Skill Competency Goals - Public Schools of Robeson County

Transcription

2008
Table of Content
Introduction
Committee Members
Why are Best Practices Important
Expectations
Beginning of Class/End of Class
Social Studies Daily Entry Log
Video/DVD Use in the Classroom
Graduation Project
Pacing Guide
Curriculum Guide
Social Studies Skill Competency Goals
Social Studies Key Vocabulary
Thinking Skills Level
Internet Resource
Suggested Resources
Sample Lesson
Survey
Public Schools of Robeson County
Post Office Drawer 2909
Lumberton, North Carolina 28359
(910) 671-6000
Fax (910) 671-6024
Office of the Superintendent
Dear Public Schools of Robeson County Family,
On behalf of the Public Schools of Robeson County’s Board of Education, the members of Program Services and the Social Studies Curriculum Guide
Committee, we present this new K-12 curriculum guide compatible to the new
adopted texts. This standards-aligned curriculum guide should serve as a
blueprint for your teaching success within the classroom.
As we prepare students for the 21st century, we understand the importance of
using a curriculum guide to propel learning within the classroom. Through the
use of technology, writing, differentiated learning, and project-based learning,
you, the teacher, bring this material alive. Teaching the state goals and
objectives takes care of students learning important elements of history and
citizenship while simultaneously being prepared for any state-mandated test.
As you begin to use this new tool, explore new suggested ways to teach the
curriculum beyond any way you taught it before. As Sam Parker and Mac
Anderson shared in their book 212°: The Extra Degree, “At 211 degrees, water is
hot. At 212 degrees, it boils. And with boiling water, comes steam. And steam
can power a locomotive. Raising the temperature of water by one extra degree
means the difference between something that is simply very hot and something
that generates enough force to power a machine…” Allow this curriculum guide
raise your teaching!
Sincerely,
Dr. Johnny Hunt
Superintendent
Post Office Drawer 2909
Lumberton, North Carolina 28359
(910) 671-6000
Fax (910) 671-6024
Office of the Superintendent
Dear Public Schools of Robeson County Community,
It is with great pleasure that we bring you this new curriculum guide for social studies. A
new textbook adoption brings fresh teaching possibilities. Though the material may be the
same, it is always an exciting endeavor incorporating a new piece into instruction. Mixing
what you find in this curriculum guide with your own classroom-proven best practices, you
as the teacher will be empowered with great and innovative ways to reach your students
like you never have before! As always, the “North Carolina Standard Course of Study” is
the primary source for teaching our students.
In “The Best Leadership Advice I Ever Got”, Paul B. Thornton emphasizes that, “Change involves leaving your comfort zone and requires you to learn new ways of working.
Leaders have the ability to change their goals, strategies, and methods of operation to
meet the new challenges and opportunities.” Our students are 21st century learners; allow
this curriculum guide to assist you, the leader in your classroom, in stepping out of your
regular teaching practice to find new ways to reach your students.
Sincerely,
Dr. Linda Emanuel
Assistant Superintendent
PUBLIC SCHOOLS OF ROBESON
COUNTY CURRICULUM GUIDE
SOCIAL STUDIES, K-12
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.
During the summer of 2008, social studies teachers from around the county came
together to ensure that the teaching of social studies encompasses rigor and
relevancy which will ultimately enhance an environment for our students to be
well-informed decisions makers. Thank you to the teachers who came together
during the summer of 2008 for the revision of the Social Studies Handbook, K-8.
The teachers are to be commended for a job well done.
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.
Jackie Sherrod
Social Studies Supervisor, K-12
Public School Of Robeson County
8th Grade Committee
Members
Ronald Alford
8 Grade Social Studies
Red Springs Middle
th
James Rosemond
8 Grade Social Studies
Orrum Middle
th
Copy Editor
Gerita Gale Bullard
Why Are Best Practices Important?
Thomas L. Friedman, author of The World Is Flat, refers to a twenty-first century world that will be very
different from the one in which we were educated. To survive in a new, globally competitive world, today's
children will need creativity, problem-solving abilities, a passion for learning, a dedicated work ethic and
lifelong learning opportunities. Students can develop these abilities through instruction based on Best
Practice teaching strategies.
What Are Best Practices?
Best practices are an inherent part of a curriculum that exemplifies the connection
and relevance identified in educational research. They interject rigor into the
curriculum by developing thinking and problem-solving skills through integration
and active learning. Relationships are built through opportunities for
communication and teamwork. Best practices are applicable to all grade levels
and provide the building blocks for instruction. Best practices motivate, engage
and prompt students to learn and achieve. Students who receive a balanced
curriculum and possess the knowledge, skills and abilities to transfer and connect
ideas and concepts across disciplines will be successful as measured by
standardized tests and other indicators of student success. Four best practices for
teachers include teaching a balanced curriculum, teaching an integrated
curriculum, differentiating instruction to meet individual student needs and
providing active learning opportunities for students to internalize learning.
What Do Best Practices Look Like?
Classrooms that exemplify best practices are easy to detect as soon as you enter
the room.
Project materials and books are numerous.
Students are engaged and focused on their work.
Teachers often use collaborative and/or authentic tasks that place
students at the center of the learning process.
Seating arrangements are clustered, varied and functional with multiinstructional areas.
Classrooms are activity-based spaces as opposed to places to “sit and get” lectures.
Teachers are actively engaged with different groups and students are
anxious to enlist visitors in their various tasks or assignments.
There is a joyful feeling of purposeful movement, industrious thinking and
a vital and vibrant atmosphere and environment.
Academic Rigor
Has Qualitatively Different Academic Environments (More InDepth, Complex and Abstract Concepts and Ideas)
Builds Upon Interests, Strengths and Personal Goals
Engages Consistently in Sophisticated Investigations of
Materials, Texts, Interactive Technologies and Learning
Activities
Employs Advanced Critical and Creative Processes
Embraces Teachers and Students as Risk-Takers in
Experimental, Investigative and Open-Ended Learning
Processes
Utilizes Effectively Existing Knowledge and Creates New
Knowledge
Develops and Applies Deep Understanding of Significant
Concepts, Generalizations and Essential Questions to Problem
Finding and Problem Solving
Sets No Predetermined Limits
Creates Life-Long Learners and Thinkers Capable of
Independent Reflection, Self-Evaluation and Reasoning
Expectations
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
BEGINNING OF CLASS
Class Starters
Warm-up activities .
Review objectives from the previous day
Collect homework/assignments
Questions (perhaps from the previous day's exit cards)
Share objectives for the day (post them, hand out, list on board, starboard, or
overhead)
End of Class/Closure
Review the day's objectives
Review questions
Review games
Short assessment
Discuss unexpected lessons learned from the day's class
set up the excitement for the next day
Public School of Robeson County
Social Studies Daily Entry Log
Name:
Teacher
-------- -----------
1. Dates (Time Period/Setting):
2. Historical Figure(s):
3. Condition(s)
Social:
Geographic:
Economic:
Political:
4. Conflict(s)
5. Resolution/Action Taken:
6. Impact on the Future.
Date:
Video/DVD Use in the Classroom
Always preview any video/DVD materials.
Consider showing clips rather than the entire video/DVD.
Have an Anticipatory Set/Set Induction/"Hook".
Prepare students for viewing with needed vocabulary and background information.
Give students a viewing guide on which to make notes AND ask questions.
Make use of the "Pause" button.
Allow students to discuss/process the viewing in groups before whole group discussion.
Use appropriate assessment.
Graduation Project
Social Studies Supports
The North Carolina Graduation Project
The North Carolina Graduation Project is a multi-faceted, multidisciplinary
performance assessment completed over time. The NC Graduation Project provides
the students the opportunity to connect content knowledge, acquired skills, and
work habits to real world situations and issues. Through the graduation project
process, students will engage various specific skills that include: computer
knowledge, employability skills, information-retrieval skills, language skillsreading, language skills-writing, teamwork, and thinking/problem-solving skills.
The NC Graduation Project consisting of four components (a research paper,
product, portfolio, and an oral presentation) culminates in a student’s final year of high school. Student engagement in the graduation project process and the
completion of the graduation project demonstrates the integration of knowledge,
skills, and performance.
The Four Components:
A research paper demonstrating research skills and writing skills.
A product created through the use of knowledge and skills in a meaningful
way to accomplish a goal.
A portfolio to catalogue/document tasks, record reflective thinking and
insights, as well as demonstrate responsibility for learning as work progresses
through the entire process.
An oral presentation, during which, students become a source of information
communicating their project work before a review panel.
In all social studies courses, knowledge and skills depend upon and enrich each
other while emphasizing potential connections and applications. In addition to the
skills specific to social studies, there are skills that generally enhance students’ abilities to learn, make decisions, and to develop as competent, self-directed
citizens that can be all the more meaningful when used and developed within the
context of the social studies.
The components of the Graduation Project are aligned to the Social Studies Skill
Competency Goals.
Skill Competency Goal 1: The learner will acquire strategies for reading
social studies materials and for increasing social studies vocabulary. (This
Goal supports the Research Paper and the Portfolio).
Skill Competency Goal 2: The learner will acquire strategies to access a
variety of sources, and use appropriate research skills to gather, synthesize,
and report information using diverse modalities to demonstrate the knowledge
acquired. (This Goal supports the Research Paper).
Skill Competency Goal 3: The learner will acquire strategies to analyze,
interpret, create, and use resources and materials. (This Goal supports the
Portfolio).
Skill Competency Goal 4: The learner will acquire strategies needed for
applying decision-making and problem-solving techniques both orally and in
writing to historic, contemporary, and controversial world issues. (This Goal
supports both the Product and Presentation).
Skill Competency Goal 4: The learner will acquire strategies needed for
effective incorporation of computer technology in the learning process. (This
Goal supports the Research Paper).
Pacing Guide
Pacing guide
Competency Goals
Nine
weeks
Pacing
Competency Goal 1: The learner will analyze important
geographic, political, economic, and social aspects of life in the
region prior to the Revolutionary Period.
1st
5 weeks
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.
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.
1st
3 weeks
2nd
4 weeks
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
2nd
4 weeks
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.
3rd
4 weeks
Competency Goal 6: The learner will analyze the immediate and
long-term effects of the Great Depression and World War II on
North Carolina.
Competency Goal 7:The learner will analyze changes in North
Carolina during the postwar
period to the 1970's.
Competency Goal 8: The learner will evaluate the impact of
demographic, economic, technological, social, and political
developments in North Carolina since the 1970's.
Competency Goal 9: The learner will explore examples of and
opportunities for active citizenship, past and present, at the local
and state levels.
3rd
4 weeks
4th
3 weeks
4th
2 weeks
4th
2 weeks
Curriculum
Guide
North Carolina: Creation and Development of the State
GRADE: __8__
TIME/PACING:__________________
GOAL: #1 The learner will analyze OBJECTIVE: 1.01 Assess the impact of geography on the
important geographic, political,
settlement and developing economy of the Carolina colony.
economical, and social aspects of life
in the region prior to the
Revolutionary Period.
CULUMATIVE REVIEW: A MUST EVERYDAY
KEY CONCEPTS
North Carolina’s Land Regions
STRATEGY (S)/ACTIVTIES: Research Activities, Technology
Impact of Landforms:
Activities Writing Activities
resource distribution,
settlement patterns
Climate and Weather
Natural resources
ASSESSMENT (S): Teacher Generated Quiz, Vocabulary Quiz,
KEY VOCABULARY
Objective Test
Tidewater, Sounds, barrier
islands, Outer Banks
LESSON INTEGRATION: Technology Activity: Using the Internet SUGGESTED READING/S
web-site www.geography.about.com, students will choose an area of
“See Attachments”
their interest, and complete a 5Ws and H chart i.e.; who, what, when,
where, why, an how
STUDENT ENGAGEMENT: Students will copy the terms and
COGNITIVE LEVEL:
Places listed in the beginning of the chapter and then define each one
Knowledge, Organizing,
as they read the sections of the chapter
Applying, Analyzing,
KWL Chart – “See Attachment”
Generating, Integration,
Evaluation
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: ___8 _
__________________
GOAL: #1 The learner will analyze
important geographic, political, economic,
and social aspects of life in the region prior
to the Revolutionary Period.
TIME/PACING:
OBJECTIVE: 1.02 Identify and describe American
Indians who inhabited the regions that became Carolina
and assess their impact on the colony.
STRATEGY (S)/ACTIVTIES: Technology Activities,
Multidisciplinary Activities, Geography Activities
ASSESSMENT (S): Vocabulary Quiz, Interactive Online Quiz,
Blackline Masters, Objective Test
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
KEY CONCEPTS
Impact of Geography
Migration Theories
Cultural
borrowing/exchange
Oral History
The First North
Carolinians
KEY VOCABULARY
archaeologist, atlatl, pemmican,
culture, ceremonial center,
dialect, clan, matrilineal,
consensus, conjurer, immunity,
expedition, colony, Lost Colony
SUGGESTED READING/S
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:
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
Evaluation
GRADE: __8__
TIME/PACING:
__________________
GOAL: #1 The learner will analyze OBJECTIVE: 1.03 Compare and contrast the relative
importance of differing economic, geographic, religious, and
economic, and social aspects of life
political motives for European exploration.
KEY CONCEPTS
Impact of Geography
STRATEGY (S)/ACTIVTIES: Research Activities, Writing
Motives (Push and Pull
Activities, Economics Activities
factors)
Nationalism and
Competition
Legacy of European
exploration and
settlement
Trade routes
Northwest Passage
Mercantilism and
Capitalism
Religion
ASSESSMENT (S): Interactive Online Quiz, Vocabulary Quiz,
KEY VOCABULARY
Section Test, Overall Chapter Test
Expedition, Christopher
Columbus, Giovanni da
Verrazano, Hernando de Soto,
Juan Pardo, Sir Humphrey
Gilbert, Sir Walter Raleigh,
Queen Elizabeth I, Armadas
and Barlowe
LESSON INTEGRATION: Art: With the student’s knowledge on SUGGESTED READING/S
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 Imperialism
Student Materials
INTERNET SOURCES
Evaluation
GRADE:__8_
TIME/PACING:__________________
GOAL: #1 The learner will analyze OBJECTIVE: 1.04 Evaluate the impact of the Columbian
Exchange on the cultures of American Indians, Europeans, and
Africans.
KEY CONCEPTS
Impact of Geography
Cultural Contact
STRATEGY (S)/ACTIVTIES: Cooperative Learning,
(borrowing)
Multidisciplinary Activities, Geography Activity
Perspective and
stereotyping
Age of Discovery
ASSESSMENT (S): Objective Quiz, Teacher Generated Quiz,
Blackline Masters
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”
MATERIALS NEEDED: Student Materials and Teacher
Materials
KEY VOCABULARY
Colony, Charter, Sea Dog, Sir
Francis Drake, Lost Colony,
Ralph White
SUGGESTED READING/S
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
GRADE:__8__
important geographic, political, economic, and
social aspects of life in the region prior to the
TIME/PACING:__________________
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.
STRATEGY (S)/ACTIVTIES: Research Activity,
Technology Activity, Writing Activity
ASSESSMENT (S): Interactive Online Quiz, Objective
Quiz, Eduware (Student Handheld Device), Exam View
Test Generator
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
MATERIALS NEEDED: Student North Carolina
Notebook, Pen/Pencil Paper, Globes, Wall Maps,
Textbook Atlas, Internet Geographical Links
KEY CONCEPTS
Impact of Geography
Reasons for Movement: political,
economic, religious
Migration, immigration,
emigration
The founding of the 13 colonies
Subsistence farming
KEY VOCABULARY Roanoke Island,
Ralph White Virginia Dare, Ralph
Lane, Fort Raleigh, Richard Grenville,
Charter, Lords Proprietors, quit-rent,
George Monck, George Fox
SUGGESTED READING/S
COGNITIVE LEVEL: Knowledge,
Organizing, Applying, Analyzing,
Evaluation
INTERNET SOURCES
“See Attachments” North Carolina: Creation and Development of the State
GRADE:_8___
important geographic, political, economic,
and social aspects of life in the region prior
to the Revolutionary Period.
TIME/PACING:__________________
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.
STRATEGY (S)/ACTIVTIES: Research Activity, Writing
Activity
ASSESSMENT (S): Objective Quiz, Mindpoint Quiz Show
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
KEY CONCEPTS
Impact of geography
Colonialism
National, ethnic identity
Profit motives and
competition
Rebellion
Civil disobedience
Tuscarora War
Piracy
KEY VOCABULARY
General Assembly, Navigation
Act, Culpeper’s Rebellion, governor, treason
SUGGESTED READING/S
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
INTERNET SOURCES
Evaluation
GRADE:__8__
TIME/PACING:__________________
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.
STRATEGY (S)/ACTIVTIES: Research Activity, Technology
Activity, Writing Activity
ASSESSMENT (S): Video Quiz: Colonial Days, Objective Quiz,
Objective Test
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
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
KEY VOCABULARY
Counties, Bath, refugees,
Cary’s Rebellion, The Tuscarora War, Edward
Teach, ceded, Edward Hyde
SUGGESTED READING/S
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
INTERNET SOURCES
Evaluation
GRADE:__8__
TIME/PACING:__________________
GOAL: #2 The learner will trace the causes and
OBJECTIVE: 2.01 Trace the events
effects of the Revolutionary War, and assess the impact leading up to the Revolutionary War and
of major events, problems, and personalities during the evaluate their relative significance in the
Constitutional Period in North Carolina and the new
onset of hostilities.
nation.
KEY CONCEPTS
STRATEGY (S)/ACTIVTIES: Reading Strategies, Writing
Activity, Web Site Activity
ASSESSMENT (S): Teacher Generated Quiz, Vocabulary Quiz,
Eduware (Student Handheld Device)
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
Video: Why the Colonist’s Rebelled
Impact of geography
Rebellion and revolution
Colony
Taxes
Actions and reactions
Unity of colonies
Oppression
Civil disobedience
KEY VOCABULARY
• George Burrington • Veto • George Washington • French and Indian War • Benjamin Franklin • Albany Congress • Treaty of Paris 1763 • Pontiac
SUGGESTED READING/S
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
GRADE: 8____
TIME/PACING:__________________
GOAL: #2 The learner will trace the OBJECTIVE: 2.02 Describe the contributions of key North
causes and effects of the
Carolinians and national personalities from the Revolutionary
Revolutionary War, and assess the
War era and assess their influence on the outcome of the war.
impact of major events, problems,
and personalities during the
Constitutional Period in North
Carolina and the new nation.
KEY CONCEPTS
Leadership
STRATEGY (S)/ACTIVTIES: Research Activity, Technology
Heroes
Activity, Class Discussion
Betrayal/traitors
Patriotism
ASSESSMENT (S): Interactive Online Quiz, Objective Quiz,
Blackline Masters
Video Quiz: Revolutionary War
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,
Video: North Carolina in the Revolutionary War
KEY VOCABULARY Daniel
Boone, Proclamation of 1763,
Stamp Act, The Edenton Tea
Party, Penelope Barker,
Provincial Congress,
Committee of Safety
Tory, Whig,
SUGGESTED READING/S
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
GRADE:__8__
TIME/PACING:__________________
GOAL: #2 The learner will trace
OBJECTIVE: 2.03 Examine the role of North Carolina in the
the causes and effects of the
Revolutionary War.
KEY CONCEPTS
Impact of Geography
STRATEGY (S)/ACTIVTIES: Critical Thinking, Writing
Revolution –
Activity
violent/peaceful
Institutional
organizations (military,
political)
Strategic battles
ASSESSMENT (S): Video Quiz: Revolutionary War, Mindpoint
Quiz Show, Teacher Generated Test
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.
Blackline Masters Founding Document: The Declaration of
Independence, Teacher CD-ROM, Transparencies, Video: North
Carolina in the Revolutionary War
KEY VOCABULARY
Mecklenburg Resolves,
Halifax Resolves, Declaration
of Independence, constitution,
bicameral, Declaration of
Rights, amendment,
Confiscation Act
SUGGESTED READING/S
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
GRADE:_8___
TIME/PACING:__________________
GOAL: #2 The learner will trace the causes OBJECTIVE: 2.04 Examine the reasons for the
colonists' victory over the British, and evaluate the
and effects of the Revolutionary War, and
assess the impact of major events, problems, impact of military successes and failures, the role of
foreign interventions, and on-going political and
and personalities during the Constitutional
Period in North Carolina and the new nation. economic domestic issues.
KEY CONCEPTS
Impact of Geography
STRATEGY (S)/ACTIVTIES: Geography Activity, Critical
Guerrilla warfare vs.
Thinking, Reviewing Information
terrorism
Homeland advantages
Trade relations
International policies
War debt
Strategy
ASSESSMENT (S): Video Quiz: Revolutionary War, Objective
KEY VOCABULARY
Quiz, Objective Test, Eduware (Student Handheld Device)
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
SUGGESTED READING/S
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:
Video: The Fight For Freedom
INTERNET SOURCES
Evaluation
GRADE:_8___
TIME/PACING:__________________
GOAL: #2 The learner will trace the OBJECTIVE: 2.05 Describe the impact of documents such as
causes and effects of the
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.
KEY CONCEPTS
Grievances
STRATEGY (S)/ACTIVTIES: Economics Activity
Declarations of
independence
Confederations
Constitutionalism
Individual rights
Statehood
Federal system
States’ rights ASSESSMENT (S): Interactive Online Quiz, Vocabulary Quiz,
KEY VOCABULARY
Objective Quiz, Exam View Test Generator, Objective Test
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
SUGGESTED READING/S
MATERIALS NEEDED: Teacher Materials, Student Materials
INTERNET SOURCES
COGNITIVE LEVEL:
Evaluation
GRADE:__8_
TIME/PACING:__________________
GOAL: #3 The learner will identify OBJECTIVE: 3.01 Describe the causes of the War of 1812
key events and evaluate the impact
and analyze the impact of the war on North Carolina and the
of reform and expansion in North
nation.
Carolina during the first half of the
19th century.
KEY CONCEPTS
Impact of Geography
STRATEGY (S)/ACTIVTIES: Art Activity, Writing Activity,
Financing governments
Critical thinking
Federalism
Trade agreements
Expansion
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.
SUGGESTED READING/S
STUDENT ENGAGEMENT: Use a cause and effect chart to discuss
what actions led to the War of 1812.
COGNITIVE LEVEL:
Discuss the “Star Spangled Banner”. Point out it was written during this period. Have students draw a visual representing the words of the
song.
Evaluation
INTERNET SOURCES
GRADE:_8___
TIME/PACING:__________________
GOAL: #3 The learner will identify
OBJECTIVE: 3.02 Investigate the conditions that led to
key events and evaluate the impact of
North Carolina's economic, political, and social decline
reform and expansion in North
during this period and assess the implications for the future
development of the state.
19th century.
KEY CONCEPTS
Diversified economy
STRATEGY (S)/ACTIVTIES: Research Activity, Geography
States’ Rights Activity, Multiple Learning Styles
Geographic barriers
Literacy
Transportation issues
(infrastructure)
Economic issues
ASSESSMENT (S): Vocabulary Quiz, Objective Quiz, Video
Quiz: Bill of Rights, Video Quiz: The Constitution, Mindpoint
Quiz Show, Interactive Online Quiz, Objective Test
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
Video: Rip Van Winkle
KEY VOCABULARY
Recession, internal
improvements, canal, common
school, Literary Fund, Rip
Van Winkle State
SUGGESTED READING/S
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
GRADE:_8___
TIME/PACING:__________________
GOAL: #3 The learner will identify OBJECTIVE: 3.03 Identify and evaluate the impact of
individual reformers and groups and assess the effectiveness of
their programs.
19th century.
KEY CONCEPTS
Reform:
STRATEGY (S)/ACTIVTIES: Technology Activity, Economics
internal/external
Activity, Geography Activity
Whistle blowers
Loyalty
• Importance of infrastructure
Political parties
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
SUGGESTED READING/S
STUDENT ENGAGEMENT: Role-play a mock constitutional
convention to help solve east/west sectionalism.
COGNITIVE LEVEL:
INTERNET SOURCES
Evaluation
GRADE:__8__
TIME/PACING:__________________
GOAL: #3 The learner will identify 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.
19th century.
KEY CONCEPTS
Impact of geography
Indenture
STRATEGY (S)/ACTIVTIES: Mathematics Activity, Geography
Plantation Farming
Activity
Slavery (historical)
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.
SUGGESTED READING/S
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:
Evaluation
INTERNET SOURCES
GRADE: _8__
TIME/PACING:
__________________
GOAL: #3 The learner will identify OBJECTIVE: 3.05 Compare and contrast different
perspectives among North Carolinians on the national policy of
Removal and Resettlement of American Indian populations.
19th century.
KEY CONCEPTS
Impact of Geography
Land conflicts
STRATEGY (S)/ACTIVTIES: Writing Activity, Mathematics
Checks and balances
Activity, Technology Activity
Resettlement
/reservations
Trail of Tears
ASSESSMENT (S): Objective Quiz, Teacher Generated Quiz,
Blackline Masters, Mindpoint Quiz Show
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.
KEY VOCABULARY Trail of
Tears, Cherokee, John Ross,
James Monroe, Andrew
Jackson
SUGGESTED READING/S
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:
INTERNET SOURCES
Evaluation
GRADE:_8___
TIME/PACING:__________________
GOAL: #3 The learner will
OBJECTIVE: 3.06 Describe and evaluate the geographic,
identify key events and evaluate the economic, and social implications of the North Carolina Gold
impact of reform and expansion in
Rush.
North Carolina during the first half
of the 19th century.
KEY CONCEPTS
Impact of geography
Transportation
STRATEGY (S)/ACTIVTIES: Critical Thinking, Writing
Resources and
Activity, Mathematics Activity
development
Immigration, emigration,
migration
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?
SUGGESTED READING/S
STUDENT ENGAGEMENT: Draw an advertisement for people to
come to North Carolina during the Gold Rush.
COGNITIVE LEVEL:
INTERNET SOURCES
Evaluation
GRADE: __8__
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
TIME/PACING:
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.
STRATEGY (S)/ACTIVTIES: Research Activity, Writing
Activity, Economics Activity
KEY CONCEPTS
Sectionalism
Religious
tolerance/intolerance
States’ rights vs. national sovereignty
Suffrage
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.
SUGGESTED READING/S
and contrast the North Carolina Constitutions of 1776 and 1835.
COGNITIVE LEVEL:
The History, Military, and Biography Channel, Internet
INTERNET SOURCES
Evaluation
GRADE: _8__
__________________
GOAL: #3 The learner will identify
19th century.
TIME/PACING:
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.
STRATEGY (S)/ACTIVTIES: Geography Activity, Economic
Activity, Research Activity
KEY CONCEPTS
Impact of Geography
States/territories
Industrialization
Population decline
Territorial expansion
ASSESSMENT (S): Teacher Generated Quiz, Teacher Generated
Test, Objective Quiz, Objective Test, Eduware (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.
SUGGESTED READING/S
STUDENT ENGAGEMENT: Read about the Walton War.
Brainstorm ways to settle conflict peacefully.
School House Rock Video: America Rocks “Elbow Room” COGNITIVE LEVEL:
School House Rock Video: America Rocks “Elbow Room” INTERNET SOURCES
Evaluation
GRADE: _8___
__________________
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.
TIME/PACING:
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.
STRATEGY (S)/ACTIVTIES: Research Activity
ASSESSMENT (S): Vocabulary Quiz, Objective Quiz, Teacher
Generated Quiz
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.
MATERIALS NEEDED: Teacher materials, Student materials
KEY CONCEPTS
Impact of Geography
Secession
Civil War
Compromise
Extremists
Institution of slavery
States’ rights KEY VOCABULARY
Missouri Compromise,
Abolitionist, North Carolina
Manumission Society,
Manifest destiny, annex,
Secession, Compromise of
1850, Republican Party,
Confederate States of
America, Unionist
SUGGESTED READING/S
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
GRADE: __8__
__________________
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.
TIME/PACING:
OBJECTIVE: 4.02 Describe the political and
military developments of the Civil War and
analyze their effect on the outcome of the war.
KEY CONCEPTS
Impact of Geography
STRATEGY (S)/ACTIVTIES: Critical Thinking, Using
Electoral process
Technology, Geography Activity
Political parties
Blockades (sanctions)
Conscription (draft)
Inflation
Political vs. military
strategies
ASSESSMENT (S): Vocabulary Quiz, Objective Quiz, Exam View KEY VOCABULARY Naval
Test Generator, Objective Test
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,
SUGGESTED READING/S
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:
Video: Civil War Series by PBS/Shelby Foote
INTERNET SOURCES
Evaluation
GRADE: _8___
TIME/PACING:
__________________
GOAL: #4 The learner will examine the causes,
OBJECTIVE: 4.03 Assess North Carolina's
course, and character of the Civil War and
role in the Civil War and analyze the social and
Reconstruction, and their impact on North
economic impact of the war on the state.
Carolina and the nation.
KEY CONCEPTS
Impact of Geography
STRATEGY (S)/ACTIVTIES: Writing Activity
Wartime economies
ASSESSMENT (S): Video Quiz: The Civil War, Teacher
Generated Quiz, Objective Quiz, Eduware (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.
SUGGESTED READING/S
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
INTERNET SOURCES
Evaluation
GRADE: 8___
TIME/PACING:
__________________
GOAL: #4 The learner will
OBJECTIVE: 4.04 Evaluate the importance of the roles
examine the causes, course, and
played by individuals at the state and national levels during the
character of the Civil War and
Civil War and Reconstruction Period.
Reconstruction, and their impact on
North Carolina and the nation.
KEY CONCEPTS
Heroes
STRATEGY (S)/ACTIVTIES: Research Activity, Economics
Leadership
Character traits
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.
SUGGESTED READING/S
STUDENT ENGAGEMENT: • Debate whether or not Sherman was justified to use the methods he practiced to end the Civil War.
COGNITIVE LEVEL:
INTERNET SOURCES
Evaluation
GRADE: __8__
TIME/PACING:
__________________
GOAL: #4 The learner will examine the OBJECTIVE: 4.05 Analyze the political, economic, and
causes, course, and character of the Civil social impact of Reconstruction on the state and identify
War and Reconstruction, and their
the reasons why Reconstruction came to an end.
impact on North Carolina and the nation.
KEY CONCEPTS
Impact of Geography
STRATEGY (S)/ACTIVTIES: Class Discussion, Economics
Radical Reconstruction
Amendments
Impeachment
Agricultural economy
ASSESSMENT (S): Video Quiz: The Civil War, Objective Quiz,
Objective Test, Teacher Generated Test, Exam View Test
Generator
LESSON INTEGRATION: With a classroom 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.
KEY VOCABULARY
Reconstruction, freedmen,
Black Codes, carpetbagger,
universal manhood suffrage,
segregate, Ku Klux Klan,
martial law, Kirk-Holden
War, impeach
SUGGESTED READING/S
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
INTERNET SOURCES
Evaluation
GRADE: 8
TIME/PACING:
__________________
GOAL: 5. The learner will evaluate the impact 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.
KEY CONCEPTS:
Industrialization
STRATEGY (S)/ACTIVTIES:
Urbanization
Research Activities,
Importance of infrastructure
Technology Activities
Unification
Writing Activities
Diversification
of political, economic, social, and technological
changes on life in North Carolina from 1870 to
1930.
ASSESSMENT (S):
*Goal Test
Vocabulary quiz
*Objective quiz
KEY VOCABULARY:
*Essays
-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/S
STUDENT ENGAGEMENT:
PowerPoint presentations
oral reports internet
projects group projects cooperative activities
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
MATERIALS NEEDED: *maps *charts
*transparencies *internet *text
*Graphic organizers *historical documents
*
North Carolina: Land of Contrast
The North Carolina Experience
North Carolina through four
centuries
North Carolina parade Stories of
History and People
*See Attachment*
GRADE: 8
TIME/PACING:
__________________
GOAL: 5. The learner will evaluate the impact OBJECTIVE: 5.02 Examine the changing role
of educational, religious, and social institutions in
of political, economic, social, and technological
the state and analyze their impact.
1930.
KEY CONCEPTS
Literacy
Tax base for government
services
Revival
Writing Activities
ASSESSMENT (S):
KEY VOCABULARY:
*Goal Test
quiz
Disenfranchisement, grandfather
clause, universal education,
compulsory education, Jim Crow
laws
*Objective quiz
*Essays
Vocabulary
LESSON INTEGRATION:
Art: Create a poster promoting your home town
STUDENT ENGAGEMENT:
SUGGESTED READING/S
North Carolina: Land of
Contrast
centuries
History and People
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
GRADE 8
TIME/PACING:
__________________
GOAL: 5. The learner will evaluate the impact of
OBJECTIVE: 5.03 Describe the
political, economic, social, and technological changes on
life in North Carolina from 1870 to 1930.
social, economic, and political impact of
migration on North Carolina.
Immigration vs.
migration
Urbanization
Cultural mosaic
vs. melting pot
Writing Activities
ASSESSMENT (S):
*Goal Test
*Objective quiz
KEY CONCEPTS
*Essays
Vocabulary quiz
KEY
VOCABULARY
Hydroelectricity,
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.
SUGGESTED
READING/S
STUDENT ENGAGEMENT:
oral reports
group projects cooperative activities
COGNITIVE
LEVEL: Knowledge,
Organizing,
Generating,
Integration,
Evaluation
INTERNET
SOURCES
*See Attachment*
internet projects
MATERIALS NEEDED: *maps *charts *transparencies
*internet *text
Contrast
The North Carolina
Experience
North Carolina through
four centuries
North Carolina parade
Stories of History and
People
GRADE: 8
TIME/PACING:
__________________
GOAL: 5. The learner will evaluate the impact of OBJECTIVE: 5.04 Identify technological
advances, and evaluate their influence on the
political, economic, social, and technological
quality of life in North Carolina.
1930.
KEY CONCEPTS
Mechanization
(automation)
Displacement of workers
Living wage
Writing Activities
Environmental impact
Skilled worker
Standard of living
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
*Essays
Vocabulary
KEY VOCABULARY
Farmer’s alliance, Populist party, Fusionists
LESSON INTEGRATION:
Science/Technology: Have students design a model
airplane using the concept of “lift”
SUGGESTED READING/S
STUDENT ENGAGEMENT:
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
See Internet Attachment
centuries
History and People
GRADE: 8
TIME/PACING:
__________________
GOAL: 5. The learner will evaluate the impact of OBJECTIVE: 5.05 Assess the influence of
the political, legal, and social movements on the
political, economic, social, and technological
political system and life in North Carolina.
1930.
KEY CONCEPTS
Segregation vs.
STRATEGY (S)/ACTIVTIES
integration
Franchise vs.
disenfranchisement
Writing Activities
Prohibition
Suffrage
Reform
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
*Essays
Vocabulary
KEY VOCABULARY
Prohibition, 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
SUGGESTED READING/S
STUDENT ENGAGEMENT:
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
Contrast
centuries
History and People
GRADE: 8
__________________
GOAL: 5. The learner will evaluate the
TIME/PACING:
OBJECTIVE: 5.06 Describe North Carolina's
reaction to the increasing United States involvement
impact of political, economic, social, and
in world affairs including participation in World War
technological changes on life in North
I, and evaluate the impact on the state's economy.
Carolina from 1870 to 1930.
KEY CONCEPTS
Neutrality
Wartime economies
Isolation
US role in world Affairs
Writing Activities
League of nations
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
*Essays
Vocabulary
KEY VOCABULARY
Armistice, strike, Great
Migration
LESSON INTEGRATION:
SUGGESTED READING/S
Writing: have students make a poster to advertise a brand North Carolina: Land of
of cigarettes targeting a certain group of consumers in NC Contrast
centuries
History and People
STUDENT ENGAGEMENT:
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
See attachment
GRADE: 8
TIME/PACING:
__________________
GOAL: 6. The learner will analyze the
OBJECTIVE: 6.01 Identify the causes and effects
of the Great Depression and analyze the impact of
immediate and long-term effects of the Great
New Deal policies on Depression Era life in North
Depression and World War II on North
Carolina.
Carolina.
KEY CONCEPTS
International trade
Stock market
Credit line
Price support
Writing Activities
Minimum wage
ASSESSMENT (S):
*Goal Test
Vocabulary quiz
*Objective quiz
*Essays
LESSON INTEGRATION:
Math: Determine how many drill bits was used up per
mile in the first ten of the Blue Ridge Parkway
STUDENT ENGAGEMENT:
KEY VOCABULARY
Secret ballot, depression,
stock market, relief, Live at
Home Program
SUGGESTED READING/S
centuries
History and People
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
GRADE: 8
TIME/PACING:
__________________
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.
Carolina.
KEY CONCEPTS
Nazism
Fascism
Military buildup
Prisoners of war
Writing Activities
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
*Essays
Vocabulary
KEY VOCABULARY
Rationing
LESSON INTEGRATION:
Math: Determine how much the population of Fort Bragg
grew during WWII and the percentage of the increase.
SUGGESTED READING/S
STUDENT ENGAGEMENT:
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
Contrast
centuries
History and People
GRADE: 8
TIME/PACING:
__________________
OBJECTIVE: 6.03 Examine the significance of
key ideas and individuals associated with World
War II.
Carolina.
KEY CONCEPTS
Leadership responsibility
Military vs. Political
Writing Activities
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
*Essays
Vocabulary
KEY VOCABULARY
LESSON INTEGRATION:
Reading: Research and read about the Tuskegee Air Men
SUGGESTED READING/S
STUDENT ENGAGEMENT:
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
Contrast
centuries
History and People
GRADE: 8
TIME/PACING:
__________________
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.
Carolina.
KEY CONCEPTS
Urban growth
Suburbs
Infrastructure
Cold War
Civil rights
Writing Activities
Skilled workers
Higher education
ASSESSMENT (S):
*Goal Test
Vocabulary quiz
*Objective quiz
*Essays
LESSON INTEGRATION:
Economics: Discuss the economic impact of women and
minorities on the economy during World War II
STUDENT ENGAGEMENT:
KEY VOCABULARY
Cold War, Civil Rights,
Skilled workers
SUGGESTED READING/S
centuries
History and People
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
GRADE: 8
TIME/PACING:
__________________
GOAL: 7. The learner will analyze
OBJECTIVE: 7.01 Analyze the extent and
significance of economic changes in North Carolina.
changes in North Carolina during the
postwar period to the 1970's.
KEY CONCEPTS
Technological Revolution
Diversification
Tax structure
Service industries
Writing Activities
Unionization
ASSESSMENT (S):
*Goal Test
Vocabulary quiz
*Objective quiz
*Essays
KEY VOCABULARY
Service 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/S
STUDENT ENGAGEMENT:
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
centuries
History and People
GRADE: 8
TIME/PACING:
__________________
OBJECTIVE: 7.02 Evaluate the importance of social
changes to different groups in North Carolina.
KEY CONCEPTS
Civil rights
Equal rights
Integration
Writing Activities
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
*Essays
KEY VOCABULARY
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
Math: show the percentage of “freedom of choice” transfers that were approved in 1959
SUGGESTED READING/S
STUDENT ENGAGEMENT:
Have student point out signs of integration throughout the
school
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
centuries
History and People
GRADE: 8
__________________
TIME/PACING:
OBJECTIVE: 7.03 Assess the influence of
technological advances on economic development and
daily life.
KEY CONCEPTS
Suburbs
World wide web
Standards of Living
Technological revolution
Writing Activities
ASSESSMENT (S):
*Goal Test
Vocabulary quiz
*Objective quiz
*Essays
LESSON INTEGRATION:
KEY VOCABULARY
Technological revolution
Worldwide web
SUGGESTED READING/S
centuries
History and People
STUDENT ENGAGEMENT:
Discuss the inventions after world war II that had a
significant affect on society. Research how
entertainment changed.
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
GRADE: 8
TIME/PACING:
__________________
OBJECTIVE: 7.04 Compare and contrast the various
political viewpoints surrounding issues of the post World
War II era.
KEY CONCEPTS
Southern Democrats
Republican party
National vs. State elections
Segregation
Writing Activities
Civil rights
Party
State rights
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
*Essays
Vocabulary
LESSON 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
KEY VOCABULARY
Civil Rights Act Of 1964
Voting Rights Act of 1965
Busing
SUGGESTED READING/S
centuries
History and People
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
GRADE: 8
TIME/PACING:
__________________
OBJECTIVE: 7.05 Evaluate the major changes and
events that have affected the roles of local, state, and
national governments.
KEY CONCEPTS
Balanced budget
Pollution
Era
Nuclear family
Writing Activities
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
*Essays
Vocabulary
LESSON INTEGRATION:
Write an essay on the world’s view of the United States STUDENT ENGAGEMENT:
KEY VOCABULARY
SUGGESTED READING/S
Contrast
centuries
History and People
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
GRADE: 8
__________________
TIME/PACING:
OBJECTIVE: 8.01 Describe the changing
demographics in North Carolina and analyze their
impact of demographic, economic,
significance for North Carolina's society and economy.
technological, social, and political
developments in North Carolina since the
1970's.
KEY CONCEPTS
Agricultural based
economy
Minority vs. majority
Population boom
Writing Activities
Literacy rate and skilled
workers
Education reforms
Refugees
Census
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
KEY VOCABULARY
Vocabulary metropolitan, urban sprawl,
urban renewal, franchise
*Essays
LESSON INTEGRATION:
Math: Determine the percentage of growth in major NC
cities over the past few decades.
SUGGESTED READING/S
STUDENT ENGAGEMENT:
Research businesses that have made a change in North
Carolina moving it from a rural to an urban state
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
MATERIALS NEEDED *maps *charts
centuries
History and People
GRADE: 8
TIME/PACING:
__________________
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.
1970's.
Writing Activities
KEY CONCEPTS
ASSESSMENT (S):
KEY VOCABULARY textile,
interstate banking
*Goal Test
Vocabulary quiz
*Objective quiz
Service industries
Tax systems
Import/export
Traditional vs. changing
economic base
Rural vs. urban
Global economy
*Essays
LESSON INTEGRATION:
SUGGESTED READING/S
th
Art: draw a picture of a 19 century farmer and a
current-day farmer and compare
Math: means, median, of the full-time and part-time
workers at RTP
STUDENT ENGAGEMENT:
Research the Research Triangle Park
centuries
History and People
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
GRADE: 8
__________________
TIME/PACING:
OBJECTIVE: 8.03 Describe the impact of state and
national issues on the political climate of North Carolina.
1970's.
KEY CONCEPTS
War vs. military action
Conscription
Impeachment
Education reform
Writing Activities
Immigration vs. migration
Environmental impact
Gender roles
ASSESSMENT (S):
*Goal Test
Vocabulary quiz
*Objective quiz
KEY VOCABULARY
Equal rights amendment,
subsidy,
*Essays
LESSON INTEGRATION:
Math: Creating graphs
Create graphs from charts in other textbooks
SUGGESTED READING/S
STUDENT ENGAGEMENT:
Make line graphs
Research state senators
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
centuries
History and People
GRADE: 8
TIME/PACING:
__________________
OBJECTIVE: 8.04 Assess the importance of
regional diversity on the development of economic,
social, and political institutions in North Carolina.
1970's.
KEY CONCEPTS
Diversification
Competition
Balanced budget
Standard of living
Writing Activities
State vs. National office
ASSESSMENT (S):
*Goal Test
quiz
*Objective quiz
*Essays
Vocabulary
LESSON INTEGRATION:
Math:
SUGGESTED READING/S
Art: Draw a map locating the major industries of North
Carolina
STUDENT ENGAGEMENT:
Research how NAFTA has affected the economy of
North Carolina.
KEY VOCABULARY
centuries
History and People
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
GRADE: 8
TIME/PACING:
__________________
GOAL: 9. The learner will explore examples of and
OBJECTIVE: 9.01 Describe
opportunities for active citizenship, past and present, at the
contemporary political, economic, and social
local and state levels. The learner will explore examples of
and opportunities for active citizenship, past and present,
at the local and state levels.
issues at the state and local levels and
evaluate their impact on the community.
Writing Activities
KEY CONCEPTS
ASSESSMENT (S):
KEY VOCABULARY
Agribusiness, organic
farming, ecosystem
*Goal Test
Vocabulary quiz
*Objective quiz
Patriotism
Citizenship
Rights and responsibilities
Participatory democracy
Federalism
Nationalism
*Essays
LESSON INTEGRATION:
Write an essay describing why it is better to recycle old
buildings and materials rather than start with something
new.
SUGGESTED READING/S
STUDENT ENGAGEMENT:
Cooperative learning: Students get together discuss a
possible revitalization project in the community.
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
centuries
History and People
GRADE: 8
TIME/PACING:
__________________
OBJECTIVE: 9.02 Identify past and
opportunities for active citizenship, past and present, at
the local and state levels. The learner will explore
present state and local leaders from diverse
cultural backgrounds and assess their
examples of and opportunities for active citizenship, past
and present, at the local and state levels.
influence in affecting change.
Writing Activities
KEY CONCEPTS
ASSESSMENT (S):
KEY VOCABULARY:
*Goal Test
Vocabulary quiz
*Objective quiz
*Essays
Patriotism
Citizenship
Federalism
Nationalism
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
SUGGESTED READING/S
STUDENT ENGAGEMENT:
Interview a member of the local government.
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
centuries
History and People
GRADE: 8
TIME/PACING:
__________________
OBJECTIVE: 9.03 Describe
opportunities for active citizenship, past and present, at the
local and state levels. The learner will explore examples of
opportunities for and benefits of civic
participation.
and opportunities for active citizenship, past and present, at
the local and state levels.
Patriotism
Citizenship
Federalism
Nationalism
Writing Activities
ASSESSMENT (S):
*Goal Test
Vocabulary quiz
*Objective quiz
KEY CONCEPTS
*Essays
LESSON INTEGRATION:
KEY VOCABULARY
Municipality, city council, sheriff,
county commissioner, budget,
SUGGESTED READING/S
centuries
History and People
STUDENT ENGAGEMENT:
Research how local officials are elected
Create poster of how municipal governments work
COGNITIVE LEVEL:
Evaluation
INTERNET SOURCES
*See Attachment*
Skill Competency
Goals
SOCIAL STUDIES SKILL COMPETENCY GOALS, K-12
In all social studies courses, knowledge and skills depend upon and enrich each other while emphasizing
potential connections and applications. In addition to the skill specific to social studies, there are skills
that generally enhance students’ abilities to learn, to make decisions, and to develop as competent, selfdirected citizens that can be all the more meaningful when used and developed within the context of
social studies. It is important that students be exposed to a continuum of skills development from
kindergarten through grade 12. As they incorporate and reencounter these core skills in a variety of
environments and contexts that are intellectually and developmentally appropriate, their competency in
using them increases.
SKILL COMPETENCY GOAL
1: The learner will acquire strategies for reading social
studies materials and for increasing social studies
vocabulary.
2. The learner will acquire strategies to access a variety of
sources, and use appropriate research skills to gather,
synthesize and report information using diverse modalities
to demonstrate the knowledge acquired.
3. The learner will acquire strategies to analyze, interpret,
create and use resources and materials.
4. The learner will acquire strategies needed for applying
decision-making and problem-solving techniques both
orally and in writing to historic, contemporary and
controversial world issues
5. The learner will acquire strategies needed for effective
incorporation of computer technology in the learning
process
OBJECTIVES
1.01 Read for summarizing
1.02 Summarize to select main ideas
1.03 Draw inferences
1.04 Detect cause and effect
1.05 Recognize bias and propaganda
1.06 Recognize and use social studies
terms in written and oral reports
1.07 Distinguish fact and fiction
1.08 Use context clues and appropriate
sources such as glossaries, texts, and
dictionaries to gain meaning.
2.01 Use appropriate sources of
information
2.02 Explore print and non-print materials
2.03 Utilize different types of technology
2.04 Draw from community such as field
trips and guest speakers, interviews
2.05 Transfer information from one
medium to another such as written to
visual and statistical to written
2.06 Create written, oral, musical, visual,
and/or theatrical presentations of social
studies information
3.01 Use map and globe reading skills
3.02 Interpret graphs and charts
3.03 Detect bias
3.04 Interpret social and political messages
of cartoons
3.05 Interpret history through artifacts,
arts, and media
4.01 Use hypothetical reasoning processes
4.02 Examine, understanding, and evaluate
conflicting viewpoints
4.03 Recognize and analyze values upon
which statements are made
4.04 Apply conflict resolutions
4.05 Predict possible outcomes
4.06 Draw conclusions
4.07 Offer solutions
4.08 Develop hypothesis
5.01 Use word processing for creating,
formatting, and producing classroom
assignment/projects
5.02 Create and modifying a database for
class assignments
5.03 Create, modifying, and using
spreadsheets to examine real-world
problems
5.04 Create nonlinear projects related to
the social studies content area via
multimedia presentations
Competency Goal 1:The learner will analyze important geographic, political, economic, and social
aspects of life in the region prior to the Revolutionary Period.
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.
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.
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.
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.
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.
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.
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 affected 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.
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 assesses 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.
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
Key Vocabulary
Words
Goal 1
Terms
Region
Sound
Barrier island
Gulf Stream
Wetland
Estuary
Places
Tidewater Region
Outer banks
Jockey’s Ridge
Coastal Plain Region
Sandhills
Fort Bragg
People
Archaic People
Woodland People
Mississippian People
Tuscarora
Catawba
Cherokee
Pocosin
Savanna
crossroads hamlets
tobacco towns
Carolina bays
fall line
headwaters
sectionalism
mill village
NASCAR
Monadnock
Elevation
bald cove
weather
climate
westerlies
humidity
precipitation
tornado
hurricane
Archaeologist
Atlatl
Pemmican
Culture
ceremonial center
dialect
clan
matrilineal
consensus
conjurer
immunity
expedition
colony
Lost Colony
Neck
Speculate
customs duty
charter
Lord Proprietor
Quitrent
General Assembly
Governor
cede
royal colony
Granville District
Ranger
Girdling
Piedmont Region
Research Triangle Park
Uwharrie Mountains
Piedmont Crescent
Blue Ridge
Mountains Region
Appalachian Mountains
Mount Mitchell
Black Mountains
Great Smokey Mountains
Balsams
Fontana Lake
The Albemarle
Carolina
Great Dismal Swamp
Pamlico
Bath
New Bern
The Cape Fear
Fort Dobbs
Cross Creek
Halifax
Hillsborough
Salisbury
Charlotte
Wachovia
Alamance Creek
Unit 1 terms Continued.
Navigation Acts
Treason
naval stores
Immigrant
Frontier
Backcountry
Drover
Giovanni da Verrazano
Hernando de Soto
Juan Pardo
Walter Raleigh
Philip Armadas
Arthur Barlowe
Ralph Lane
Thomas Harriot
John White
Francis Drake
Virginia Dare
Lumbee Indians
George Durant
Quakers
Thomas Miller
Thomas Eastchurch
Seth Sothel
John Harvey
John Gibbs
Huguenots
John Archdale
Anglicans
Thomas Cary
Edward Hyde
Maurice Moore
George Burrington
Arthur Dobbs
Scots-Irish
Germans
Moravians
Highland Scots
Saura
Reverend Alexander Craighead
David Caldwell
William Tryon
Josiah Martin
Edmund Fanning
Hermand Husband
Culpeper's Rebellion
county refugee
bounty
Boycott
French and Indian War
Prairie
Grist Mill
Tool
Regulator
Capital
Extortion
Appropriate
Militia
Goal 2
Terms
Places
Proclamation of 1763
Stamp Act
Provincial Congress
Commitee of Safety
Tory
Whig
Mecklenburg Resolves
Halifax Resolves
Declaration of Independence
Constitution
Bicameral
Declaration of Rights
Amendment
Confiscation Act
Overmountain Men
Neutral
Pacifism
pardon
Articles of Confederation
Precedent
Judicial Review
Compromise
United States Constitution
Veto
Ratify
Federalist
Anti-Federalist
Bill of Rights
Moore’s Creek Bridge Ramsour’s Mill
Kings Mountain
Cowpens
Guilford Courthouse
State of Franklin
Terms
State’s Rights Republican Simplicity
War of 1812
Recession
Benjamin Forsythe
Internal Improvements
Canal
Goal 3
Places
Portsmouth
Raleigh
Fayetteville
Chapel Hill
Qualla
Goldsboro
High Point
People
Penelope Barker
John Harvey
Cornelius Harnett
Richard Caswell
William Hooper
Joseph Hawes
John Penn
William R. Davie
Nathanael Greene
John Hamilton
David Fanning
Mrs. Elizabeth Bayard
James Iredell
Samuel Ashe
John Sevier
Hugh Williamson
People
Thomas Jefferson
Nathaniel Macon
Johnston Blakely
John Steele
Otway Burns
Dolley Madison
Andrew Jackson
Common School
Literary Fund
Rip Van Winkle State
Suffrage
Credit
Trail of Tears
Democratic Party
Whig Party
Curriculum
Superintendent of Public Instruction
Literate
Free Suffrage
Agrarian
Yeoman
Subsistence Farming
Spinning Wheel
Loom
Blacksmith
Cooper
Neighborhood
Barter
Clubbing
MusterDay
Court Week
Justice of the Peace
Camp Meeting
Plantation
Staple Crop
Artisan
Emancipation
Slave Code
Quarters
Free Black
Missouri Compromise
Abolitionist
North Carolina Manumission Society
Manifest Destiny
Annex
Secession
Compromise of 1850
Terms
Republican Party
Confederate States of America
Unionist
Naval Blockade
Blockade-runner
Conscript
Price Grouping
Buffalo
Rocky Mount
Gold Hill
Morehead City
Plank Road
Rock Spring
Somerset
Fairntosh
Goal 4
Places
Fort Sumter
Fort Fisher
Bentonville
Bennett Farm
Archibald Murphey
George Moses Horton
David L. Swain
William Gaston
William H. Thomas
John Motley Morehead
Edwin M Holt
Christopher Bechtler
Calvin H. Wiley
Mary Bayard Clarke
William W. Holden
“Elder” Ralph Freeman
John Chavis
John C. Stanly
Thomas Day
James K. Polk
Hinton Rowan Helper
People
Zebulon B. Vance
Braxton Bragg
Henry L. Wyatt
William W. Holden
Outlier
Home Guard
Peace Movement
Reconstruction
Freedmen
Black Codes
Carpetbagger
Universal Manhood Suffrage
Segregate
Ku Klux Klan
Impeach
Freedman’s Bureau
Sharecropper
Terms
Goal 5
Places
Transition
Bright Leaf
Tobacco
Monopoly
Graded school
Normal School
Furnishing Merchant
Interest
Concord
Burlington
Hickory
Kannapolis
Winston-Salem
Gastonia
Hayti
“Tobacco Road” People
Stephen Slade
Washington Duke
James Buchanan Duke
John Milton Odell
Leonidas L. Polk
Furnifold M. Simmons
Charles B. Aycock
Walter Hines Page
Supply
Farmers’ Alliance
Farmer Cooperative Store
Money Supply
Collateral
Populist Party
Fusionists
White Supremacy
Progress
Hydroelectricity
Disfranchisement
Grandfather Clause
Universal Education
Equalization
Referendum
Prohibition
Compulsory
Jim Crow Laws
Paradox
Shotgun House
Suburb
Auction
Armistice
Strike
Great Migration
Assembly Line
Moonshine
Evolution
Stretch-out
Terms
Secret Ballot
Depression
Stock Market
Relief
Live At Home Program
New Deal
Blue Ridge Parkway
Allotment
Parity
Tobacco Price Support
Camp Greene
Camp Polk
Camp Bragg
Goal 6
Places
Fontana Dam
Camp Mackall
Camp Lejeune
Cherry Point
Camp Butner
Warren C. Coleman
John Merrick
Julius Rosenwald
Sallie Southall Cotton
Woodrow Wilson
Kiffin Rockwell
James McConnell
Osmond Barringer
Harriet Morehead
Cameron Morrison
People
O. Max Gardner
Clyde Hoey
Charles M. McCorkle
Harland Bowles
Minimum Wage
Collective Bargaining
Social Security Act
Rationing
Terms
Civil Rights
Separate-but Equal Concept
Integration
North Carolina Fund
Community College System
Service Industry
Shopping Center
Cold War
Commute
Consolidated High School
Interstate Highway System
Bypass
Discrimination
Sit-in
Freedom Riders
Civil Rights Act of1964
Voting Rights Act of 1965
Busing
Terms
Equal Rights Amendment
Subsidy
Metropolitan
Urban Sprawl
Urban Renewal
Franchise
Interstate
Banking
Historical Preservation
Goal 7
Places
Research
Grandfather Mountain
Greensboro
People
Triangle Park Terry Sanford
Bill Friday
Frank Porter Graham
Thad Eure
Kerr Scott
Jessie Jackson
Dr. Martin Luther King Jr.
Reginald Hawkins
Henry Frye
Howard Lee
I. Beverly Lake
Judge James B. McMillan
Goal 8 and 9
Places
Piedmont Triad
The Triangle
Great Smokey Mountains National Park
Princeville
Joyce Kilmer Forest
Cary
People
Jim Holdshouser
Jessie Helms
Jim Hunt
Eva Clayton
Richard Petty
Dale Earnhardt Sr.
Ben Long
John Hope Franklin
Hmong
Cultural Renewal
Ridge Law
Global Warming
Terms
Millennium
NAFTA
Biotechnology
Agribusiness
Organic
Farming
Ecosystem
Municipality
City Council
Sheriff
County Commission
Budget
Bill
Constituent
Council of State
District Court
Superior Court
Court of Appeals
Supreme Court
Thinking Skills of
Marzano
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
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.
[recall]
[See further definition, key action words, and examples of trigger questions for
knowledge.]
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.
Organizing
[comparison]
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.
Representing changes in the form of the information to show how critical events
are related (visual, verbal, and symbolic).
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.
applying.]
Analyzing clarifies existing information by discovering and examining
parts/relationships.
Analyzing
[analysis]
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).
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).
generating.]
Integrating connects or combines prior knowledge and new information to build new
understandings. Bloom called this synthesis.
Integrating
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.
integrating.]
Evaluating requires assessing the appropriateness and quality of ideas.
Evaluating
[evaluation]
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).
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.
Internet Resources
Internet Resources
Ame-today.com
Accessgenealogy.com
1kwdpl.or
carolinasib.com
answers.com
geography.about.com
ibiblio.org
mystatehistory.com
wikipedia.org
wachovia.com
northcarolinahistory.org
dipi.state.nc.us
moreheadfoundation.org
historync.org
npr.org
pbs.org
.cr.nps.gov
learnnc.org
weatherbug.com
mississippian-artifacts.com
crossroadschronicles.com
native-languages.org
cherokee-nc.com
outerbanks.com
.dcr.state.nc.us
nationalgeographic.com
house.orgthelostcolony.org
teachervision.fen.com
library.think
famousamericans.net
waywelivednc.com
tryonpalace.org
statelibrary
50states.com
Ncwiseowl.com
Suggested Resources
Suggested Resources
1. North Carolina Land of Contrast, Prentice Hall
2. Textbook: North Carolina A Proud State in our Nation
3. The North Carolina Experience, by Lindley S. Butler and Alan D. Watson
4. North Carolina through Four Centuries, by William S. Powell
5. North Carolina Parade Stories of History and People, by Richard Walser and Julie Montgomery Street
6. Myths of the Cherokee by James Mooney
7. Description of Algonquian Indians, by Thomas Harriet
8. A New Voyage to Carolina by John Lawson
9. Journal: Our State
10. ExplorerNet’s Trailblazer 11. IEA Resource Center, Pembroke, NC.
12. Old Main Cultural Museum, UNCP
13. The History, Military, and Biography Channels
14. The Story of the Lost Colony, by Peter Bosco
15. School House Rocks Video: America Rocks “No More Kings” 16. Document: The Mayflower Compact
17. Video: A&E Biography, Pocahontas
18. School House Rock Video: America Rocks “The Great American Melting Pot” 19. The History, Military, and Biography Channel
20. Document: Carolina Charter of 1663
21. Document: Carolina Charter of 1665
22. Video: The American Colonies
23. Historic Site: Tryon Palace
24. Video: Changing Faces
25. Video: Why the Colonists’ Rebelled 26. North Carolina and the Revolutionary Era by Thomas C and Barbara M. Parramore
27. Video: North Carolina in the Revolutionary War
28. The Black Experience in Revolutionary North Carolina, by Jeffrey Crow
29. Historic Sites: Moore’s Creek Bridge Historic site, Kings Mountain Battleground, Guilford
Courthouse
30. National Military Park
31. Video: The Fight For Freedom
32. School House Rocks Video: America Rocks “The Shot Heard Around the World” 33. Document: Halifax Resolves
34. Document: Mecklenburg Resolves
35. Document: Albany Plan of Union
36. Document: Articles of Confederation
37. Document: North Carolina Constitution of 1776
38. Document: United States Constitution
39. Document: Bill of Rights
40. Document: Declaration of Independence
41. School House Rocks Video: America Rocks “Fireworks” and “The Preamble”, “I’m just a Bill”, and 42. “Three-Ring Government” 43. Pamphlet: Common Sense by Thomas Paine
44. The Federalist Papers by John Jay, Alexander Hamilton and James Madison
45. Our Living Constitution: Then and Now Activity Book
46. Document: Constitution of 1776
47. Document: Constitution of 1835
48. “Appeal to the Colored Citizen’s of the World” by David Walker 49. The Impending Crisis of the South by Hinton Helper
50. Uncle Tom’s Cabin by Harriet Beecher Stowe
51. Historic Site: Reed’s Gold mine 52. Document: The Missouri Compromise
53. Document: The Monroe Doctrine
54. Document: The Compromise of 1850
55. “Emancipation Proclamation” by Abraham Lincoln 56. “Gettysburg Address” by Abraham Lincoln 57. Across Five Aprils by Irene Hunt
58. Video: The Civil War The Concise History
59. The Civil War in North Carolina by John Barrett
60. Historic sites: Fort Fisher, Bentonville Battlefield
61. North Carolina during Reconstruction by Richard Zuber
62. Political Cartoon Samples
63. Biographies of Carnegie, Vanderbilt, Morgan, etc.
64. Video about Prohibition
65. Newspapers and Magazines
66. School House Rock Video: America Rocks “Sufferin’ till Suffrage” 67. Wilson’s “Fourteen Points” 68. All Quiet on the Western Front by Erich Remarque
69. Franklin Delano Roosevelt’s First Inaugural Address 70. Roll of Thunder, Hear my Cry by Mildred Taylor
71. The Grapes of Wrath by John Steinbeck
Sample
Lesson
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
traditions and customs that have changed over the centuries? Which ones
have continued into the present?
Learning Objectives
After 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 EDSITEmentreviewed 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 nonstereotyping 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 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 EDSITEmentreviewed 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, West
o
Northeast, Northwest, Southeast, Southwest
o
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 Today
Lesson 2: First Nation Tribes Across the U.S.
Extending the Lesson
Lesson 1 Representing Native Americans Today
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).
Waboose, Jan Bourdeau. (1998). Morning on the Lake. Kids Can Press
(Grades P-3).
Waboose, Jan Bourdeau. (2000). Skysisters. Kids Can Press (Grades P3).
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.
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 __________.
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 means?
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.
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.
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 beadwork 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
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
Understanding the visual arts in relation to history and cultures
Reflecting upon and assessing the characteristics and merits of their work and
the work of others
5. NCSS-1
Culture and cultural diversity. more
6. NCSS-2
Time, continuity, and change. The ways human beings view themselves in
and over time. more
7. NCSS-3
People, places, and environments. more
8. NCSS-4
Individual development and identity. more
9. 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
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
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 Columbus
2. See the world with Ferdinand Magellan
3. Journey with Sir Francis Drake
When 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 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
Explorers
Analyzing
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 findings
until 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 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...
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.
Example
The 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
The American War for Independence
—Curriculum Unit Overview—
Introduction
The 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 Objectives
Upon 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 Unit
Review 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.
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.
Biology
Jewell 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.
Chemistry
Harrison 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.
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 coinvented 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 Science
Mark 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.
Inventions
Andrew 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.
Mathematics
Benjamin 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.
Medicine
William 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 scientists
Michael 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.
Physics
George 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.
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...
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 wholeclass 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 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 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 .
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. 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 Perspective
The 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 History
From 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 War
As 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. 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, 18701885. 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?
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
Marian Anderson
Maya Angelou
Mary Mcleod Bethume
Bill Cosby
Florence Griffith –Joyner
Langston Hughes
Jesse Jackson
Mae C. Jemison
Dr. Martin Luther King, Jr.
Jesse Owens
Rosa Parks
Dorothy Counts Scoggins
Kate Dorsett
James E. Harris
George Henry White
George Crum
Elijah McCoy
Jan Ernst Matzelliger
Granville Woods
Philip Downing
George Washington Carver
Madam C.J. Walker
Garrett Morgan
Otis Boykin
Dr. Patricia E. Bath
Lonnie G. Johnson
Charles Richard Drew
Clatonia Joaquin Dorticus
Sarah S. Goode
Elijah McCoy
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 8 th 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
Fort Fisher
Fort Henry
Fort Donelson
Fort Wagner
Fort Anderson
Fort Macon
Spanish Fort
Fort Stevens
Vicksburg
Fredericksburg
Campbell’s Station
Brentwood
Charleston Harbor
Gettysburg
Hanover
Selma
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
Hernando Cortes
Francisco Pizarro
Vasco Nunez De Balboa
Bartholomew Dias
Jaques Cartier
Philip Amanda
Arthur Barlowe
Pedro De Coronas
Ralph Lane
Richard Grenville
Amerigo Vespucci
Christopher Columbus
Explorations from China
Henry Hudson
Hernando Desoto
Vasco DeGama
Jean Ribault
Giovanni Da Veranzano
Juan Ponce De Leon
Lucas Vasquez De Ayllon
Rene' De Laudonniere
Juan Pardo
John White
Walter Raleigh
Ferdinand Magellan.
Leif Ericson
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 of
events 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
Language
Religion
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"
To complete the activity you must get the American Originals CD by Johnny
Horton. Song # 4 “the Battle of New Orleans”. Directions: Give students a copy of the questions and time to familiarize
themselves with them. Play the song once and let the students answer the
questions as the song plays. Students can answer questions individually or as a
team. See who answers the most questions.
1. In what year did the trip take place?
2.Who led the trip?
3. Where did they go?
4. What did they pack for this trip?
5. Who were they fighting?
6. How many British were there?
7. Who was "Old Hickory"?
8. What did the Americans use to fight the British?
9. What did it mean when Old Hickory said, "not to fire until
you see the white of their eyes?"
10. What did the Americans use when the barrel of the cannon melted down?
11. Where did the British run?
12. Who won the Battle of New Orleans?
Survey
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 Sherrod
PO Box 2909
Lumberton, NC 28359
High Schools: Due December 1, 2008
K-8 Schools: Due May 1, 2009
1. Has this curriculum guide been helpful to you in planning for instruction?
_____ Yes
_____ No
Comment: ______________________________________________
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:

Skill Competency Goals - Public Schools of Robeson County

Transcription

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