom’s Cabin by Harriet Beecher Stowe

Historic Site: Reed’s Gold mine

Document: The Missouri Compromise

Document: The Monroe Doctrine

Document: The Compromise of 1850

“Emancipation Proclamation” by Abraham Lincoln

“Gettysburg Address” by Abraham Lincoln

Across Five Aprils by Irene Hunt

Video: The Civil War The Concise History

The Civil War in North Carolina by John Barrett

Historic sites: Fort Fisher, Bentonville Battlefield


Resources continued

North Carolina during Reconstruction by Richard Zuber

Political Cartoon Samples

Biographies of Carnegie, Vanderbilt, Morgan, etc.

Video about Prohibition

Newspapers and Magazines

School House Rock Video: America Rocks “Sufferin’ till Suffrage”

Wilson’s “Fourteen Points”

All Quiet on the Western Front by Erich Remarque

Franklin Delano Roosevelt’s First Inaugural Address

Roll of Thunder, Hear my Cry by Mildred Taylor

The Grapes of Wrath by John Steinbeck


Native American Lesson Plans

The term 'Native American' includes over 500 different groups and reflects great diversity of geographic location, language, socioeconomic conditions, school experience, and retention of traditional spiritual and cultural practices.

—Debbie Reese, "Teaching Young Children About Native Americans"Introduction

Children's literature, movies, and other media often perpetuate generalized stereotypes, whether positive or negative, in their representations of Native American peoples. Teaching children about the First Americans in an accurate historical context while emphasizing their continuing presence and influence within the United States is important for developing a national and individual respect for the diverse American Indian peoples, and is necessary to understanding the history of this country.

By the time children in the U.S. begin school, most have heard and developed impressions of "Indians" from books, movies, or in the context of the Thanksgiving holiday. This lesson helps dispel prevailing stereotypes and generalizing cultural representations of American Indians by providing culturally-specific information about the contemporary as well as historical cultures of distinct tribes and communities within the United States. Teachers can divide the class into groups that each study a tribe from a different region, or the class can select one region to study, such as the geographical region in which the school is located.

Please note that this lesson plan alternates among the three terms, "Native American," "American Indian," and "Indian people" so as not to privilege one designation over the others. In her essay, "Teaching Young Children about Native Americans," Debbie Reese explains that she uses the term "Native American," but also "recognizes and respects the common use of the term 'American Indian' to describe the indigenous people of North America. While it is most accurate to use the tribal name when speaking of a specific tribe, there is no definitive preference for the use of 'Native American' or 'American Indian' among tribes or in the general literature."

The Bureau of Indian Affairs states in its "Answers to Frequently Asked Questions" : "The term, 'Native American,' came into usage in the 1960s to denote the groups served by the Bureau of Indian Affairs: American Indians and Alaska Native (Indians, Eskimos and Aleuts of Alaska). Later the term also included Native Hawaiians and Pacific Islanders in some Federal programs. It, therefore, came into disfavor among some Indian groups. The preferred term is American Indian." The issue of designating terms is still evolving.

Guiding Questions:How are American Indians represented in today's society? What objects and practices do we associate with Indian culture? What are some actual customs and traditions of specific Native American groups? What are some cultural

http://ceep.crc.uiuc.edu/eecearchive/digests/1996/reese96.html

http://ceep.crc.uiuc.edu/eecearchive/digests/1996/reese96.html


traditions and customs that have changed over the centuries? Which ones have continued into the present?

Learning ObjectivesAfter completing the lessons in this unit, students will be able to:

Compare and contrast how American Indians are represented in today's society with their actual customs, traditions, and way of life

Understand that Native Americans are made up of diverse peoples and cultures

Identify the names of specific native North American tribes Describe the historical and present-day locations, houses, clothing,

food, and cultural traditions of specific tribes Learn the geographic regions of the United States that correspond to

Native American cultural bands Name various tribes' cultural traditions and customs that have changed

over the centuries as well as those that have continued into the present

Preparing to Teach this Lesson

This lesson requires you to access Web pages through EDSITEment-reviewed Web sites. You may share these pages with your students at individual computer stations, assign small groups to share several computers, display computer-projected images to the whole class, or print out the pages and distribute copies to the students.

You may want to review some of the following background literature on teaching about American Indians, as well as the lists of recommended fiction and non-fiction books for young children:

o The ERIC Digest volume, "Countering Prejudice against American Indians and Alaska Natives through Antibias Curriculum and Instruction," written by Deirdre A. Almeida and available online through a link from the EDSITEment-reviewed resource Native Web, contains information on teaching about Native Americans in non-generalizing and non-stereotyping ways.

o Debbie Reese's online article, "Teaching Young Children About Native Americans," available through the Internet Public Library, discusses the prevalence of stereotypes and classroom strategies for teaching about cultural diversity among Native Americans. Debbie Reese's Web page, available from the EDSITEment-reviewed

o

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http://www.ipl.org/

http://www.nativechild.com/resources.html#Reese


http://www.nativeweb.org/

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o resource Internet Public Library, contains lists of recommended fiction and non-fiction books about contemporary Native American people.

o The Oyate Web site, a Native organization that evaluates books by and about Indian people, is available through the EDSITEment-reviewed resource Internet Public Library, and contains both recommended books and "Books to avoid."

o This lesson uses information from the First Americans Web site, available through the EDSITEment-reviewed resource Native Web. You can review the History section of the site, which provides a brief overview of the history of American Indians from before the arrival of Europeans and extends into the present, for background information or with students. To follow the narrative, click on the arrows to the right of the Start button.

The following vocabulary appears in this lesson; you may want to go over these words with the students as part of the introduction or as they come up in the lesson. If possible, obtain and provide pictures of the items, or ideally, bring in examples of the actual items to display and allow students to handle them in class.

o Nation, tribe,o Coast, woodlands, plains,o North, South, East, Westo Northeast, Northwest, Southeast, Southwesto Reservation,o Trade,o Ceremony, tradition,o Commemorate, ancestor, o Canoe, totem pole, hogan, tipi,o Harvest, lye, sofkey,o Breechcloth, moccasin,o Cradleboard

Suggested Activities

Lesson 1: Representing Native Americans TodayLesson 2: First Nation Tribes Across the U.S.Extending the Lesson

Lesson 1 Representing Native Americans Today

http://edsitement.neh.gov/printable_lesson_plan.asp?id=347#EXTEND%23EXTEND

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http://www.u.arizona.edu/ic/kmartin/School/amer2.htm


http://www.u.arizona.edu/ic/kmartin/School/index.htm

http://www.oyate.org/books-to-avoid/index.html

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Before offering information about Native American Nations and cultural groups, introduce the terms "Indian," "Native American," and "American Indian," and ask students what they know about these terms and about the people they represent. Create two columns on the chalkboard or a piece of paper, and write down student responses in the first column. This first column shows students' preconceptions about Indian peoples; the second column will reflect information students receive through the lesson.

Have students draw two pictures: one representing an "American" and one representing an "American Indian." Line the two sets of pictures in two rows, and ask students to compare the "Americans" to the "Indians." Add their observations about the "American Indian" pictures to their initial responses on the board or paper.

After students have offered their first impressions about Native Americans, explain to the class that the words "Indian" and "Native American" refer to a diverse set of Native American tribes or nations who lived for centuries across the lands that Europeans claimed later to have "discovered," which are now called the Americas -- the Caribbean islands, Canada, the United States, Mexico, the countries of Central and South America. "The Peoples' Names and the Error by Columbus Continues…," available through the EDSITEment-reviewed resource Native Web, notes that, "Many Native Americans prefer to be called by their tribal name as opposed to 'Indian' or 'Native American.'"

Read one or more of the books from the following list of Fiction Books about Contemporary Native American People, recommended by Debbie Reese on her Web page, available from the EDSITEment-reviewed resource Internet Public Library:

Children of LaLoche & Friends. (1990). Byron through the Seasons. Fifth House Ltd. (Grades: K-1).

Harjo, Joy. (2000). The Good Luck Cat. Harcourt Brace (Grades: P-3).

Hunter, Sara Hoagland. (1996). The Unbreakable Code. Northland (Grades: 2-3).

Keeshig-Tobias, Lenore. (1991). Bird Talk. Sister Vision (Grades: P-K). Sanderson, Esther. (1990). Two Pairs of Shoes. Pemmican Publications

(Grades: P-K). Smith, Cynthia. (2000). Jingle Dancer. Morrow Junior (Grades: P-3). Tapahonso, Luci. (1999). Songs of Shiprock Fair. Kiva (Grades: P-3).

http://www.ipl.org/

http://www.ipl.org/


http://members.aol.com/jroache/fact008.html

http://members.aol.com/jroache/fact008.html


Waboose, Jan Bourdeau. (1998). Morning on the Lake. Kids Can Press (Grades P-3).

Waboose, Jan Bourdeau. (2000). Skysisters. Kids Can Press (Grades P-3). Wheeler, Bernelda. (1995). Where Did You Get Your Moccasins? Peguis

Publications (Grades: P-K).

Each of these books portrays Native American characters in a contemporary context in ways that challenge common stereotyping representations. After reading one or more stories, ask students to describe the characters they have heard about. Write their responses in the second column of the board or paper. Ask the class to compare their original ideas about American Indians with the portrayals offered in the book(s). Do the stories and the people represented alter their views about Indian peoples?

You might point out to your students that, through much of the 20th century, Indian peoples came under intense social and economic pressure to assimilate into mainstream American society, and as such had to make difficult choices between identifying with their native communities and finding a livelihood in the larger society. Today, by contrast, increasing numbers of Native Americans are able to participate more fully in traditional community activities, which in many locations are thriving, while at the same time attending college and obtaining jobs in non-traditional settings. For more information on Indian peoples today, see "The Current Condition of Native Americans," written by Harold Hodgkinson for the ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV, and available through the EDSITEment-reviewed resource Native Web.

Lesson 2 First Nations Across the U.S.

To introduce the five cultural bands of American Indian tribes and the general regions of the United States in which they live, display or print out and distribute to students copies of the History page of the First Americans Web site, available through the EDSITEment-reviewed resource Native Web. This page contains a map of the United States divided into five Native American cultural bands, including Plains, Northwest, Southwest, Southeast, and Northeast. The text explains that areas in which people share similar environments and customs due to their proximity to one another are called

cultural bands.

Print out and distribute to students copies of a map of the United States, available from the Atlas on the EDSITEment-reviewed resource National Geographic Xpeditions. From the Atlas page, select North America, then United States of America, and you can choose whether or not to have state borders displayed. As students acquire information about the regions of the U.S., Native American tribe names, and cultural aspects and traditions of their assigned tribe, they can fill in the information on the map by writing words and/or drawing pictures.

http://www.nationalgeographic.com/xpeditions/atlas/index.html

http://www.nationalgeographic.com/xpeditions/





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Depending on the reading and writing level of your class, you may choose to have students fill in the blanks on a chart or answer questions and write a paragraph describing one tribe. This activity can be done by the entire class for one tribe, or by small groups each for one of the five tribes.

The Tribes page of the First Americans Web site displays images of clothing, housing, and food items from the five cultural groups of Native Americans. When you place the cursor over an image, the word describing the image appears, and the object's corresponding Native American cultural band is highlighted on a small map of the U.S.

From the Five Tribes page, you can click on the name of a tribe to get information about the land, clothes, housing, and other cultural aspects of the following five tribes: Tlingit, Dinè, Lakota, Muscogee, and Iroquois. When you click on an image, it takes you to a page with information about one tribe from the indicated region. Using the information provided through each of these tribes' pages, have your students identify the traditional customs of one tribe. On their maps, students can shade in the area of the U.S. in which their tribe lives and can write the words or draw a picture describing the clothing, house, and food of their tribe. They can then complete the following written exercise:

For Kindergartners, have students fill in the blanks on the following chart, also available in pdf format. Students can then draw a picture to illustrate the chart information for one tribe.

Information on the Native American Tribe__________For the following sentences, fill in the blanks: This tribe is called __________. We live in the __________ region of the United States. We wear __________. We eat __________.

http://edsitement.neh.gov/lesson_images/lesson347/Information_on_Native_American_Tribe.pdf




The type of house we live in is called a __________. It is made of __________.

For first and second graders, ask students to read the descriptions of the land, food, housing, and other social and cultural aspects listed for their geographical region. Students can use the information to answer the following questions (also available in pdf format) or write facts on note cards. They can use the information they record to write a paragraph about their group and draw a picture to illustrate their paragraph.

Questions about the Native American Tribe__________ What does the name of the tribe mean? What is another name for this tribe? Where did the tribe originally live? Where do members of this tribe live today? What did this group traditionally eat? What do they eat today? What are other cultural traditions that this tribe followed? What are some ways in which the tribe has changed its customs? Are there customs it has kept over time? Which ones?

Background Information About Native American Tribes from the Five Cultural Bands of the United States

(Note: Information is taken from the First Americans Web site, unless otherwise noted.)

Tlingit Information

Tlingit live in the American Northwest Coast that is now part of Alaska. Food is provided by both land and sea. Originally traded and did business with Europeans and other Native

American tribes. Ceremonial dress includes carved masks, weapons and "Chilikat" robes Chilikat robes may be fringed, fur-trimmed, and multicolored. The

designs on clothing depict animals significant to the family and town.


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The Tinglit used to wear hats made of roots. Men and women wore ear and nose rings. Some had tattoos and disks pierced through their lower lip.

Tlingit are master fishermen. They eat fish; most important is salmon. In the summer they eat wild berries. Tlingit traditionally hunted and trapped animals such as goats and deer,

and used canoes to hunt seals, sea lions, and otters. Tlingit live in towns with wood buildings that are sometimes

decoratively painted. Long ago families lived together. The houses had no windows but had a hole in the roof to let smoke out. Houses had no rooms but had partitioned sleeping and storage areas. Fishing gear, canoe paddles, and other large objects were stored in the

rafters. The Tlingit made totem poles to tell a family story or legend, honor the

dead, commemorate a birth, or make fun of someone. Totem poles are carved from cedar trees, painted and placed near the

house or in the forest.

Dinè (Navajo) Information

Dinè means "Children of God." "Navajo" comes from a Spanish word meaning "stealer." Their ancestral home is the desert of the American southwest. Dinè is the largest Indian Nation. Today, most Dinè live on the "big rez" which includes parts of Arizona,

New Mexico, and Utah. The Dinè are known for creating beautiful silver and turquoise jewelry

and wool rugs. Rugs are made on a loom. The Dinè originally farmed beans, squash, and corn and hunted deer,

prairie dogs, and other animals. Corn was the most important food. Indian corn comes in many colors

and could be eaten fresh or dried and ground. Today, many Dinè raise sheep for meat and wool. They eat mutton and fry bread. The traditional house is called a hogan. Hogans have six or eight sides and are made of logs, brush, and mud. The door of the hogan faces east towards the rising sun.


Today, many Dinè live in modern houses, while some still live in hogans in order to live together rather than separately.

Hogans are still used for family ceremonies. Some Dinè believe that illness comes from harmful forces and have

medicine men get rid of the harm by performing ceremonies that include singing and sacred objects.

Sometimes the medicine men make sand paintings as a way to get rid of the harm.

Dinè now have access to doctors; however, some continue to use medicine men because Western doctors are just now learning the importance of curing the spirit.

Information from Photographs of the Dinè (Navajo) by Ilka Hartmann, available through the EDSITEment-reviewed resource Native Web:

The Dinè, Dineh, or Navajo Nation is the largest Native nation in the United States, both in territory and population.

Navajo Reservations are in Arizona and New Mexico and are held in trust by the United States Government.

The population is approximately 165,000. Approximately twenty percent of the Dinè live off the reservation, many

in urban areas. The name Dinè means "The People." Dinè women own sheep herds and produce very beautiful Navajo rugs. Dinè men create beautiful works of art in turquoise and silver.

Muscogee (Creek) Information

The Europeans called the Muscogee people "Creeks" because they built their villages near creeks.

The people call themselves "Muscogee." Their ancestral home is the American southeast, in what is now Georgia. Because white settlers made them leave their original home, most

Muscogee people now live in Oklahoma. Women traditionally wore skirts, and men wore deerskin breechcloths. In the 1700s, European traders introduced wool and cotton clothes

made in England.


http://www.ilkahartmann.com/jbrave/phototext.nsf/images/F23455341B738AAE88257273000A1821


The Muscogee adapted the European clothing and traded deer pelts for it.

Today, Muscogee wear American clothing. Corn was an important food, which women ground into meal and boiled

with lye to make "sofkey." For food, women gathered nuts, wild onions, and berries, and men

hunted deer. Muscogee had gardens full of corn, beans, and squash. They shared the food among the group. Today, Muscogees mostly eat American foods.

The Muscogee originally lived in houses with thatched roofs. A typical village was built around the council house and a large field

used for sports. After the Muscogees were forced to move west, their towns and homes

looked different. In the West, most of the houses were made of logs. Traditional Muscogee ceremonies take place at the stomp ground. An important celebration is the Green Corn Festival, when people give

thanks for the harvest. During the Green Corn ceremony, women dancers wear turtle shells or

cans on their ankles to make music while they dance.

Haudenosaunee (Iroquois) Information

The word Iroquois means "rattlesnakes." The Iroquois call themselves Haudenosaunee, which means "people

building a long house." Iroquois live in what is now the state of New York and parts of Canada. The Iroquois Confederacy originally included five nations and was a

democracy. The five nations include: Seneca, Cayuga, Onondaga, Mohawk, and

Oneida. The pine tree symbol in the middle of the flag represents a White Pine

because this tree's needles are clustered in groups of five. Onondaga - Keepers of the Fire, Capital of the Confederacy (currently

they live near Syracuse, New York). Seneca - Keepers of the Western Door (currently they live in New York and Canada). Cayuga - Younger Brothers of the Seneca (currently they live near Buffalo, New York). Mohawk - Keepers of the Eastern Door (currently they live in New York and Canada). Oneida - Younger Brothers of the Mohawk (currently they live in Wisconsin and Canada).


The U.S. government was modeled on the Iroquois nations. The Haudenosaunee (Iroquois) used European cloth and adapted it to

their own style. Some men wore feathers in their hair, rings in their nose, and other

jewelry.

Men also wore capes, sashes around their waist, breechcloths, leggings, and moccasins.

Today, the Iroquois wear modern clothes. Before the Europeans came, the Iroquois were farmers and hunters. The main crops were corn, beans, and squash, and these were known as

the "sustainers of life" and were called the "Three Sisters." These three crops were considered special gifts from the Creator, and

each was believed to be protected by one of the Three Sister Spirits. Legends were woven around the Three Sisters who would never be

apart from one another, just as corn, beans, and squash were planted together, eaten together, and celebrated together.

The Haudenosaunee (Iroquois) people lived in villages and farmed. Iroquois houses were called longhouses because they were longer than

they were wide. The houses were made from elm bark. Longhouses had door openings at both ends and no doors or windows. During the winter, the doors were covered with skins. The Haudenosaunee Flag represents the original five nations that were

united in peace by the Peacemaker.

Lakota (Sioux) Information

Sioux means "Lesser Snake" in Chippawa. The people call themselves Lakota, which means "friend." The Lakota lived on the plains with many other tribes, such as the

Cheyenne and Oto. Traditionally, the Lakota hunted buffalo and followed the herds from

place to place. Today, the Lakota have reservations in North and South Dakota and

Montana. The Lakota decorate their clothing with bead work and designs to honor

the spirit world. Traditionally, clothing was made of buckskin and elk skins. Women traditionally wore dresses and leggings, and men wore shirts

and breechcloths.


In cold weather, Lakota wore buffalo robes. Infants were placed in cradleboards for protection.

The Lakota people used buffalo to provide everything they needed to survive.

The buffalo was considered a Spirit Being by the Lakota. Buffalo meat provided food, the pelt, clothing, and the bones, tools. The buffalo is central to the traditional religion of the Lakota and of

neighboring tribes. The Lakota called their houses "tipis" which means "the place where a

person lives." Because they roamed the plains following the buffalo herds, Lakota

needed housing that was lightweight and could be taken apart quickly. Tipis were made from buffalo hides. They were warm in the winter and

cool in the summer and large enough for the entire family.

Extending the Lesson

Have students create a book about their own families and cultural traditions and customs, including their lodging, clothing, food, and other aspects of everyday life, and relate their family activities and traditions to similar Native American customs. Students will see the continuity over time and the influence of the First Americans on contemporary life in the U.S. through food items such as corn and squash, and through activities such as fishing and canoeing.

Using the profiles on the People section of the EDSITEment-reviewed resource New Perspectives on the West, have the class create biographies of the following nineteenth-century Lakota leaders: Red Cloud; Sitting Bull; Crazy Horse; and Big Foot.

Selected EDSITEment Websites

Internet Public Library o Debbie Reese's Web page o "Teaching Young Children About Native Americans" o Oyate Web site

National Geographic Xpeditions o Atlas

NativeWeb


http://www.nationalgeographic.com/xpeditions/atlas/index.html


http://www.oyate.org/



http://www.ipl.org/

http://www.pbs.org/weta/thewest/people/a_c/bigfoot.htm

http://www.pbs.org/weta/thewest/people/a_c/crazyhorse.htm

http://www.pbs.org/weta/thewest/people/a_c/crazyhorse.htm

http://www.pbs.org/weta/thewest/people/s_z/sittingbull.htm

http://www.pbs.org/weta/thewest/people/i_r/redcloud.htm

http://www.pbs.org/weta/thewest

http://www.pbs.org/weta/thewest/people/


o Countering Prejudice against American Indians and Alaska Natives through Antibias Curriculum and Instruction. By Deirdre A. Almeida. ERIC Digest

o Native American Children's Books o Cynthia Leitich Smith Children's Literature Resources o Index of Native American Teaching Resources on the Internet from

Karen Strom o Native American Children's Books o A Critical Bibliography on North American Indians, for K-12 o Jingle Dancer Curriculum o First Americans: Native American Studies for Grade Schoolers:

Dinè, Muscogee (Creek), Tlingit, Lakota, Haudenosaunee

OR:

First Americans for Grade Schoolers o Rethinking American Indians by Karen Martin (Creek) at Stanford

University

NativeWeb o "The Peoples' Names and the Error by Columbus Continues…"

New Perspectives on the West o People

Other Information

Standards Alignment

1. NAES-VisArts(K-4) 1

Understanding context by recognizing the role of theatre, film, television, and electronic media in daily life


Choosing and evaluating a range of subject matter, symbols, and ideas

http://artsedge.kennedy-center.org/teach/standards.cfm?subjectId=VAR&gradeBandId=1&sortColumn=&x=4&y=8


http://www.pbs.org/weta/thewest/people/

http://www.pbs.org/weta/thewest/

http://www.cynthialeitichsmith.com/jingledancerlinks.htm


http://www.u.arizona.edu/ic/kmartin/School/

http://www.u.arizona.edu/ic/kmartin/stephanie/



http://www.cynthialeitichsmith.com/jingledancerlinks.htm

http://www.nmnh.si.edu/anthro/outreach/Indbibl/

http://www.cynthialeitichsmith.com/NativeThemes.htm

http://www.hanksville.org/NAresources/indices/NAteach.html

http://www.hanksville.org/NAresources/indices/NAteach.html

http://www.cynthialeitichsmith.com/index1.htm

http://www.cynthialeitichsmith.com/NativeThemes.htm






Understanding the visual arts in relation to history and cultures 4. NAES-VisArts(K-4) 5

Reflecting upon and assessing the characteristics and merits of their work and the work of others

5. NCSS-1

Culture and cultural diversity. more6. NCSS-2

Time, continuity, and change. The ways human beings view themselves in and over time. more

7. NCSS-3

People, places, and environments. more8. NCSS-4

Individual development and identity. more9. NCTE/IRA-1

Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. more

10. NCTE/IRA-10

Students whose first language is not English make use of their first

language to develop competency in the English language arts and to develop understanding of content across the curriculum.

11. NCTE/IRA-11

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. NCTE/IRA-12

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). more

http://www.ncte.org/standards/standards.shtml

http://www.ncte.org/about/over/standards/110846.htm





http://www.socialstudies.org/standards/2.4.html

http://www.ncss.org/standards/strands/










13. NCTE/IRA-3

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. more

14. NCTE/IRA-4

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. more

15. NCTE/IRA-5

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. more

16. NCTE/IRA-7

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. more

17. NCTE/IRA-8

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. more

18. NCTE/IRA-9

Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.













Explorers Homeport

This is your research homeport. You will return here after each module is completed.

Scenario (1 page)

Building questions and getting organized (3 pages)

Gathering information (2 pages)

Analyzing information (1 page)

Presenting your decision (1 page)

Use a shortcut to reach these pages quickly

http://wwwsil.bham.wednet.edu/Curriculum/Explorers_Time_Machine/epresenting.htm

http://wwwsil.bham.wednet.edu/Curriculum/Explorers_Time_Machine/analyzing1.htm

http://wwwsil.bham.wednet.edu/Curriculum/Explorers_Time_Machine/egathering1.htm

http://wwwsil.bham.wednet.edu/Curriculum/Explorers_Time_Machine/equestions1.htm


http://wwwsil.bham.wednet.edu/Curriculum/Explorers_Time_Machine/escenario.htm


Explorer Research Question

Wandering through a flea market one rainy Saturday, you find yourself drawn to a cluttered booth filled with teetering towers of boxes and bins. Castaway organs of engines and the rusty innards of discarded toasters hang lifeless from the edges of sagging crates. Among the disarray a man in a dusty three-piece suit beckons mysteriously. A sly smile spreads across his crinkled face as he gestures toward a large object hidden under a greasy blanket.Intrigued, you approach cautiously. He lifts a corner of the blanket revealing a brass machine spotted with complicated controls and two thick glass windows. He shakes your hand vigorously and invites you to investigate his machine while he whispers secretively of its purpose.He can tell you are a person of rare courage and curiosity, the sort of person with the intelligence to buy such a fine time machine. He fills your young mind with fabulous adventures at King Arthur's court, front row seats at the first Olympic games and a climb up the Sphinx with the young King Tut, if you are wise enough to purchase this treasure.


Your parents look at each other and sigh when they see the tarnished contraption you pull behind you. Your father insists it is not going in the house. Your mother informs you it is the last monstrosity you are bringing home until you get rid of the rest of your useless "treasures."In the garage you polish your time machine and dream of places to visit and events to witness. That is, until you clean a dial called the Selector. There are only three choices, and they sound like a history assignment your fifth grade teacher cooked up.Your choices are:1. Sail with Christopher Columbus2. See the world with Ferdinand Magellan3. Journey with Sir Francis DrakeWhen you rub away the grime from a nearby gauge more hopes evaporate. The gauge registers only enough fuel for one trip. Even one trip triggers your imagination. You imagine yourself on the bow of a fine sailing ship. The sea breeze lifts your hair and fills the snapping sails, a long journey across uncharted oceans...low supplies...restless crews...mutinies... It occurs to you a good commander might be important on long voyage! Grabbing some paper from the recycling bin and the pencil behind your ear, you start scribbling a list of qualities you'd want in a leader.


Building Questions and Getting Organized

If you and your shipmates were faced with a long journey on dangerous and uncharted seas, what qualities would you want in your leader?You wouldn't want to end up in the middle of the ocean with just any old captain!With your class you will brainstorm a list of qualities of a good leader.When your class has a sizable list, you will choose four leadership qualities. Make a web of the qualities you choose like the example below.

Sail on to next port



Gathering: Being a thoughtful researcher

This page tells you about the expectations for your research.Your class will discuss about what it means to do quality research.

Steps of the Research Cycle(Teachers: Read a complete description in Jamie McKenzie's

Research Cycle)

Building Questions and Getting Organized

your little questions are important enough to help you make your decision

you have a way to organize your ideas and information

Gathering you use your little questions to search

http://www.fromnowon.org/oct97/research.html


for the "good stuff"

you look for information in lots of different places; books, videos, classroom activities, World Book, the Internet

you make logical inferences based on your research

you include your own ideas about what you have learned

your table shows you know a lot about each little question

the information you gather helps you to answer the question of which explorer had the best leadership qualities

Sorting, Sifting and Analyzing you collect only information that

helps you make your choice

you keep your information organized

you check your table and toss out unnecessary information

you improve weak spots in your table

you change your little questions as you learn more about the explorers and the historical period, you learn better questions to ask

Synthesizing (creating something new from what you have learned)


you have thought carefully about each explorer and what you have learned before you make up your mind

you know a lot about this question!

you have lots of specific examples to prove the leadership qualities of these explorers

you feel confident that you are ready to choose

Print a copy of this page to keep in your Research Folder. You will refer to it as you continue with this project.

Open up World Book and open your table in Publisher. Begin searching for information to help you make up your mind.

Sail on after using World Book

http://wwwsil.bham.wednet.edu/Curriculum/Explorers_Time_Machine/egathering2.htm


ExplorersAnalyzing

You have had several sessions for gathering information from many different of sources.

Videos shown in class

Internet sites Books

Class lessons and discussion World Book

Do you think you're ready to make up your mind?

Look at your table.

Ask yourself these questions. Have I completed my table?

Is all the information clear to me?

Am I able to give specific and important reasons for my choice?

Am I able to give reasons, based on my research, why I didn't choose the other explorers?

If you don't feel confident in answering those questions you may need to... ask more little questions

toss out information that doesn't help

find more information ponder your


findingsuntil you are ready to make your choice!

Now, continue improve your understanding or move on to writing a persuasive essay.

Return to Homeport (Analyzing

Presenting your Decision

You know a lot about each explorer.You know what kind of leader each

was.You have made your decision.

Follow these steps to explain your choice.

Step 1 Write a thesis statement you

http://wwwsil.bham.wednet.edu/Curriculum/Explorers_Time_Machine/homeport.htm


can believe in.Examples

Cats make the best pets.Soccer is the most exciting

sport.Explorer A was a better leader

than Explorer B and C.

Step 2 Make a table of your three best reasons why Explorer A was the better leader.

Step 3 Find two to three details that prove why your leadership quality is true for your choice of explorers. Each proving detail should be able to end this sentence:

One time he...

Thesis statement: The best explorer was...

Leadership Quality

Leadership Quality

Leadership Quality


1. One time he... 1. One time he... 1. One time

he...2. Another time he...

2. Another time he...

2. Another time he...

3. He once... 3. He once... 3. He once...

Step 4 Write your first paragraph.a. Start with a general sentence about explorers and the Age of Discovery.b. Write an introductory sentence about each explorer.

Step 5 Add a transitional sentence. It will link your sentences about each explorer to your thesis statement.

ExampleThe Age of Discovery was.......One famous explorer was... He.... Another explorer was...He...Explorer C is known for....Although all these explorers were..., Explorer A was the best leader.

Step 6 Write a paragraph for each of your three reasons. Include the


details that will prove each reason.Example

One reason Explorer A was the best leader is...One time he...He also...Although Explorer B and C...

Step 7 Write a conclusion.A conclusion reminds the reader of your most important ideas without saying it all over again.

Return to Homeport

http://wwwsil.bham.wednet.edu/Curriculum/Explorers_Time_Machine/homeport.htm


The American War for Independence

—Curriculum Unit Overview—

IntroductionThe decision of Britain's North American colonies to rebel against the Mother Country was an extremely risky one. Although each colony had its own militia—of varying quality—there was no Continental Army until Congress created one, virtually from scratch, in 1775. This army, placed under the command of a Virginian named George Washington, would have the unenviable task of taking on the world's largest empire, with a first-rate army, supported by what was at the time the most formidable navy in history. Indeed, it was no doubt with these risks in mind that the Continental Congress waited until July 1776—more than a year after the outbreak of hostilities—to issue a formal Declaration of Independence.

This is not to say that the Americans lacked advantages of their own. In order to fight the colonists the British had to maintain a large army on the other side of the Atlantic Ocean—over 3,000 miles away from home. Moreover, this army actually had to conquer an area much larger than Great Britain itself; the Continental Army, on the other hand, could win simply by preventing this from happening. Even so, the first years of war were difficult ones for the Americans, and ultimately it required substantial aid from France to bring the war to a successful conclusion.

In this unit, consisting of three lesson plans, students will learn about the diplomatic and military aspects of the American War for Independence. Through an examination of original documents and an interactive map they will learn about the strategies employed by both sides, and how those strategies played out in


reality. They will study the most important military engagements, both in the North and the South. Students will also become familiar with the critical assistance provided by France, as well as the ongoing negotiations between the Americans and Great Britain.

Guiding Questions

What hardships and difficulties did the Continental army face in the early years of the war, and how were they able to sustain the war effort in spite of those challenges?

Why did the decision of the British leadership to move the war into the South prove unsuccessful?

How successful were the Americans in obtaining their goals in the Revolutionary War?

Learning ObjectivesUpon completing all of the lessons in this unit, students will be able to:

Explain the significance of the battles of Lexington and Concord on both America and Great Britain.

List the expectations that the Continental Congress had of George Washington, and assess how well he met them.

Articulate the problems that the Continental Army faced during the early phase of the war.

Explain how Washington and his men turned the tide in the North in 1777-78.

Identify the most important military engagements and explain their significance.

List the major terms of the Franco-American alliance, and explain their importance to the cause of independence.

Identify the most important military engagements in the South and explain their significance for the outcome of the war.

Explain the role that African-Americans played in the southern phase of the war.

Describe the American peace feelers of 1775, and why the British rejected them.

Describe the British peace offers of 1776 and 1778, and why the Americans rejected them.

Explain why Britain was willing to grant American independence by 1782.

Articulate the main provisions of the 1783 Treaty of Paris.

Preparing to Teach this Curriculum UnitReview each lesson plan. Locate and bookmark suggested materials and links from EDSITEment reviewed websites used in this lesson. Download and print


out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable Text Document.

Download the Text Document for this lesson, available here as a PDF file. This file contains excerpted versions of the documents used in the various activities, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.

Perhaps most importantly, study the interactive map that accompanies this lesson. This map will walk students through the major campaigns in the North (for the first lesson) and the South (for the second lesson). In addition, students can use this interactive to map the borders of the new United States of America, as determined in the 1783 Treaty of Paris.

http://www.teachingamericanhistory.org/neh/interactives/americanrevolution/


African American Scientific Contributions – Extended List By John Cowens

Introduce your students to some of the countless contributions African American men and women have made to science with this expanded resource list.

To view John Cowens article on African American Innovators click here.

BiologyJewell Plummer Cobb (1924- ) received a lifetime achievement award in 1993 for her contributions to the advancement of women and under-represented minorities in science. She is currently the president of California State University in Fullerton.

Ernest Everett Just (1883-1941) became known as a brilliant researcher and pioneer in the field of egg fertilization and the study of the cell at Howard University in 1907. In 1915 he received the NAACP's first Spingarn Medal for outstanding achievement in marine biology.

Dorothy V. McClendon (1924- ) is a microbiologist who coordinates microbial research for the U.S. Tank Automotive Command. She is currently developing a fungicide that will not be harmful to humans but will protect storage materials.

Charles Henry Turner (1867-1923) was a zoologist known for his work with insects. Turner was the first to demonstrate that insects can hear.

ChemistryHarrison Allen, Jr. (1928-2006) was a chemical engineer who developed high-energy fuels for rockets, supersonic combustion and solid-rocket ignition.

Emmett W. Chappelle (1925- ) is a biochemist and a remote-sensing scientist for Goddard Space Flight Center. He has been able to correlate acid-rain damage to the fluorescence spectrum of chlorophyll.

Donald Cotton (1939- ) is a technical leader for nuclear chemistry research at the U.S. Department of Energy.

http://www.teachingk-8.com/archives/integrating_science_in_your_classroom/african_american_innovators_by_john_cowens.html


Lloyd Noel Ferguson (1918- ) became the first African American to receive a chemistry doctorate, in 1943.

Lloyd Augustus Hall (1894-1971), a pioneering industrial food chemist, developed curing salts and a method of sterilizing spices that revolutionized the meatpacking industry.

James A. Harris (1932- ) co-discovered two new elements – Rutherfordium (element 104) and Hafnium (element 105) at Lawrence Livermore Laboratory.

W. Lincoln Hawkins (1943- ) was the first African American to work for Bell Labs. He co-invented a chemical additive that prevents plastic coatings on telecommunications cables from deteriorating. This additive paved the way for universal telephone service.

Percy Lavon Julian (1899-1975) was a chemist best known for developing a way to synthetically produce cortisone in large quantities. He also did pioneering work in developing drugs from soybeans.

Virgil G. Trice, Jr. (1926- ) is a chemical engineer who helped develop nuclear energy and techniques for managing radioactive waste that results from nuclear power generation.

Computer ScienceMark Dean (1957- ) lead the team that built a gigahertz (1000mhz) chip that performed a billion calculations per second.

Philip Emeagwali (1954- ) designed "The Connection Machine" in 1989, a computer that could perform 3.1 billion calculations per second.

Marc Hannah (1956- ), a computer scientist, cofounded and serves as chief scientist for the company Silicon Graphics – a leader in the development of 3D computer graphics.

InventionsAndrew Jackson Beard (1849-1921) received a patent in 1897 for the Automatic Railroad Coupler (a.k.a. the "Jenny" coupler).

Henry Blair (1807-1860) invented in 1834 the seed planter for corn and cotton that sped up the planting process and reduced the amount of hand labor needed to sow crops.

Sarah Boone invented an improvement to the ironing board and received a patent in 1892.

Otis Boykin (1920-1982) was the inventor of a variable resistor used in guided missiles and an electronic control unit for an artificial heart stimulator (pacemaker).


Phil Brooks developed and received a patent for the disposable syringe in 1974.

Clarence L. Elder (1935-) invented a monitoring and energy conservation system in 1976 called the Occustat, which reduced the use of energy in temporarily vacant homes and schools.

Sarah E. Goode (1850-?) was the first African American woman to receive a U.S. patent, in 1885, for inventing a folding cabinet bed.

Hezekiah was an Alabama slave who invented a cotton-cleaning machine around 1825.

Thomas L. Jennings (1791-1859), a tailor living in New York City, received a patent in 1821 for inventing a method for dry cleaning clothes.

Marjorie Stewart Joyner (1896-1994) invented a hair permanent-wave machine in 1928 that could style hair of both black and white women.

Lewis Latimer (1848-1928) received a patent for an improved process for manufacturing carbon filaments used in electric lamps, and supervised the installation of electric lighting systems in New York, Philadelphia, Montreal and London.

Joseph Lee (1849-1905) invented a bread-crumbling machine and the first bread-making machine.

Jan Ernst Matzeliger (1852-1889) developing a "shoe lasting machine," which attached the sole to the shoe in one minute. This invention not only made the shoes more durable but also made them more affordable since it reduced labor and sped up the manufacturing process.

Frederick McKinley Jones (1892-1961) was granted more than 60 patents in the field of refrigeration for long-haul trucks, eliminating the problem of food spoilage in long-distance shipping.

Elijah McCoy (1843-1929) was the mechanical engineer who invented the lubricating or "drip" cup, which lubricated moving parts of a machine while it was operating.

Garrett Morgan (1875-1963) improved traffic safety with the invention of the automatic traffic signal, and also invented a gas mask that was widely used by American firemen in the 1900s and by soldiers on the battlefields during World War I.

Norbert Rillieux (1806-1894) developed the vacuum evaporation method of refining sugar that reduced the time, cost and safety risk involved in producing sugar from cane and beets.

Dewey Sanderson invented the urinalysis machine.


Rufus Stokes (1924-1986) developed and received a patent for an air purification device that reduced gas and ash emissions from furnace and power plant smokestacks.

Lewis Temple (1800-1854) invented the toggle-harpoon, which became the standard harpoon for the whaling industry

Madame C.J. Walker (1867-1919) developed a metallic hot comb and hair care products that revolutionized hair care for African American women.

MathematicsBenjamin Banneker (1731-1806) was the mathematician, astronomer and inventor who is best known as a surveyor of Washington, DC.

David Blackwell (1919-) became, in 1941, the seventh African American to earn a Ph.D. in mathematics. He was 22 years old.

Elbert Frank Cox (1895-1969) was the first African American to earn a Ph.D. in mathematics, receiving his doctoral degree in 1925 from Cornell University.

Thomas Fuller (1710-1790) was shipped to America as a slave when he was 14 years old. At that young age, he had the ability to calculate numbers and mentally process other arithmetical operations.

Evelyn Boyd Granville (1924- ) was the second woman to earn a Ph.D. in mathematics (in 1949). She went on to make several contributions to the U.S. Space program including Vanguard, Mercury and Apollo. She also worked at Space Technology Laboratories as a mathematical analyst studying rocket trajectories.

Martha Euphemia Lofton Haynes (1890-1980) earned her Ph.D. in mathematics in 1943, becoming the first African American woman to accomplish this educational achievement. She went on to teach in the public schools of Washington, DC, for 47 years and was the first woman to chair the DC School Board.

Fern Y. Hunt earned a doctorate in mathematics in 1978. She also received the prestigious Arthur S. Fleming Award for a sustained record of contributions to mathematics and computer science in 2000.

Kelly Miller (1863-1939) was the first African American to study graduate mathematics at Johns Hopkins University.

Charles L. Reason (1818-1893) at the age of 14 was appointed an instructor at a New York school because of his mathematical ability. Later in his life he became a famous abolitionist and the first principal of Philadelphia's Institute for Colored Youth, now known as Cheyney University.


J. Ernest Wilkins, Jr. (1923- ), who received his doctorate at 19, created the mathematics models by which the absorption of gamma rays by a given material can be calculated. Wilkins also worked on the Manhattan Project.

MedicineWilliam Harry Barnes (1887- ) is an otolaryngologist who invented a delicate instrument that facilitated the approach to the pituitary glands.

Patricia E. Bath (1949- ) is an ophthalmologist who revolutionized cataract surgery by inventing a laser device, the Laserphaco Probe, which removes cataracts.

William Montague Cobb (1903-1990) helped perfect the standard color plate of the anatomy of the human heart. He also created an organization called "Imhotep" for the purpose of eliminating segregation in hospitals in 1953.

Rebecca Lee-Crumpler (1831-1895) was the first black woman to be educated as a medical doctor in the United States.

James Derham (1757-?) bought his freedom in 1783 and was one of the most renowned black doctors of the 18th century.

Charles R. Drew (1904-1950) pioneered research of the storage and shipment of blood plasma, due to which he is credited with saving the lives of hundreds of British soldiers during World War II.

Joycelyn Elders (1933- ) was the first African American appointed U.S. Surgeon General.

Wilcie Elfe, whose prescription book dates from 1853, was the earliest known black pharmacist.

Robert Tanner Freeman was the first African American to receive a dental degree in the United States, during the 1860s.

Solomon Carter Fuller (1872-1953) was the first African American to practice psychiatry.

John Richard Hillery (1874-1940) was the African American podiatrist who invented the "Tarsal Arch Support" in 1929.

William Augustus Hinton (1883-1959) developed a test for the detection of syphilis.

Samuel Lee Kountz, Jr. (1930-1981) developed techniques to determine when the rejection of a transplanted organ begins and how to appropriately administer anti-rejection drugs.

Theodore K. Lawless (1892-1971) created new dermatological techniques and improved the treatment of leprosy.


Myra Adele Logan (1908-1977) was the first black woman doctor to lead a team in open-heart surgery.

Herman J. Mabrie III (1948- ) became the first African American otolaryngologist (ear, nose and throat specialist).

Onesimus, a Massachusetts slave, in 1721 encouraged inoculation against smallpox by injecting the disease itself, an ancient African practice and a method of vaccination that would later become standard practice.

Louis (or Lucas) Santomee was the first university-trained black physician. He practiced medicine in the colony of New Amsterdam (New York) in the 1660s.

James McCune Smith (1811-1865) was a successful doctor who used scientific reasoning to counter racist notions that blacks were mentally inferior to whites.

Vivien T. Thomas (1910-1985) developed the surgical procedure that saved countless "blue babies" – children born with a congenital heart malfunction that robs the blood of oxygen.

Daniel Hale Williams (1856-1931) performed the first surgery on the pericardium, the sac surrounding the heart in 1893.

Jane Cooke Wright (1919- ) was a leader in the study of anticancer drugs. She explored the relationship between patient and tissue culture response, and developed new techniques for administering cancer chemotherapy.

Louis T. Wright (1891-1952) did extensive research into the use of antibiotic drugs. He was also the first black doctor on the staff of Harlem Hospital.

NASA astronauts and scientistsMichael P. Anderson (1959-2003) flew on STS-89 "Endeavor," which was the eighth Shuttle-Mir docking mission. He died on February 1, 2003, over the southern United States when STS-107 Space Shuttle Columbia and the crew perished during entry, 16 minutes prior to scheduled landing.

Charles F. Bolden, Jr. (1946- ) was a member of the 1990 Space Shuttle Discovery crew that deployed the Hubble Space telescope.

Dr. Beth A. Brown is an astrophysicist for the National Space Science Data Center and NASA/Goddard Space Flight Center. She researches the area of the hot interstellar medium in elliptical galaxies, and the mechanisms for X-ray emission from faint elliptical galaxies. She also does galaxy observations in multi-wavelengths.


George R. Carruthers (1939- ), known for his efforts on ultraviolet observations of Earth's upper core and astronomical phenomena, developed the ultraviolet camera that was carried to the moon by Apollo 16 astronauts in 1972, and is involved in developing the instrumentation that captured an image of the Leonid meteor shower.

Patricia Cowings is the director of psychophysiological research at NASA's Ames Research Center. She also developed ways to help astronauts avoid motion sickness using biofeedback, self-hypnosis and desensitization.

Robert Lee Curbeam, Jr. (1962- ) is a veteran of two space flights, STS-85 in 1997 and STS-98 in 2001, and has logged over 593 hours in space, including over 19 EVA hours during three spacewalks.

Edward Dwight, Jr. (1933- ) was the first African American to train as an astronaut and is also a sculptor of major monuments.

Annie Easley (1932- ) works at NASA's Lewis Research Center developing the computer codes used in solar, wind and other energy projects.

Frederick D. Gregory (1941- ) was the first African American astronaut to command a Space Shuttle.

Bernard A. Harris (1956- ) was the first African American to walk in space during a Space Shuttle mission.

Katherine Johnson (1918- ), in her 33-year career with NASA, calculated the trajectories for the missions that have made America the leader in space exploration. She also studied new navigation procedures to determine more practical ways to track manned and unmanned space missions.

Robert H. Lawrence, Jr. (1935-1967) was the first African American to be selected as an astronaut by NASA.

Vance H. Marchbanks (1905-1973) was the U.S. Air Force flight surgeon who monitored astronaut John Glenn's vital signs as he orbited the earth in 1962.

Winston E. Scott (1950- ) is currently active as a Space Shuttle mission specialist.

Robert Shurney is the African American test engineer who helped to design and test devices used by astronauts in zero-gravity environments such as the wire mesh tires for the Apollo 17 lunar rover.


PhysicsGeorge Edward Alcorn, Jr. (1940- ) is a physicist whose work in semiconductors led to the development of spectrometers for the detection of planetary life.

Francis Kofi Ampenyin Allotey (1932- ) became the world expert on soft X-ray spectroscopy, which established the principal known as Allotey formalism.

Ernest Coleman (1942 or '43-1990) directed high-energy physics at three governmental agencies.

Meredith C. Gourdine (1929-1998) did groundbreaking work in the field of electrogasdynamics, whereby high-voltage electricity is produced from flowing gas.

Warren E. Henry (1909-2001) worked nearly 70 years in the fields of magnetism and superconductivity. His research is included in many textbooks and his graph on paramagnetism has been a physics textbook standard for many years.

Elmer Iames (1883-1941) became the second African American to hold a doctorate in Physics and coauthored the study of molecular structure through the use of infrared spectroscopy.

Shirley Ann Jackson (1946- ) became the second African American woman to receive a doctorate in physics and is a leader in the field of studying forces holding together the nucleus of an atom.

Roscoe L. Koontz (1922- ) developed techniques and procedures for measuring thermal neutron fluxes, which is instrumental in protecting people from the hazards of ionizing radiation.

Walter Eugene Massey (1938- ) was the first African American Director of the National Science Foundation and is currently the President of Morehouse College.

Willie Hobbs Moore (1934-1994) was the first African American woman to receive a doctorate in Physics.

Earl D. Shaw (1937- ) was the co-inventor of a laser device that helped hospitals throughout the world to provide radiation therapy to cancer patients.


Additional African American Acheivers

Negro Abraham James P. BeckworthIra F. Aldridge James P. BellMohammed Ali Reginal Brown Richard Allen William W. Brown Caroline Anderson Blanche K. BruceJames Amistead Ralph BuncheRichard H. Cain William H. CarneyFrancis L. Cardozo George Washington CarverClaude Albert Ebenezer D. Basset

Elverta M. Alexander Charlotte Hawkins BrownFredrick Douglas Alexander Butler Rose BrowneKelly Alexander Wille Burden Simon Green Atkins Selma BurkeLouis Ernest Austin Shirley CaesarRomare Bearden Jullus LeVonneMary Mcleod Bethune John Chavis James Bibby James E. CheekJohn Biggers Charles WadellRebecca Bryan Boone John ColtraneBoston Napoleon Bonapart Boyd Anna Julia Haywood

Charles Henry Boyer Sallie Southall Cotten


Library of Congress

The Civil War era is one of the most critical and fascinating in our nation's history. The many books about this period written for young audiences provide a rich context in which to learn about the Civil War itself and to explore more basic issues about the nature of human life and society. The following lesson plan for an upper elementary unit on the Civil War contains links to other Internet sites that can provide valuable cross-curricular materials for you and your students.

Unit Outline Objectives

Recommended Trade Books Additional Materials Building Background

Genre Study: Historical Fiction Integrating Reading and Writing

Enrichment Activities Unit Wrap-Up

Publishing on the Web Links to Other Civil War Sites

Objectives As a result of completing this unit, students will be able to...

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discuss some of the social, political, and personal issues that Americans confronted during the Civil War era.

use the Internet to locate resources related to the Civil War and incorporate information from these resources into their own writing.

define historical fiction and identify some of the techniques writers use to create good historical fiction.

discuss the central issues of the Civil War from a variety of different perspectives.

share their personal reactions to what they have learned in both small-group and whole-class discussions.

Back to Unit Outline

Recommended Trade Books Charley Skedaddle by Patricia Beatty (Morrow, 1987). Charley Quinn, a former member of the New York City street gang the Bowery Boys, is determined to avenge the death of his older brother at the Battle of Gettysburg. At age twelve Charley is too young to enlist as a soldier in the Union Army, but he sneaks onto a troop ship and becomes a drummer boy. His first battle -- the Battle of the Wilderness in the Blue Ridge Mountains -- is a far cry from his expectations, however. His eagerness fades abruptly when he sees men dying all around him and even shoots one Confederate soldier himself. Charley "skedaddles" into the wilderness and is reluctantly taken in by a tough old mountain woman. She does not trust him at first, and he must hide his identity from the mountain folk who would shoot him at the first sound of his northern accent. Charley is plagued by shame over his desertion, but eventually he gets a chance to prove his courage both to Granny Bent and to himself.

Eben Tyne, Powdermonkey by Patricia Beatty and Phillip Robbins (Morrow, 1990). Based on a crucial naval battle that happened in 1862, this book tells the story of Eben Tyne, age thirteen, a powder carrier aboard the Confederate vessel the Merrimack. He participates in the ship's victorious attack on the Union blockade of Virginia's Norfolk Bay, and in the bloody and inglorious battle that follows.

Jayhawker by Patricia Beatty (Morrow, 1991). At age twelve, Elijah Tulley has an experience that he will never forget. Radical abolitionist John Brown visits his home and blesses him and his sisters. Lije is forever committed to abolishing slavery, and he becomes even more passionate about the cause when his father is killed while attempting to free some slaves from a Missouri plantation. He becomes a spy for the Union Army, living with a band of bushwhackers and reporting their activities to his fellow abolitionists, or Jayhawkers. The work is dangerous -- he must earn the trust of hardened criminals such as Charley Quantrill, Jim Hickok, and

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Jesse James -- but Lije draws on inner reserves of courage and cleverness to bring his mission to a successful conclusion.

Turn Homeward, Hannalee by Patricia Beatty (Morrow, 1984). Twelve-year-old Hannalee Reed works in a Georgia textile mill. When General Sherman's troops pass through her town, they burn the mill, round up all the mill workers, and send them to work in the North. Hannalee is separated from her younger brother and another friend, but she is determined to find them and return home. She escapes from the Kentucky household where she is forced to work as a servant and sets off on a daring adventure that brings her face to face with the horrors of war. Based on the true story of the displacement of Georgia mill workers, this book reveals a little-known aspect of the Civil War as it weaves a compelling and moving narrative around a strong female protagonist.

With Every Drop of Blood by James Lincoln Collier and Christopher Collier (Delacorte Press, 1994) Fourteen-year-old Johnny promised his dying father that he would not go off to fight for the South but instead stay to take care of his family. Secretly, however, Johnny hopes for a chance to avenge his father's death at the hands of the Yankees. When he hears about a supply convoy leaving for the Confederate capital of Richmond, Virginia, he decides to join in the effort. Before the wagons get very far, Yankee soldiers attack it, and Johnny is shocked to find himself taking orders from a young African American soldier who takes him prisoner. As the boys gradually get to know each other, Johnny grudgingly begins to respect and like Cush. The friendship that forms between them makes Johnny question the point of the war as well as his own beliefs about African Americans.

Lincoln: A Photobiography by Russell Freedman (Clarion Books, 1987). This is a detailed and balanced account of the life and career of Abraham Lincoln. Illustrated with a wealth of photographs and prints, the biography gives readers a close look at the complex and fascinating man who led the nation through one of its darkest hours.

Across Five Aprils by Irene Hunt (Follett, 1964). Nine-year-old Jethro, who lives in southern Illinois, has an idealized view of war based on stories from history books about dramatic battles and their glorious heroes. When the Civil War breaks out, however, painfully dividing his family as it divides north and south, Jeth must confront the many confusing and horrifying realities of war. At age ten, his father ill and his older brothers off fighting in the war, Jeth becomes the man of the household. Across Five Aprils spans the four long years of the war, during which he is transformed from a boy into a young man.

Escape from Slavery: The Boyhood of Frederick Douglass in His Own Words edited by Michael McCurdy (Alfred A. Knopf, 1994) Skillfully selected excerpts from Frederick Douglass's autobiography paint a vivid


portrait of the great abolitionist. The story of Douglass's childhood provides a close look at slavery from the perspective of the enslaved, and the account of his escape and subsequent career is both dramatic and inspirational.

The Story of Booker T. Washington by Patricia and Fred McKissack (Childrens Press, 1991) This book provides a brief overview of the life of Booker T. Washington, with many photographs and other illustrations.

The Boys' War by Jim Murphy (Clarion Books, 1990). Many of the soldiers who fought on both sides of the war were not men but children. Jim Murphy's book is an account of the war from the perspective of these young soldiers. It contains many quotations from the boys' journals and letters as well as photographs of the soldiers and the battlegrounds where they fought and died. The book captures their first-hand experiences of war, from the thrill of enlistment through the horrible reality of combat.

Shades of Gray by Carolyn Reeder (Macmillan, 1989). The war has left twelve-year-old Will Page without any immediate family: his father and brother were killed by the Yankees; his sisters died of an epidemic spread from a Union encampment near his Virginia home; and his mother died of grief over these losses. Will reluctantly goes to live with his Uncle Jed and his family, burning with anger over the fact that Jed refused to fight for the Confederate cause. Gradually Will comes to understand that the moral issues involved in the decision to fight were not as clear-cut as he thought, and that good people can have honest disagreements.

Harriet Tubman by M. W. Taylor (Chelsea House Publishers, 1991) Part of the Black Americans of Achievement series, this biography tells the incredible life story of the architect of the Underground Railroad, which helped hundreds of slaves make their way to freedom. The engaging narrative is augmented with many photographs and drawings that bring the text to life.

Up from Slavery by Booker T. Washington (Doubleday, 1963) The great political activist and educator tells the story of his life in his own words. Washington was born into slavery and freed under the Emancipation Proclamation, after which he devoted his life to helping African Americans make a place for themselves in the economy and society of the United States. The full text of Up from Slavery is also available online.


Additional Materials Glory directed by Edward Zwick (TriStar, 1989; available on


http://wiretap.spies.com/ftp.items/Library/Classic/slavery.txt


videocassette [Columbia] and laserdisc) This Academy Award-winning film tells the story of the 54th Regiment of the Massachusetts Volunteer Infantry, the first unit of African American soldiers to fight for the Union cause. Comprised of escaped slaves and freedmen, the soldiers of the 54th must overcome more than their share of boot-camp challenges in order to become the disciplined fighting unit they prove themselves to be by the film's end. Racism within the Union army threatens to leave them without uniforms or shoes and with smaller paychecks than their white counterparts. Their commanding officer, 25-year-old Robert Gould Shaw, fights these injustices and struggles with the more subtle racism in his own mind as he gradually forms a genuine bond with his men. The 54th earned fame for its heroic fighting in a suicidal mission to capture Fort Wagner in South Carolina. The screenplay for Glory was based on Shaw's letters; the film stars Matthew Broderick, Denzel Washington, Morgan Freeman, and Cary Elwes.


Building Background At the start of the unit, you might wish to guide students in creating a KWL chart to tap into their prior knowledge and discover what they want to know more about. For an overview of Civil War chronology, you can direct them to the Civil War timeline provided online by the Library of Congress. You might also encourage them to research relevant topics, perhaps assigning pairs or small groups to become "resident experts" in specific areas. A few of the topics they might explore are:

the Harpers Ferry raid Abraham Lincoln the Battle of Bull Run the Battle of Gettysburg the Battle of Shiloh General Robert E. Lee General William Sherman the Underground Railroad

Two excellent sources for a wide range of materials are the American Civil War Homepage and www.CivilWar.com. For a comprehensive outline of the war with links to many other on-line sources of information, check out Great American History's Outline of the Civil War .



http://members.tripod.com/~greatamericanhistory/gr02007.htm

http://www.civilwar.com/

http://sunsite.utk.edu/civil-war/

http://sunsite.utk.edu/civil-war/

http://rs6.loc.gov/ammem/tl1861.html



Genre Study: Historical Fiction Many of the books in the list of recommended titles are historical fiction. Ask students what they know about this genre, and have them list examples of historical fiction that they have read in the past. Make sure they understand that historical fiction is based on events that actually happened -- such as the Civil War, the Battle of Gettysburg, and the assassination of President Lincoln -- but the main characters and the specific events in those characters' lives are made up by the author. A writer of historical fiction researches the time and place that will be the setting of a story before he or she begins writing. Besides reading history books, the writer may study personal journals and letters, newspaper articles, photographs, art, and literature from the period. All of these primary sources provide the "flavor" of the historical period so that the writer can make the setting and events come alive for readers.

Students can use the Internet to view examples of the types of primary source materials that writers use to create historical fiction. Richard W. Burt of the 76th Ohio Volunteer Infantry wrote poetry, letters, and newspaper articles during his service to the Union cause. A catalog of some of his writings is available online. Other letters and diary entries are available in the Civil War Diaries collection at Augustana College Library, Duke University's Civl War Women, and the University of North Carolina's Documenting the American South: Slave Narratives. The Library of Congress provides access to a selection of Civil War photographs that students can explore on the Internet.


Integrating Reading and Writing You can use the following activities to help students integrate their own writing with the reading they are doing in the unit.

Select one of the minor characters in a book you have read, and write a series of journal entries using the voice of that character. Before you begin writing, think about the following questions: What experiences has the character had? How do you think he or she might feel about these experiences? What hopes or dreams might the character have? How does the character feel toward other characters in the book, and why?

Write a speech in which you express the views of an abolitionist or of someone who wants to preserve the institution of slavery. Before you begin writing, make an outline of the major points you want to make. Decide who your audience will be, and think of ways in which you could appeal to the emotions of this audience.


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http://www.ibiblio.org/docsouth/neh/texts.html

http://scriptorium.lib.duke.edu/women/cwdocs.html#diaries

http://www.augustana.edu/library/SpecialCollections/civil1.html

http://my.ohio.voyager.net/~lstevens/burt/

http://my.ohio.voyager.net/~lstevens/burt/


When you have completed a first draft of your speech, practice delivering it to a friend or family member. Ask your practice audience for advice on revising your speech to make it more powerful and persuasive.

Imagine that you have been transported through time to the Civil War era. Write a story telling about the adventures you have there. First think about the geographical setting of your story -- did you land in the North or the South? Whom did you meet there? What happened next? How does it feel to be in the middle of a civil war? When you have written a first draft of your story, share it with a classmate and talk about ways you could improve the story in the revision stage.


Enrichment Activities

A Matter of PerspectiveThe people fighting on two sides of a war obviously have some major differences of opinion. But, as Carolyn Reeder's novel Shades of Gray emphasizes, there can also be a wide range of opinions among people supposedly on the same side of a conflict. Encourage students to discuss and research some of the different perspectives that various groups of Americans had on the Civil War. For example, they might compare Hannalee Reed's impression of General William Sherman in Turn Homeward, Hannalee to the attitude toward the general expressed in General Sherman and His Boys in Blue, a poem by Union soldier Captain Richard W. Burt. They might also juxtapose the attitudes and experiences of African American soldiers and white soldiers who fought for the Union cause. The film Glory provides some insight into this topic.

The Language of HistoryFrom the first pages of many historical novels, students will notice that the authors have used authentic language from the Civil War period to make their characters' dialogue sound realistic. Words such as "git" ("get"), " 'taters" ("potatoes"), and "furriner" ("foreigner") are examples of regional dialect (here, the dialect of southern Illinois). Expressions such as "hopping the twig" ("getting married") and "bluebellies" ("Union soldiers") are examples of idioms or slang used in that era. On the Internet, students can access a list of Civil War slang with modern definitions. Interested students may write their own Civil War-era stories or journal entries using some of this language.

Music of the Civil WarAs students will learn from their reading, the experiences of soldiers in the Civil War were neither romantic nor fun. When they were not facing the horrors of battle, soldiers had to deal with boredom and homesickness.

http://genie.esu10.k12.ne.us/~dmahalek/Slang.html

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Music was one way that soldiers could both pass the time and remember home and family. They whistled or sang familiar songs while performing menial duties, and some played instruments such as harmonicas and fiddles during their free time. Ballads composed during the war told moving tales of soldiers' honor, grief, and courage. Students interested in this aspect of the war can research the songs that were popular among Union and Confederate troops. One resource is the Songs of the Civil War web site, which offers a cassette tape of selected songs with informative narration. Another is the American Memory web site from the Library of Congress, which offers a collection of American sheet music from 1850-1920, including a page on Civil War songs, and a collection of post-Civil War era sheet music, 1870-1885. Students who locate audio tapes or CDs of Civil War music may select songs to enhance dramatic readings of their creative writing from this unit. Students could also study the lyrics of Civil War-era ballads and report on common themes in the songs, perhaps comparing these songs with those written to commemorate other wars.


Unit Wrap-Up At the close of the unit, you may wish to bring the whole class together for a wrap-up discussion. The following questions can serve as a guide for this discussion.

Which character in the books you read did you find the most interesting? Why? What ideas and feelings about the Civil War did this character have? How did these ideas and feelings change over the course of the book? What experiences did the character have that caused these changes?

After studying the Civil War era, do you think it is obvious which side was right and which was wrong? What issues were at stake in the war besides the continuation of slavery? Did your opinions or feelings about the war change as a result of your work in this unit? If so, how?

Did you find the Internet helpful in learning more about the Civil War? Which sites were the most helpful or interesting? Is using the Internet a fun way to find information? What other topics would you like to explore on the Net?


http://memory.loc.gov/ammem/smhtml/smhome.html

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http://memory.loc.gov/ammem/award97/ncdhtml/hasmhome.html

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The Following are Projects that can be given to the students that must be completed for each marking period. The projects are very visual and this is a chance for students that work well with their hands to really step forward and show their abilities. Keep in mind, that the materials in any construction can be found around the household to defray the cost. For classroom supplies in the beginning of the year ensure that a request is made for craft supplies ie paint, crayon, markers, poster board, construction paper (all sizes), rulers, scissors, protractors, glue and glue gun, also Elmer’s glue. All of these projects are multidiscipline, (multifaceted) incorporating; Mathematics, Science, Art, Music, Language Arts, Social Studies, Computer Technology and Physical Education. For completion of these projects, have the students work closely with the afore mentioned disciplines.

1st Nine weeks: Native American Project, Ensure to tie this in with Native American History Month. This project can either be done as a model or placed on poster board/tri-fold for presentation.

2nd Nine Weeks: The Exploration of the Americas Report

3rd Nine weeks: African American History Month report.

4th Nine weeks: The Civil War Diorama: This is the last project for the year because of the up and coming E.O.G. testing, which will be on the front burner. Ask well in advance, for monies from the booster club for the cost of the plywood. Make an arrangement with the Art teacher, for spray paint (green, blue, black, gray). The plastic soldiers can be purchased from any Dollar Store, or any discount store, (do not purchase the metal soldiers, for they are very expensive).


Black History Month Biographies

In observation of Black History Month, you will research and present a report on an achiever of your choice, or a famous African American from North Carolina. The purpose of this research project is to focus our attention on the contributions of everyday, ordinary individuals that have had an effect on our history, thus in our lives today. It is the hope that the students will realize that they are similar, and they too have a profound effect in their own niche.

Each student will choose an African American Achiever from the prepared list below. The student should research the individual, and prepare a two page typed, or a four page handwritten report on poster board. If typed, then use 12 point font and single space. If handwritten, then use two sheets of regular notebook paper and write on both sides. The research project will also include an illustration of the inventor and the invention. If you are presenting a personality, then you must display a picture of that personality along with the highlights and significant events of the achievers life. The research project is due on

Personalities Inventors

Alvin Ailey George CrumMarian Anderson Elijah McCoyMaya Angelou Jan Ernst MatzelligerMary Mcleod Bethume Granville WoodsBill Cosby Philip DowningFlorence Griffith –Joyner George Washington CarverLangston Hughes Madam C.J. WalkerJesse Jackson Garrett MorganMae C. Jemison Otis BoykinDr. Martin Luther King, Jr. Dr. Patricia E. BathJesse Owens Lonnie G. JohnsonRosa Parks Charles Richard DrewDorothy Counts Scoggins Clatonia Joaquin DorticusKate Dorsett Sarah S. GoodeJames E. Harris Elijah McCoyGeorge Henry White Norbert Rilleux


Black History Month Research Project Grading Rubric

20 Points for following all directions _______

20 Points for proper format _______

30 Points appearance and neatness _______

20 Points for accuracy of information _______

10 points for turning in on time _______


The Civil War Diorama

The Civil War Diorama, will be the last Social Studies project, for the 8th Grade this year. It is the hope, that our children have a better understanding, of our nation’s history, upon the completion of this project. As a group, (3 to 5 on a team only) you are to choose and design a major battle in scale form. You will be given a sheet of plywood, 21/2 x 2 ft by design as a base for the project. Keep in mind that this is a basic diorama, and not an advanced one. The materials that will be used can be found around the everyday household. The cost of any items can be split up by the group. A two page report will also be included. The report will be single spaced, 12 point font, and have a reference page attached. Use the school library, and the local library for reference materials and books. As a group, you will also be required to present your project to the class that you are in. Time allotted for presentations will be five minutes. Below is a short list of locations that you can choose from. The due date is…..

Choose from this list:

Fort Sumter VicksburgFort Fisher FredericksburgFort Henry Campbell’s StationFort Donelson BrentwoodFort Wagner Charleston HarborFort Anderson GettysburgFort Macon HanoverSpanish Fort SelmaFort Stevens Chichamauga

You may also choose a major battle that is not on this list.

I am here to help you, but do not wait until the last few days before turn in, for major help, remember there are other students whom want help also.

List team members:

1. 2.


3.4. 5.

The Exploration of the Americas Report

We have been studying, the setting of the stage for the exploration of the Americas. To better understand what we have been doing in class, research, write, illustrate and present a report on an explorer of your choice. You are to choose an explorer from your textbook, write a two page report, and place the report along with pictures on to poster board. Your writing must contain facts and evidence of the life and the accomplishments of these brave explorers. The report must also include important events and developments of that time, 1400s through the 1500s. A few key points that you must keep in mind, is the fact you must try to place as much detail on your subject as possible to include: the country of origin of the explorer, their profession, and what set them apart from the other explorers of their day. The report is single spaced, with 12 point font, and a works cited page. Remember to use as many resources as possible when writing. Below is a list of explorers that you can choose from. Your due date is

Choose from this list:

John Cabot Henry Hudson Hernando Cortes Hernando Desoto Francisco Pizarro Vasco DeGama Vasco Nunez De Balboa Jean Ribault Bartholomew Dias Giovanni Da Veranzano Jaques Cartier Juan Ponce De Leon Philip Amanda Lucas Vasquez De Ayllon Arthur Barlowe Rene' De Laudonniere Pedro De Coronas Juan Pardo Ralph Lane John White Richard Grenville Walter Raleigh Amerigo Vespucci Ferdinand Magellan. Christopher Columbus Leif Ericson

Explorations from China Explorations from Scandinavia Explorations from Africa


Native American "Research Project

We have been studying how the "Ancient Ones" came to the North " American continent." To further your Understanding of the Native American culture, you are to choose a tribe as a research project. A one page report will be typed in 12 point font, single spaced, and have a works cited page attached. If you decide to have it hand written, then the report will be two pages and formatted properly. Use as many resources as possible in your research. The following information should be included in your report:

The history of the tribe, that you are researching. Then construct a time line ofevents leading up to and beyond loss of traditional tribal lands. You may want to include things such as; first contact with non-Native Americans, trading agreements, battles, treaties, relocations and establishment of current reservation boundaries.

Include tribe name LanguageReligion Types of foods Where they lived (what type of land) Kind of shelter Number of people in the tribe Traditional clothing for men and women (if they are different) Special artwork and ceremonies or traditions What is the tribe best known for in history, or presently? In what ways has life changed for the tribe from past history to present and what things have remained the same? Include a summary of the above information

All of this information will be presented in no less than 5 minutes in class for a grade. Use poster board to display the information you have gathered. Use illustrations either drawn by hand or pictures from the internet to make your poster more attractive. This is your first major project, if you have difficulties in finding materials or any problems at all, please feel free to talk with me, but do not wait until the last minute.


Rubric for the Native American Project

Convention__________________________ 10 Points

Neatness ____________________________ 5 Points

Paraphrasing__________________________ 10 Points

Organization__________________________ 10 Points

Variety of Resources____________________ 5 Points

Creativity_____________________________ 10 Points

Content_______________________________ 50 Points


,. • "BATTLE OF NEW ORLEANS" 1. In what year did the trip take place? 2. led the trip? 3. Where did they go? 4. What did they pack for this trip? 5. were fighting? 6. How many British were there? 7. Who was "Old Hickory?" 8. What did the Americans use to fignt the British? 9. What did it mean when Old Hickory said "not to fir .. until y~u see the white of their eyes?" , 10. What did the Americans use when the barrel of the cannon n1elted down? 11. Where did the British run? 12. 'Who won the Battle of New Orleans? •

· web viewuse a graphic organizer to compare north carolina’s state constitution of 1776 with...

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