Native to North Carolina:
Fourth Grader’s Guide to the Native
Americans of North Carolina
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Table of Contents
Slide 3: Introduction: North Carolina Natives
Past
Slide 4: Major Language Groups
Slide 5: Iroquian
Slide 6: Siouan
Slide 7: Algonkian
Slide 8: Beadwork Activity
Slide 9: Myths and Legends
Slide 10: Myths and Legends Rubric
Slide 11: Books for Further Learning
Slide 12: Teacher Information
Slide 13: Modifications and Objectives
Slide 14: Sites Used
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Introduction: North Carolina Natives Past
Hi kids! My name is Ashwin. It means strong horse in
my native language. I will be your guide. Today we are
going to learn about North Carolina but we are going to
focus on the original people, the Native Americans.
Throughout this presentation you will have the
opportunity to explore each subject in more detail by
clicking the hyperlinks. The hyperlinks will be a picture
and will take you to a website with more information on
that particular topic. At the end, there will be a fun
activity and a reflection. Enjoy!
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Major Language Groups
There were three major languages spoken before the European
settlers arrived. And with those three groups, there were different
tribes within each group. The table below gives a few examples.
Languages
Native means
one of the first
people to live
in a land
Tribes
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Iroquoian
Siouan
Algonkian
Cherokee
Tuscarora
Meherrin
Catawba
Saura
Occaneechi
Waccamaw
Tutelo
Secotan
Croatan
Roanoac
Chowan
Neusioc
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Iroquoian
Cherokee Gourd Mask
When thinking of Native Americans, the most
recognized group comes from the Iroquoian
language group. The Cherokee and the Tuscarora
were the most famous. How were the two similar?
How were they different?
Click the pictures to explore
about the groups further.
Remember to take notes
throughout the presentation.
They may help you with an
activity later. Focus on
topics such as clothing,
food, housing,
transportation, and family
life.
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Tuscarora Dancer
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The Siouan tribes such as the Catawba and
the Tutelo lived in the piedmont and southern
coastal plain areas. What are some ideal
crops they grew? What did the kids do for fun?
Remember, the pictures take you to another
world so please explore!
Siouan
Did you know that
Native Americans
invented lacrosse?
They originally called it
Indian Stickball. What
did you discover about
the game?
Catawba Pottery
Further Exploration of Southwest Native
American Tribes
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Algonkian
Lumbee
(Algonkian)Je
welry
Did you know that nation
is similar to the word
tribe? Nation means a
group of people sharing
the same ways of life.
The Algonkian peoples lived along the
Atlantic Ocean and Cape Fear River Basin.
Some well known tribes were the Croatoans
and the Chowans. However, they were some
of the first tribes to die off. Many of them
combined with other groups to form the
Lumbee group. How are the Lumbee different
from the other groups? Why is the word
Croatoan famous? Click the picture to learn
more.
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Beadwork Activity
WOW!!! You guys have sure worked
hard. Take a break with a fun activity.
Just give me a click to create your own
Native American artwork! Don’t forget
to come back though! We have a few
more activities.
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Myths and legends are a
huge part of Native American
culture. They help explain
how normal things such as
fire came to be. They often
include animals in their
storytelling.
Myths and
Legends
Click the picture of the wolf to take you to a
website and choose one of the myths or
legends.
Once you finish reading, complete a journal
entry in the first person talking about your
legend. Make sure you get into character and
include emotions, feelings, and thoughts.
Once you are finished with that, illustrate a
scene from your legend or myth on a blank
piece of paper. Be sure to include details
from the presentation from the different
language groups.
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Myths and Legends Rubric
3-Excellent
Creativity
2-Good Work
1-Needs
Improvement
No use of color. Illustration
Uses color and imagination. Uses some color. Illustration is
completely unrelated to journal
Illustration is related to journal semi related to journal entry.
entry and text. Journal entry
entry and story. Journal entry
Journal entry shows some
shows no understanding of
shows understanding of text. signs of understanding of text.
text.
Incorporates
Learned
Material
Uses at least 5 or more
examples of Native American
lifestyles in journal entry and
at least two examples in
illustration.
Uses at least 3 or more
examples of Native American
lifestyles in journal entry and
at least one example in
illustration.
Uses at least 1 example of
Native American lifestyle in
journal entry. No examples in
illustration.
Follows
Directions
Follows all directions and
includes first person
perspective. Has original
opening.
Follows most directions. May
deviate from first person
perspective a bit.
Does not follow many of the
directions. Deviates from first
person the whole entry.
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Books for Further Learning
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Teacher Information
This presentation is designed for fourth grade
students as an introduction into Native Americans
and is more of a self guided assignment. It
introduces a few of the more well known Native
American nations and allows the students to learn
at their own pace while learning to navigate
through websites for pertinent information. The first
activity is more of a mindless mental break to allow
the students to be creative. The second activity
challenges the student to apply what they have
learned in a meaningful manner in both journal
entry and illustration. The final product could in
theory be a classroom book with all illustrations
and stories laminated into one book.
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Since this is an introductory lesson it
could begin with a general discussion
with what the students know of Native
Americans, particularly with ones who
are aboriginal to the North Carolina
area itself.
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Modifications and Objectives
Modifications: This is more of a self paced presentation however, for those students who are ESL or have a
more difficult time with reading comprehension, modifications can be made. This presentation could span two
or more class periods. If time is a constraint, partnering up could be another option. Also, using one of the
related books as opposed to picking their own myth or legend can be used as a classroom wide activity.
SCOS Social Studies
Objective 2.01
Locate and describe American Indians in North Carolina, past and present.
SCOS English and Language Arts
Objective 2.06
Summarize major points from fiction and nonfiction text(s) to clarify and retain information and ideas.
Objective 4.07
Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms
(e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules,
instructions).
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Sites Used
Facts for Kids: Cherokee Indians
Facts for Kids: Tuscarora Indians
Facts for Kids: Catawba Indians
Facts for Kids: Lumbee Indians
Native American Technology and Art
Oban’s Myths, Legends, and Fables
Learn About Native Americans
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