Unit Completion Assignment

Content Standard(s)

Analyze the chronology of key historical events in

North Carolina history.

1. De Soto’s expedition for gold leading to exposing the natives to European illnesses and disease.

2. Roanoke colonization

3. Trade Establishment

4. The Tuscarora War

The learner will examine the importance of the role of native American groups and examine the multiple roles they have played in the development of North Carolina.

2. The learner will trace the history of colonization in North Carolina and evaluate its significance for diverse people's ideas.

Goals/Objectives

SMART OBJECTIVES (aligned with the standards) for the lesson

1. Summarize the 3 main changes in cultures, everyday life and status

of indigenous American Indian groups in North Carolina

once the Europeans arrived.

2. Explain how people, events and developments brought

about changes to communities in various regions of North

Carolina.

Academic Language

What is the oral and/or written language used for academic purposes? How will you know that your students develop and express content understandings?

1. Students will be expected read passages written about native American children of the time and interpret their thoughts, feelings, and experiences in their own words.

2. They will also be responsible for these vocabulary words and definitions: Barter, Colonization, Archaeologist, artifact, Natural Resources (Raw), Settle, Great Britain/England, American Indians, Enclosure Act, Coastal Plain Region, Piedmont Region, Mountain Region, King George III, French and Indian War.

3. An understanding of these terms and how they apply to the colonization of North Carolina along with having the ability to compare and contrast the experiences of the first settlers and native Americans will demonstrate their understanding of the material.

Prior Knowledge

What are the students’ content knowledge and skills as well as academic experiences developed prior to the learning segment?

Prior to this lesson, the students should have a basic knowledge of what a native American is, who Christopher Columbus was, and have at least heard of the thirteen original colonies. The students should also have an understanding of trading or bartering, and why it is important.

Materials

What materials are needed for the teacher and students? Instructional resources?

1. Students will need their composition notebooks to add their journal entries.

2. We will also need access to computers on the day when we complete the virtual tours.

3. A smart board will be an excellent resource when it is time to play audio clips, watch video clips, and show maps of the locations in question.

4. A map of N.C. for each student.

5. The tools worksheet with the images of native American tools.

6. Questionnaire about the video.

7. Shoe boxes, Scissors, glue, magazines, other recycled material that can be used to make the diorama.

Instruction

Detailed step by step procedures

What will you be doing to model your instruction?

I do (Teacher Modeling)

1. Discuss who Native Americans were, what their significance was in North Carolina, where they were in NC, and what their contributions to NC lead to in the pre-colonial era.

2. Allow the students to listen to the audio clip about native Americans before colonization in NC, as well as the clip about them after colonization. Ask the students to listen closely to how they lived, and what changed between those times. Once the clips have been played work together to answer questions about specific tribes in the area, as well as key individuals that contributed to the changes and development of the colony.

3. In groups allow the students to take a virtual self-guided tour of NC and where the native American tribes were located before colonization, as well as their significance.

4. Watch a video on early N.C. Explorers

5. Lead a guided discussion on the impact that human activity had on the availability of natural resources in North Carolina.

6. Bartering activity that explains what the practice of bartering is and why it was so significant during this time period in NC.

Practice & Application

How will students practice and apply what they have learned?

1. Provide students with pictures of tools, and equipment used by native Americans. Ask them what they think (based on all of the information that they have gathered) the items were used for.

2. Select several of the individuals discussed during the lesson and allow the students to select one and write a passage about them.

Application

How will students apply what they have learned?

1. Provide students with a map of NC and instruct them to use specific colors to shade in the locations of each tribe discussed in class.

2. Have the students pair up and re-enact how a native American and European would conduct trades.

3. Write a paragraph about what they learned in the early explorer video.

Supports

How will you engage students based on individual and group needs?

Using the audio clips instead of reading from a textbook will appeal to auditory learners. The virtual tour would best benefit the kinesthetic learners, and the visual learners should benefit from the video clips and worksheets.

Closing

How will you end the lesson?

Culminating activity or task

The final task will be a group assignment. Four groups of students all assigned an event of significance from just before, during and after the colonization of North Carolina. They will be responsible for creatively presenting to the class a visual aid, and oral presentation that represents their assigned event.

Assessment

Formal and informal assessments

How will students be evaluated? How will you know if the students attained what you expected?

1. Ten-minute journal entry on topics learned about the everyday life and status

of indigenous American Indian groups in North Carolina.

2. Break the students up into groups and provide each group with the different events and developments that brought

about changes to communities in various regions of North Carolina to research further and discuss.

3. Oral presentations about the role that NC played in major conflicts and wars

from the Pre-Colonial period through Reconstruction.

4. Create a diorama of what the home life would be for an American in the new NC colony.

5. Quizzes on spelling words, and significant dates discussed throughout the unit.

6. A unit test that contains the information that the students are expected to retain.