Social Studies – 4th Grade - Unit Overview: History
CONTINUOUS WORK In PROGRESS – Revised 9-4-13
Objectives:
4.H.1 analyze the chronology of key historical events in North Carolina history.
4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous American Indian groups in NC before and European
exploration.
4.H.1.2 Explain how and why North Carolina was established.
4.H.1.3 Explain how people, events and developments brought about changes to communities in various regions of NC.
4.H.1.4 Analyze North Carolina’s role in major conflicts and wars from the Pre-colonial period through Reconstruction.
4.H.2 Understand how notable structures, symbols, and place names are significant to North Carolina.
4.H.2.1 Explain why important buildings, statues monuments, place names are associated with the state’s history.
4.H.2.2 Explain the historical significance of North Carolina’s state symbols.
ELA Common Core Standards
Reading Informational
R.I..4.1 Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
R.I.4.1.1 Refer to details and examples in a text when explaining what the text says and explicitly and when drawing inferences from the text.
R.I.4.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.I.4.2.1 Determine the main idea of a text and explain how it is supported by key details; summarize the text
R.I.4.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
R.I.4.3.1 Explain events, procedures, ideas or concepts in a historical text, including what happened and why, based on specific information in the text.
R.I.4.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning or tone.
R.I.4.1 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic.
R.I.4.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
R.I.4.7.1 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Last revision 9/4/2013
Speaking and Listening
R.LS. 5.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
R.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and
texts, building on others’ ideas and expressing their own clearly.
R.SL.4.2 Integrate and evaluate information and presented in diverse media and formats, including visually, quantitatively, and orally.
R. SL. 4.2.1 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
R.SL.4.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
R.SL.5.5.1 Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
North Carolina Information and Technology Essential Standards
Sources of Information
4.SI.1 Apply criteria to determine appropriate information
resources for specific topics and purposes.
4.SI.1.1 Use various types of resources to gather
information (including print and online media).
4.SI.1.2 Use relevant Sources of Information for an
assigned task.
4.SI.1.3 Use reliable Sources of Information
Technology as a Tool
4.TT.1 Use technology tools and skills to reinforce classroom concepts
and activities.
4.TT.1.1 Use a variety of technology tools to gather data and
information (e.g., Web-based resources, e-books, online
communication tools, etc.).
4.TT.1.2 Use technology tools to organize data and information
(e.g., word processor, graphic organizer, audio and visual
recording, online collaboration tools, etc.).
4.TT.1.3 Use technology tools to present data and information.
(multimedia, audio and visual recording, online collaboration
tools, etc.).
Informational Text
Safety and Ethical Issues
4.IN.1 Apply appropriate strategies when reading for enjoyment
and for information.
4.SE.1 Understand issues related to the safe, ethical, and responsible
use of information and technology resources.
4.IN.1.1 Implement appropriate reading strategies when
reading for information.
4.IN.1.2 Explain the importance of relevant characteristics
in various genres.
4.SE.1.1 Understand the guidelines for responsible use of
technology hardware.
4.SE.1.2 Understand ethical behavior (e.g., copyright, not
plagiarizing, netiquette) when using resources.
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Research Process
4.SE.1.3 Understand internet safety precautions (e.g., personal
information, passwords, etc.).
K-5.RP.1 Apply a research process as part of collaborative
research.
RP.1.1 Implement a research process by collaborating
effectively with other students.
NC ITES Integration:
Prior to teaching this unit, consider setting up a BlackBoard, Wiki, or Edmodo (http://features.edmodo.com/Edmodo features.pdf) site (talk with your
Technology Facilitator and /or School Library Media Coordinator if you need assistance). The unit documents, recording sheets, websites, etc. can be organized
for student access in any of these on-line environments.
As you teach this unit, be cognizant that the Information and Technology Essential Standards will need to be modeled and demonstrated. Frequently explain why
Sources of Information are relevant and/or reliable. Discuss guidelines for responsible use of technology, and emphasize internet safety precautions and ethical
behavior whenever students use technology. Students should be expected to site their sources for information they acquire in any format (print or digital).
Essential Questions:
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In what ways were the various American Indian (indigenous) groups changes after the arrival of the Europeans?
How might the interaction of people and their locations impact the economic, political and cultural development of a community?
How does conflict impact the culture, economics and politics of a society?
Essential Understandings:
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How did North Carolina begin as a proprietary colony but later become a royal colony?
In what ways did the development of infrastructure change communities?
What is the historical significance of important buildings, statues, monuments, and places in North Carolina?
What is the historical significance of the North Carolina state symbols?
Assessment:
By the end of the unit, students should be able to answer all of the essential questions listed above. The goal being understanding of concepts, rather than
memorization of facts. Assessment should be done throughout the unit, as you see student understanding of concepts through class discussion. Short quizzes
can be given at any appropriate time within the unit, based on the essential question of the lesson. Several quizzes are embedded within the unit, but these can
be altered at teacher discretion. *NOTE: All note-taking sheets can be copied and hole-punched for students to keep in an organized binder or folder. Since many resources
are online, this will be a way to help students refer back to any part of the unit if necessary.
**NOTE: Any time a lesson calls for chart paper to share responses with the class, substitution of Power Points, Board Builder or other computer-based publishing is encouraged
if possible.
Last revision 9/4/2013
Suggested Book Resources (Talk with your library media
coordinator to identify resources available at your school):
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The Algonquian, by Natalie M. Rosinsky
The Cherokee and Their History by Mary Englar
The Cherokee by Richard Gaines
Native Tribes of the Southeast by Michale Johnson
The Cherokee Indians by Bill Lund
Cherokee by Heather Kissock
The Cherokees by Michelle Levine
The Cherokees by Virginia Driving Hawk Sneve
The Cherokee by Liz Sonneborn
The Cherokee: An Independent Nation by Anne Todd
The Catawbas by James Hart Merrell
The Colony of North Carolina by Susan Whitehurst
The North Carolina Colony by Dennis Fradin
North Carolina: The History of North Carolina Colony, 1655 –
1776 by Roberta Wiener
North Carolina by Craig Doherty
North Carolina, 1524- 1778 by Matthew C. Cannavale
A Primary Source History of the Colony of North Carolina by
Phillip Margulies
Sir Walter Raleigh by Kristin Petrie
Sir Walter Raleigh by Stephanie Sammartino McPherson
• Sir Walter Raleigh: Founding the Virginian Colony by Nancy
Ward
• Sir Walter Raleigh by Tanya Larkin
• French Colonies in America by Mary Englar.
• Struggle for a Continent: The French and Indian Wars, 1689 –
1763 by Betsy Maestro
• French and Indian War by Andrew Santella
• USKids History. Book of the American Revolution by Howard
Egger-Bovet
• Revolutionary War by Rebecca Stefoff
• The American Revolution for Kids: A History with 21 Activities
by Janis Herbert
• African Americans and American Indians fighting in the
Revoultionary War by John Micklos, Jr.
• What Was the Revolutionary War All About? by John Micklos,
Jr.
• Growing Up in the Civil War, 1861 to 1865 by Duane Damon
• African American Soldiers in the Civil War: Fighting for
Freedom by Carin Ford
• The American Civil War: An Overview by Carin Ford
• The Civil War for Kids: A History with 21 Activities by Janis
Herbert
• If You Lived in the Time of the Civil War by Kay Moore
Last revision 9/4/2013
Additional Online Resources:
Virtual Field trips to The Capitol, The Legislative Building, The Executive
Mansion, NC History Museum, Tryon Palace
http://www.ncwiseowl.org/CarolinaClips/vvisits/home.htm
NC Museum of History
http://www.ncmuseumofhistory.org
What kind of job might you boys like to have in the 18th century?
http://www.history.org/Almanack/life/trades/tradehdr.cfm
Meet the people, especially the children, of Colonial Williamsburg
http://www.history.org/Almanack/people/people.cfm
Important colonial leaders
http://www.colonialhall.com/
Find out more about education in the colonies and other items at the bottom
of the page.
http://www.socialstudiesforkids.com/articles/ushistory/13coloniesschool.htm
Study these photos and record information on life in the 1700’s and 1800’s.
http://www.mohicanpress.com/mo08020.html
Learn about Early Colonial Life in North Carolina
http://www.kidinfo.com/American_History/Colonization_Roanoke.html
Colonial naval stores in NC and SC
http://www.hchsonline.org/places/turpentine.html
NC History Lesson Plans
http://www.northcarolinahistory.org/edu_corner/
Colonial NC and Revolutionary War
http://www.rootsweb.com/~ncbertie/bertwar.htm
Many great interactive social studies activities
http://www.internet4classrooms.com/4thSocSt.htm
History of the American Revolution
http://www.kidinfo.com/American_History/American_Revolution.html
Fourth grade teaching sites
http://www.orange.k12.nc.us/pe/star links/4th Grade.html
Civil War articles, notable people and photos of exhibits and NC Museum of
History http://ncmuseumofhistory.org/exhibits/civilwar/about.html
About.com American History Overview of Civil War
Video Link to top five causes for Civil War
North Carolina Native American information site http://www.nativelanguages.org/ncarolina.htm
More sites about colonial history
http://www.kidinfo.com/School_Subjects.html#AmericanHistory
Last revision 9/4/2013
Standard
Essential Question
Lesson
4.H.1.1 Summarize the
change in cultures,
everyday life and status of
indigenous American
Indian groups in NC before
and European exploration.
How were various American
Indian groups changed after
the arrival of the
Europeans?
Students will participate in an
activity where they analyze
artifacts from the indigenous
Siouan people to understand
their way of life before the
Europeans arrived.
Read lesson and
background information.
Copy student sheets for
small groups. Consider
assigning students to
small groups of 3-4, or
allow students to select
their own groups.
Optional Essay
Day 3
4.H.1.1 Summarize the
change in cultures,
everyday life and status of
indigenous American
Indian groups in NC before
and European exploration.
How were various American
Indian groups changed after
the arrival of the
Europeans?
Students will read article
about the impact of European
settlement (diseases, trade,
and slavery) in NC. Students
will discuss the difficulties and
take notes throughout lesson.
Projected copy of article
or copy of article for each
student. Optional:
Provide a note-taking
guide for students.
Correct completion of
note-taking worksheet.
Complete response to:
“How did American
Indian life change after
the arrival of the
Europeans in North
Carolina?”
Day 4
4.H.1.2 Explain how and
why North Carolina was
established.
How did North Carolina
begin as a proprietary
colony but later become a
royal colony?
Students will read a few
paragraphs about why
England wanted to establish
colonies. Then explore the
background of Sir Walter
Raleigh and his role in settling
colonies north of Florida.
Decide if each student
should have a copy of the
articles, or if you would
like to project them. Have
chart paper and markers
available (or other
computer-based
publishing program).
Determine if each group
answered questions
completely and
correctly. Circulate to
monitor understanding
and participation.
Day 1
Day 2
Teacher Preparation
Assessment
Observation
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Standard
Day 5
Day 6
Day 7
4.H.1.3 Explain how people,
events and developments
brought about changes to
communities in various
regions of North Carolina.
Essential Question
How do the interaction of
people and their locations
impact the economic,
political and cultural
development of a
community?
Lesson
Students will explore
settlement of the coastal
plain. Students will
discuss and take notes
throughout lesson.
Teacher Preparation
Assessment
Provide copy of article or
project the article. Have a
North Carolina map available
to show three different
areas of the coastal plain.
Each student should have a
copy of worksheet
“Settlement of the Coastal
Plain 1650-1775.”
Correct completion of
“Settlement of the
Coastal Plain 16501775.”
Observation
4.H.1.3 Explain how people,
events and developments
brought about changes to
communities in various
regions of North Carolina.
How do the interaction of
people and their locations
impact the economic,
political and cultural
development of a
community?
Students will explore
settlement of the
Piedmont. Students will
discuss and take notes
throughout lesson.
Provide copy of article or
project the article. Have a
North Carolina map available
to show three different
areas of the Piedmont. Each
student should have a copy
of worksheet “Settlement of
the Piedmont 1730-1775.”
Correct completion of
“Settlement of the
Piedmont 1730-1775.”
4.H.1.3 Explain how people,
events and developments
brought about changes to
communities in various
regions of North Carolina.
How do the interaction of
people and their locations
impact the economic,
political and cultural
development of a
community?
Students will explore
settlement of the
mountain region.
Students will discuss the
difficulties and take notes
throughout lesson.
Provide copy of article or
project the article. Have a
North Carolina map available
to show three different
areas of the mountain
region. Each student should
have a copy of worksheet
“Settlement of the Mountain
Region 1775-1838.”
Correct completion of
“Settlement of the
Mountain Region 17751838.”
Observation
Observation
Last revision 9/4/2013
Standard
Essential Question
Lesson
Teacher Preparation
Day 8
4.H.1.3 Explain how
people, events and
developments brought
about changes to
communities in various
regions of North Carolina.
How do the interaction of
people and their locations
impact the economic, political
and cultural development of a
community?
Provide copies of articles
from days 4-6. Decide if you
want students to compare
and contrast the role of
slaves in each region as
groups or individually.
Observation and
completion of chart or
providing a written
response to the task:
“Compare and contrast
the role of slaves in each
region.”
Day 9
4.H.1.3 Explain how
people, events and
developments brought
about changes to
communities in various
regions of North Carolina.
How did the development of
infrastructure change
communities?
Reread articles from
days 4, 5, and 6, focusing
on the role of slaves in
settlements. Students
will complete graphic
organizer to compare
and contrast the role of
slaves in the regions.
Read article and discuss
changes in
transportation.
Completion of task and
participation in the group.
Observation
Day
10
4.H.1.4 Analyze North
Carolina’s role in major
conflicts and wars from
the Pre-colonial period
through Reconstruction.
How does conflict impact the
culture, economics, and
politics of a society?
Watch video about
French and Indian War
and discuss its impact on
NC.
Day
11
4.H.1.4 Analyze North
Carolina’s role in major
conflicts and wars from
the Pre-colonial period
through Reconstruction.
How does conflict impact the
culture, economics, and
politics of a society?
Read and discuss article,
then watch videos for
clarification and
reinforcement.
Provide copy of article or
project the article. Group
students into groups
according to mode of
transportation and
complete activity and
presentation.
Read lesson and discuss (if
you have the resource). Or
use Digital History site print
version.
Preview guiding questions
then watch video clips.
Discuss the questions after
viewing video clips.
Complete “French and
Indian War Summary.”
Copy or project article. Be
sure videos can be shown.
Have tokens available for
role-play activity. You may
also want to prepare
“taxes” to be levied to your
classroom colonists on slips
of paper from which your
British soldiers can choose.
Complete “Revolutionary
War Summary.”
Assessment
Participation in the
discussion. You may want
to have groups discuss the
questions after the video
has been viewed before
discussing. Completion of
“French and Indian War
Summary.”
Observation or read
paragraphs written.
Examine timelines for
accuracy. Completion of
“Revolutionary War
Summary.”
Last revision 9/4/2013
Standard
Day
12
Day
13
Day
14
4.H.1.4 Analyze North
Carolina’s role in major
conflicts and wars from
the Pre-colonial period
through Reconstruction.
4.H.1.4 Analyze North
Carolina’s role in major
conflicts and wars from
the Pre-colonial period
through Reconstruction.
Essential Question
Lesson
How does conflict impact the
culture, economics, and
politics of a society?
Read and discuss
timeline events and
article.
How does conflict impact the
culture, economics, and
politics of a society?
Read articles or text.
Teacher Preparation
Assessment
Copy or project article. Be
prepared to model reading
for information (model
highlighting, making notes
in margins, etc.)
Provide copy of article or
project the article. Have a
North Carolina map
available to show three
different areas of the
coastal plain. Each student
should have a copy of
worksheet “North Carolina
1830-Civil War.” Complete
“Civil War Summary.”
Students will use notes to
answer essential questions
and complete chart.
**You will need a computer
or laptop for each student.
Pass out WebQuest.
Observations and
discussion.
Observations, discussion
and completion of “North
Carolina 1830-Civil War”
and “Civil War Summary.”
Day
15
Assessment Day
Written response to
essential questions and
completion of chart.
Completion of WebQuest.
Day
16
4.H.2.1 Explain why
important buildings,
statues monuments, place
names are associated with
the state’s history.
What is the historical
significance of important
buildings, statues,
monuments, and places in
North Carolina?
Students will complete a
WebQuest researching
facts and information
about a North Carolina
historic site.
Day
17
4.H.2.1 Explain why
important buildings,
statues monuments, place
names are associated with
the state’s history.
What is the historical
significance of important
buildings, statues,
monuments, and places in
North Carolina?
Students will explore
teacher-guided tour of
statues and monuments
in Union Square in
Raleigh. Class will
discuss significance and
respond to a question in
their journals.
Projection capabilities of
website are needed.
Students will need journals.
Response to journal
question.
Standard
Essential Question
Lesson
Teacher Preparation
Assessment
Last revision 9/4/2013
Day
18
Day
19
4.H.2.1 Explain why
important buildings,
statues monuments, place
names are associated with
the state’s history.
4.H.2.2 Explain the
historical significance of
North Carolina’s state
symbols.
What is the historical
significance of important
buildings, statues,
monuments, and places in
North Carolina?
What is the historical
significance of the North
Carolina state symbols?
Students will sort
Historic Site cards noting
the names of the places.
Discuss significance of
names.
Students will complete a
presentation of a state
symbol.
Copies of Historic Site cards
need to be made for each
group. Guide discussion to
assist with connections.
Response to journal
question.
Students will need access to Use rubric to grade
research materials or the
presentation.
internet. Depending on
resources and time,
Day
students can create a 12 x
20
18 poster to be displayed,
or other computer-based
publishing program such as
Power Point or DisEd Board
Builder.
Depending on the needs of your students, possible vocabulary words for instruction. Word Wall activities link on CMAPP under Elementary Social Studies
Resources. Examples: Frayer Model, Give One/Get One, Word of the Day, Write About It …etc
Word
abundance
Definition
a·bun·dance [uh-buhn-duhns]
noun
1. An extremely plentiful or oversufficient quantity or supply: an abundance of grain. 2.
Overflowing fullness: abundance of the heart. 3. Affluence; wealth: the enjoyment of abundance.
Hierarchy
Manufacture
hi·er·ar·chy [hahy-uh-rahr-kee,
hahy-rahr-] noun, plural hi·er·ar·chies.
Any system of persons or things ranked one above another.
man·u·fac·ture [man-yuh-fak-cher] noun, verb, man·u·fac·tured, man·u·fac·tur·ing. Noun 1. The making of goods or wares by
manual labor or by machinery, especially on a large scale: the manufacture of television sets.
Migrant
mi·grant[mahy-gruhnt] adjective 1. migrating, especially of people; migratory. Noun 2. A person or animal that migrates. 3.
Also called migrant worker. A person who moves from place to place to get work, especially a farm laborer who harvests
crops seasonally.
Migrate
mi·grate[mahy-greyt]
verb (used without object), mi·grat·ed, mi·grat·ing.
1. To go from one country, region, or place to another. 2. To pass
periodically from one region or climate to another, as certain birds, fishes, and animals: The birds migrate southward in the winter.
Rural
ru·ral[roor-uhl]
adjective
1. Of, pertaining to, or characteristic of the country, country life, or country people; rustic: rural
10ranquility. 2. Living in the country: the rural population. 3. Of or pertaining to agriculture: rural economy.
Urban
ur·ban[ur-buhn]
adjective
1. Of, pertaining to, or designating a city or town. 2. Living in a city. 3. Characteristic of or accustomed
to cities; citified: He is an urban type.
Cited from www.dictionary.com
Last revision 9/4/2013
Day 1 - 2
American Indian (Indigeous) Tribes in NC
Concepts:
American Indians in North Carolina vary in types of government, language, food, shelter, and cultural traditions.
Resources:
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http://www.learnnc.org/lp/editions/intrigue/1021 - Original Lesson
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For each group of 3-4 students
Inference and Observation Organizer - http://www.learnnc.org/lp/media/lessons/intrigue/1021/H405b.pdf
Child’s Bedroom Photograph - http://www.learnnc.org/lp/media/lessons/intrigue/1021/H405a.pdf
Jenrette Site Map - http://www.learnnc.org/lp/media/lessons/intrigue/1021/H405c.pdf
Feature Card 1 - http://www.learnnc.org/lp/media/lessons/intrigue/1021/H405d.pdf
Feature Card 2 – http://www.learnnc.org/lp/media/lessons/intrigue/1021/H405e.pdf
Feature Card 3 – http://www.learnnc.org/lp/media/lessons/intrigue/1021/H405f.pdf
Artifact Card 1 - http://www.learnnc.org/lp/media/lessons/intrigue/1021/H405g.pdf
Artifact Card 2 - http://www.learnnc.org/lp/media/lessons/intrigue/1021/H405h.pdf
Research Team Report - http://www.learnnc.org/lp/media/lessons/intrigue/1021/H405i.pdf
Background
Archaeologists use observation and inference to learn the stories of past people. By observing features and artifacts at archaeological sites and the context in
which they are found, archaeologists can then make inferences about the behavior and lifestyle of the people who lived there. When archaeologists find the
remains of a large village (observation), they could infer that the people who lived there were farmers. To test that inference (hypothesis), they would look for
evidence of farming, such as farming implements (like hoes), and food remains from crops (like corn cobs and squash seeds). If they find these things, their
hypothesis is verified. These inferences become the bases for hypotheses that can be tested as more contemporary sites are found and excavated.
One archaeological site scientists have studied in North Carolina is called the Jenrette site, which is located along the banks of the Eno River in central Orange
County. Excavations were conducted there in 1989 and 1990. The Jenrette site is what remains of a 17th-century Siouan village. Siouan refers to the language
family of people living in the Piedmont at the time Europeans arrived. There were at least ten different tribes, many of which spoke a distinctive Siouan dialect.
The Jenrette site was home to one group. From the 90 features archaeologists mapped and excavated there in 1989–1990, the village had at least three
Last revision 9/4/2013
buildings located within a palisade. Archaeologists also found places near and between the buildings where people had dug earthen basins for different
purposes, such as smoking deerskins, preparing food, and discarding trash. In other places in the village, there were graves where people had buried their dead.
Archaeologists have specific names for each type of feature they find. Some of these are defined below:
A food-preparation pit was used to cook food. People dug a large, shallow pit and then layered the bottom with wood and rocks. The wood was lit and allowed
to burn, creating a bed of glowing coals and hot rocks. A deer was roasted by covering this bed with leaves, placing the animal on top, then covering the pit with
additional leaves and earth. When found by archaeologists, such pits typically contain charcoal, fire-cracked rocks, as well as the bones of the animals that were
cooked and eaten.
Storage pits were used to store possessions. Rather than carry possessions with them on hunting or other trips away from the village, people hid them
underground. Storage pits were usually deep round holes with straight sides and flat bottoms. People put food or other items in such a pit, placed a cover over
the top, and then concealed the cover with a layer of soil. Since people eventually removed their things from the storage pits, archaeologists digging today
generally find few artifacts that had actually been kept in the pits. Sometimes, archaeologists identify storage pits just by their distinctive shape. However, it
appears that people often filled these pits with trash after they were no longer needed for storage. Archaeologists typically find refuse from everyday activities,
such as broken pots, animal bones, charcoal, chipped stone, and glass beads in these pits. Thus, most storage pits eventually became trash pits.
A smudge pit was a shallow hole used to prepare animal hides. People used corncobs, which burned slowly with little flame and a great deal of smoke, to fuel
the fire to smoke deer skins. These smoked skins were then used for clothing, shoes, and other items. Smudge pits were often located outside or near the edges
of villages, perhaps due to the amount of smoke they produced. When archaeologists excavate smudge pits, they discover burned corncobs and charcoal.
Setting the stage
1. Project the “Child’s Bedroom” photo.
2. Show the students the “Observation and Inference Organizer” and review the meanings of observation and inference (see Vocabulary).
3. Record the student’s observations about the child’s bedroom. For example, there are ballet and tap shoes on the shelves; there are several alarm clocks; there
is fishing gear.
4. Ask what inferences they could make based on these observations. For example, the room’s occupant is a dancer; she has a hard time waking up in the
morning; she likes fishing. Stress that inferences are conclusions based on the facts gathered through observation.
Procedure
1. Project “The Jenrette Site” map for the class. Tell the class that this map shows only part of the village area archaeologists have excavated. Point out
the main palisade, the three buildings, and several of the features that archaeologists found there. Describe how three kinds of features—the food preparation,
storage, and smudge pits—were used and how archaeologists identify them (see Background). Emphasize that archaeologists make inferences about how
people used these features by examining the artifacts found in them and by looking at the relationship of all the different features. (Note that on “The Jenrette
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Site” map, features are the larger, roundish circles. The ones used for this exercise are darkened and numbered. The buildings are labeled as Structure 1,
Structure 2, and Structure 3. The palisade line is also labeled; the closely spaced, black dots show where each wooden pole was placed.)
2. Divide the class into research teams made up of 4 to 5 students. Each team will study the artifacts found in a feature of the Jenrette site.
3. Distribute the following to each group: an “Observation and Inference Organizer,” “The Jenrette Site” map, one “Feature Card” (1, 2, 3), and the
corresponding “Artifact Cards” (1, 2). The list of artifacts associated with each feature follows. Feature 71: pottery sherds, chipped stone flakes, deer bones, glass
trade beads, pipe.
Feature 77: deer antler, grinding stone, deer bones, pottery sherds.
Feature 78: fire-cracked rocks, pottery sherds, charcoal, deer bones.
Feature 96: turtle shell, deer antler, deer bones, pottery sherds, mussel shells, charcoal.
Feature 113: ash, charcoal, charred corn cobs.
Feature 114: charcoal, charred corn cobs.
4. Give the following assignment: You are a research team investigating the Jenrette site. You are assigned one feature of the site and the artifacts found
in it. First, record your team’s observations about the feature, especially about where it is located in the site, its size and shape, and what artifacts were found in
it. Based on your observations, infer what the feature was used for. Record your inferences. Once you have recorded your observations and inferences, plan a
way to present your findings to the class.
5. Make a copy of each team’s “Observation and Inference Organizer” and distribute it to the other teams. Each team considers all of the information
and infers how the site was used. Teams present their findings and compare conclusions.
*Possible Breakpoint*
Closure
1. Each team presents to the class its findings.
2. Ask students to consider conclusions reached by other teams. Did they gain additional insights after listening to the other reports?
3. Have students summarize what they learned about how archaeologists use observations to make inferences.
4. Have students discuss how their findings would have been affected if a relic collector had dug into the Jenrette site, removing or displacing artifacts and other
evidence from their original placements.
Evaluation (Optional)
Students use the “Research Team Report” form to individually write a report on their team’s findings.
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“Jenrette Site” Activity Sheet Answers:
Features 78 and 96 are food-preparation pits. Features 113 and 114 are smudge pits. Features 71 and 77 are storage pits reused as trash pits. A more
detailed consideration of each feature follows.
Feature 71 has a size and shape that suggest it had first been used as a storage pit. The hole is round and deep, with straight sides and a flat bottom. The
soil and artifacts excavated from the pit had been discarded as village trash. (Artifacts: pottery sherds, chipped stone flakes, deer bones, glass trade
beads, pipe.)
Feature 77 has straight side walls and a flat bottom. A large number of artifacts, including pottery fragments, animal bone, charcoal, and deer antler
fragments, were found in this pit. Its size and shape suggest it was originally constructed as a storage pit, but later filled with trash. (Artifacts: deer antler,
grinding stone, pottery sherds, deer bones.)
Feature 78 is a shallow basin containing two layers of fill. The bottom layer, which was put in first, had fired clay and ash left from the fires built to cook
food. The top layer was dark organic soil that resulted from discarded bone and other food remains put there after the food was eaten. (Artifacts: firecracked rocks, pottery sherds, charcoal, deer bones.)
Feature 96 is a rounded basin containing rich dark brown soil with many animal bones, pottery fragments, charcoal, and mussel shell. The pit was used
first to prepare food; then artifacts were thrown into it after feasting. (Artifacts: turtle shell, deer antler, deer bones, pottery sherds, mussel shells, charcoal.)
Feature 113 is a shallow basin located just inside the palisade line. Its size, location and shape, along with the presence of charcoal and burned corn cobs
suggest that this was a smudge pit. (Artifacts: ash, charcoal, charred corn cobs.)
Feature 114 is a small pit located just outside of the palisade. Several corncob fragments and pieces of charcoal were found in the pit, suggesting it had
been a smudge pit used to prepare and tan hides. (Artifacts: charred corn cobs, charcoal.)
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Day 3
Europeans arrive in North Carolina.
Concepts:
When new groups move into an area, existing groups may experience change.
Resources:
Article: “American Indians at Early Contact” http://www.ncpedia.org/history/early/contact (or use adapted article, included on the following page)
Notebook Paper for taking notes while reading (optional)
Note-taking guide
Process:
To introduce lesson, review how American Indians were able to meet their needs using the natural resources around them from yesterday’s lesson.
Ask students to discuss what happened when the Europeans settled in North Carolina. Ask, “How would the way of life of the American Indians in NC change?”
Read article: “American Indians at Early Contact.” Students should have an understanding of the three main changes that occurred when the European
explorers settled in North Carolina (they brought illness and diseases to the American Indians, killing many of them; they changed the trading patterns since the
Europeans brought modern goods with them, and captured American Indians were used as slaves to build houses and clear lands).
Students may take notes if article is projected, or highlight main ideas and supporting details if given a copy of the article. They may also complete the notetaking sheet for future reference.
Assessment: Students should be able to respond to the question following the lesson or at a later time: How did American Indian life change after the arrival of
the Europeans in North Carolina? Complete responses should have three paragraphs for three main changes, with main ideas and supporting details.
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The Earliest American Explorers
European explorers came to the "New
World" of North America in the 1500s. Before
that time, the continent was an unknown place
to them. These adventurers saw it as an entirely
new land, with animals and plants to discover.
They also met new people in this exciting New
World—people with fascinating ways of life that
the Europeans had never seen and languages
they had never heard. This New World for
Europeans was actually a very old world for the
various people they met in North America.
Today we call those people American Indians.
As the English, French, and Spanish
explorers came to North America, they brought
tremendous changes to American Indian tribes.
Europeans carried a hidden enemy to the
Indians: new diseases. Native peoples of
America had no immunity to the diseases that
European explorers and colonists brought with
them. Diseases such as smallpox, influenza,
measles, and even chicken pox proved deadly
to American Indians. Europeans were used to
these diseases, but Indian people had no
resistance to them.
Sometimes the illnesses spread through
direct contact with colonists. Other times, they
were transmitted as Indians traded with one
another. The result of this contact with
European germs was horrible. Sometimes
whole villages perished in a short time. The
introduction of European diseases to American
Indians was an accident that no one expected.
Neither the colonists nor the Indians had a good
understanding of why this affected the Native
people so badly.
The great impact of disease on the Native
population of America is an important part of the
story of European exploration. Experts believe
that as much as 90 percent of the American
Indian population may have died from illnesses
introduced to America by Europeans. This
means that only one in ten Natives survived this
hidden enemy. Their descendants are the 2.5
million Indians who live in the United States
today.
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New trade goods represented another big
change that European explorers and colonists
brought to American Indians. Soon after
meeting their European visitors, Indians
became very interested in things that the
colonists could provide. In a short time, the
Indians began using these new materials and
products in their everyday lives. Native hunters
were eager to trade prepared deer hides and
other pelts for lengths of colored cloth. Metal
tools such as axes, hoes, and knives became
valuable new resources. Soon American Indian
men put aside their bows and arrows for
European firearms, powder, and lead shot.
Trade items like metal pots often were cut up
and remade into new tools or weapons. The
desire to get European goods changed ancient
trading patterns. The tradition of simple hunting
for food began to become less important than
getting animal hides to trade. Soon American
Indians depended on European items for daily
needs. Colonial traders also brought rum, and
this drink caused many problems for some
tribes. New trade goods brought from across
the Atlantic Ocean changed American Indian
lives forever.
A third big change connected to this new
trade was slavery. Europeans needed workers
to help build houses and clear fields. They soon
realized that they could offer trade goods like
tools and weapons to certain American Indian
tribes that would bring them other Indians
captured in tribal wars. These captured Indians
were bought and sold as slaves. You might
think that Africans brought to America were the
only enslaved people. It is surprising to learn
that before 1700 in the Carolinas, one-fourth of
all enslaved people were American Indian men,
women, and children. Before 1700 the port city
of Charleston shipped out many Native slaves
to work in the Caribbean or to be sold in
northern cities like Boston. Slavery led to
warfare among tribes and to much hardship.
Many tribes had to move to escape the slave
trade, which destroyed some tribes completely.
In time, the practice of enslaving Native peoples
ended. However, it had greatly affected
American Indians of the South and the
Southwest.
Adapted from American Indians at European Contact – The
Earliest American Explorers by John W. Kincheloe, III
http://www.ncpedia.org/history/early/contact
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Impact of Europeans on American Indians in North Carolina
1.
2.
3.
Main Idea
Main Idea
Main Idea
Supporting Details
Supporting Details
Supporting Details
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Impact of Europeans on American Indians in North Carolina Teacher Guide
1. Illness/diseases
Main Idea: The impact of the
diseases the Europeans brought to
the American Indians was
devastating.
Supporting Details
 American Indians did not have
immunity for European diseases
 Disease was spread from direct
contact with Europeans or from
trading with other American
Indians
 As much as 90% of the American
Indians in NC died from smallpox,
influenza, measles, and chicken
pox
 Sometimes, whole villages
perished at one time
2. Trade
3. Slavery
Main Idea: Trading with Europeans Main Idea: Europeans needed
changed the way American Indians workers so they traded for
lived.
slaves.
Supporting Details
 American Indians traded animal
pelts for colorful cloth
 Metal tools were helpful
 American Indians used guns
instead of the bow and arrow for
hunting
 Rum caused problems for tribes
Supporting Details
 Europeans traded tools and
weapons for American Indians
captured in war
 American Indians were often
sent to northern cities or the
Caribbean
 Slavery caused fighting/war
between the tribes
 Tribes fled which caused them
to be destroyed.
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Day 4
Establishing North Carolina
Concept:
Understand why the English monarchy sponsored colonization in North Carolina.
Resources:
Handout for background information (may display on projector) – “Why did England wish to establish colonies?”
Video Clips – Sir Walter Raleigh and the Roanoke Colony, and The Colony of North Carolina on Discovery Streaming
Articles – Teacher Background and Extra Information:



“Sir Walter Raleigh: An English Renaissance Man” http://ncpedia.org/biography/raleigh-walter This article will mention other notable individuals
important to NC colonization (Queen Elizabeth, John White). The section – Virginia and the Lost Colony – has the most notable information.
Read http://ncpedia.org/history/colonial/roanoke-island (There is an option to listen to the article or download an MP3 version).
“Two Carolinas” http://www.learnnc.org/lp/editions/nchist-colonial/1973
Process:
1.
2.
3.
4.
5.
6.
For background information for students, read and discuss the handout, “Why did England wish to establish colonies?”
Watch the video clip – Sir Walter Raleigh and the Roanoke Colony on Discovery Streaming
Discuss why the Sir Walter Raleigh wanted to establish a colony.
Watch the video clip – The Colony of North Carolina on Discovery Streaming
Discuss the Lords Proprietors – Who were they? What was their job?
Display the assessment questions for students to discuss in pairs or small groups. Then, they can write their responses on chart paper or notebook
paper to share with class to compare responses.
Assessment (formal or informal): Ask students to answer the following questions:



Why did England want to establish new colonies?
What role did Sir Walter Raleigh play in establishing the colony of North Carolina?
Why did North Carolina begin as a proprietary colony, but later became a royal colony?
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Why did England wish to establish
colonies?
Conditions in England during the 16th and 17th centuries
reflected great changes which were taking place in both
rural and urban areas. Economic changes centered on
sheep and the demand for woolen cloth. Through a series
of legal actions, known as the “Enclosure Acts”, English
landowners were allowed to enclose their farms and fence
off large areas as grazing lands for sheep. This made
available large amounts of wool which merchants sold
throughout Europe. It also meant that farmers who had
rented their small plots of land from large landowners were
uprooted and drifted from the countryside to towns and
cities looking for work. While landowners, wool
manufacturers and merchants amassed great wealth, many
of the migrants were reduced to begging or stealing to
survive. Migrating to a new world seemed a hopeful choice
for many of these people, as it did for English leaders who
saw colonies as a way to solve the problems of the growing
numbers of displaced and poor people.
England was looking at the settlement of colonies as a
way of fulfilling its desire to sell more goods and resources
to other countries than it bought. If colonies could send raw
materials, such as lumber, from the abundance of natural
resources available in the colonies, then England would not
have to buy these from other countries. At the same time,
colonies could be markets for England’s manufactured
goods. England knew that establishing colonies was an
expensive and risky business. The organization of business
ventures by merchants, blessed by the crown, served both
the economic and political interests of the country.
Information provided by: www.historyisfun.org
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Day 5
Economic, political, and cultural development of communities and Cultural influences in NC communities
Concept:
The interaction of people and place will impact the economic, political and cultural development of a community.
The influx of people from different cultural backgrounds often shapes the development of a community.
Resources:
Article: http://ncpedia.org/history/colonial/coastal-plain
Process:
Read and discuss article by projecting or providing a copy.
As students are reading, they may complete note-taking guide, or they may complete it after reading. The note-taking guide will assist students with determining
the key points of the article. Another option is to read the article together and model note taking using the guided notes. This page is made up of the teacher’s
guide, with some words missing throughout that students can fill in. This can be given to your struggling students, or your entire class. This can also be
completed in small, guided groups.
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Settlement of the Coastal Plain,
1650-1775
From the 1650s to the 1770s, the Coastal Plain Region of
the land we now call North Carolina changed greatly.
European American settlers began arriving, pushing back
the Native Americans who had lived there for thousands of
years.
The Albemarle
The first part of North Carolina to be settled by European
Americans was the Albemarle. The Albemarle extends from
the border with Virginia to the north shore of the Albemarle
Sound.
After the failed Roanoke colonies in the 1580s, the English
focused on colonizing present-day Virginia. But in the mid1600s, Virginians began exploring and acquiring land in the
Albemarle area. Why did they begin settling there? Most
hoped to find better farmland and to make money by
trading with the Native Americans.
Carolina. Settlement was slow in the first decades of the
Lords Proprietors' rule. High taxes, uncertainty about land
titles, attacks by Native Americans, and inefficient
government all discouraged immigration and settlement.
The difficulty of traveling into Carolina also discouraged
immigration. The Outer Banks, which are barrier islands
along the coast, were dangerous to ships and discouraged
immigration by sea. Many ships ran aground in the shallow
waters near these islands. The Great Dismal Swamp, poor
roads, and rivers that were difficult to navigate also made
traveling difficult.
But settlers did find ways to migrate into the area. Many
from Virginia traveled by land or journeyed up the Elizabeth
and Nansemond Rivers and down the Chowan River. Others
may have come to Carolina by ship, sailing from other
colonies along the Atlantic coast and passing through the
Outer Banks at Currituck and Roanoke Inlets.
In 1663 King Charles II granted Carolina to eight prominent
Englishmen, who were called the Lords Proprietors of
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The Middle Coastal Plain
St. Thomas Episcopal Church, Built 1734Frailey, Zach.
February 15, 2011. Bath, North Carolina. "St. Thomas
Episcopal Church, Built 1734."
In the late 1600s some settlers began crossing the
Albemarle Sound to settle in the middle Coastal Plain,
which stretches from the Albemarle Sound to present-day
Duplin and Onslow Counties. By 1691 they had settled
along the Pamlico River in Bath County.
More settlers traveled down the coast to settle in presentday Craven County by 1703, Carteret County by 1708, and
Onslow County by 1714. These settlers included people
from the Albemarle, Virginia, Maryland, and New England
as well as immigrants from England. Like those who settled
in the Albemarle, these people hoped to profit by farming
the colony's fertile land and by trading with the Native
Americans.
in 1690, and another settled along the Trent River around
1707 or 1708.
Swiss people and Germans from the Palatinate also came to
present-day North Carolina. The Swiss were fleeing religious
persecution, and the Germans were fleeing war, cold
winters, and poverty. In 1710, under the direction of Baron
Christoph von Graffenried, the Swiss and Germans created
and settled the town of New Bern and other areas near the
joining of the Neuse and Trent Rivers.
The settlement of New Bern may have sparked the
Tuscarora Indian War (1711–1714), in which the Tuscarora
Indians were defeated. Immigration to the middle Coastal
Plain increased afterward because the war reduced the
threat of Indian attacks on settlers.
French, German, and Swiss people also settled in the
middle Coastal Plain. Many French Huguenots had settled
in Virginia. But as the population in Virginia grew, land
became more scarce. As a result, some Huguenots moved
to Carolina. One group settled at the head of Pamlico Sound
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The Cape Fear
In the mid-1720s, the first permanent settlers arrived in the
area around the lower Cape Fear River. Their arrival was
due mainly to the efforts of South Carolina planter Maurice
Moore and North Carolina governor George Burrington.
Moore had come to North Carolina to help fight the
Tuscarora Indians. He became interested in settling in the
Cape Fear area and encouraged others in South Carolina to
settle there as well. Burrington ignored South Carolina's
claim to land on the west bank of the Cape Fear River.
Instead, he granted this land to settlers who left South
Carolina to settle in North Carolina.
The settlers from South Carolina were fleeing economic
depression, high taxes, and political unrest in their colony.
Other settlers came from England, Scotland, and Ireland as
well as the colonies of Massachusetts, New York,
Pennsylvania, and Maryland. Some traveled on a new onehundred-mile road between the Neuse River and the Cape
Fear River.
Most settlers were attracted to this region by vast amounts
of unclaimed land that were available and by commercial
opportunities offered by the Cape Fear River. Since the
Cape Fear River was the only deep river in the Coastal Plain
that emptied into the ocean, large ships could travel it to
the ports of Brunswick and Wilmington. As a result, settlers
could send their goods to market and could trade with
other colonies and with Europe more easily.
In the 1730s Welsh and Scotch-Irish began settling in the
Cape Fear area. Around 1730 a group of Welsh settled
along the Northeast Cape Fear River. In the mid-1730s
Swiss from South Carolina and Scotch-Irish also settled in
the area. The Scotch-Irish were fleeing high rents, heavy
taxes, and famine in Ireland. The Swiss soon departed, but
the Scotch-Irish remained on land along the Northeast Cape
Fear River. Lowland Scots, often merchants, also came to
North Carolina. While some went north to the Albemarle,
many went to Wilmington to improve their fortunes.
Highland Scots immigrated to North Carolina as well. The
first group arrived in 1739. Many more came in the
following years, especially in the 1760s and 1770s. Some of
the Highland Scots may have been political refugees fleeing
Scotland after a failed uprising against the English. Most
wished to escape the high rents, unemployment, and
poverty in their country.
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Settlement of the Coastal Plain 1650-1775
Why settle in the
Coastal Plain?
Who settled in the
Coastal Plain?
Challenges
Economy
Leaders
The Albemarle
The Middle Coastal Plain
Cape Fear
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Settlement of the Coastal Plain 1650-1775
Why settle in the
Coastal Plain?
Who settled in the
Coastal Plain?
Challenges
Guided Notes
Economy
Leaders
The Albemarle
 Better land for
farming
 _________________
_________________
 ________________
 Conflict with
_________________
 High taxes
 Uncertain land titles
 Migration was
________________
 Farming
 ________________
 _________________
_________________
 _______________
 Trading
 Baron Christoph von
Graffenried
 ________________
 Trading
 Markets
 Maurice _________
 George___________
The Middle Coastal Plain
 _________________
_________________
 Make money by
trading




English
French
_______________
_______________
 War with
________________
over New Bern
settlement
Cape Fear
 Unclaimed land
 _________________
_________________
 Shipping/trading
 Escape high taxes,
poverty, high rents,
and unemployment
in home country






Northern colonists
_______________
Scottish
Irish
Welsh
_______________
 ________________
also claimed the
land
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Settlement of the Coastal Plain 1650-1775
Why settle in the
Coastal Plain?
Who settled in the
Coastal Plain?
Challenges
Teacher Guide
Economy
Leaders
The Albemarle
 Better land for
farming
 Make money by
trading
 English
 Conflict with
American Indians
 High taxes
 Uncertain land titles
 Migration was
difficult
 Farming
 Trading
 Lords Proprietors
The Middle Coastal Plain
 Better land for
farming
 Make money by
trading




English
French
German
Swiss
 War with Tuscarora
over New Bern
settlement
 Farming
 Trading
 Baron Christoph von
Graffenried
 Shipping
 Trading
 Markets
 Maurice Moore
 George Burrington
Cape Fear
 Unclaimed land
 Commercial
opportunities
 Shipping/trading
 Escape high taxes,
poverty, high rents,
and unemployment
in home country






Northern colonists
English
Scottish
Irish
Welsh
Scotch-Irish
 South Carolina also
claimed the land
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Day 6
Economic, political, and cultural development of communities and Cultural influences in NC communities
Concepts:
The interaction of people and place will impact the economic, political and cultural development of a community.
The influx of people from different cultural backgrounds often shapes the development of a community.
Resources:
Article: http://ncpedia.org/history/colonial/piedmont
Process:
Project or provide copies of the adapted article “Settling the Piedmont”.
As you read this aloud to the class, pause for discussion at the red checkpoints. Allow students to share their thoughts with a partner, and then follow with brief
class discussion of each question.
If time allows, students can fill out the graphic organizer using information learned from the text.
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Settlement of the Piedmont, 1730-1775
North Carolina settlers from Europe or of European descent
remained mostly in the Coastal Plain Region until about
forty years before the American Revolution (1775– 1783).
The fall line, with its waterfalls and rapids, made traveling
on rivers difficult and discouraged migration into the
Piedmont from the Coastal Plain. But once settlers began
arriving in the Piedmont, they came in great numbers and
helped make North Carolina's population grow rapidly. The
colony's population more than doubled in the decade from
1765 to 1775.
The Piedmont stretches from the fall line westward to the
edge of the Appalachian Mountains. This colonial
backcountry differed from the low-lying Coastal Plain. Its
limestone and clay soils supported forests and grasslands.
Its swift-flowing, shallow streams and narrow rivers were
not good for boat traffic, but they offered excellent sites for
mills and farms.
Though few roads ventured into the backcountry, two were
vital to settlement of the region. The Great Indian Trading
Path began in Petersburg, Virginia, and traveled southwest
through the Piedmont to present-day Mecklenburg County.
It had been used for centuries by Native Americans, and in
the mid-1700s settlers began using it to travel into North
Carolina. The second major road used by settlers was the
Great Wagon Road, which stretched from Pennsylvania
through Virginia's Shenandoah Valley and into North
Carolina.
Initially the push for European settlement of the Piedmont
came from English colonists living in the east. But Piedmont
rivers: such as the Broad, Catawba, and Yadkin/ Pee Dee
flowed south into South Carolina. That made
communication and trade with the eastern part of the
colony difficult and discouraged settlers from the Coastal
Plain.
For this reason, only a few came inland from coastal towns,
and by the 1730s Piedmont North Carolina was just starting
to grow. Early Piedmont settlers were primarily Scotch- Irish
and German people who were descendants of
Pennsylvania, Maryland, and Virginia settlers. These settlers
came down the Great Wagon Road. Many left their home
colonies because suitable land in those colonies had
become scarce and expensive.
*Where did most of the Piedmont’s settlers come from?
How did they get there? Why was it difficult to travel to the
Piedmont from the Coastal Plain?
The Scotch-Irish, or Ulster Scots, were descendants of Scots
who had moved to Northern Ireland. They had prospered in
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Ireland until changes in English policies led many to migrate
to America, where most settled in Pennsylvania. They
began to arrive in North Carolina in the 1730s, leaving
Pennsylvania after crops were harvested in the fall and
arriving in the Piedmont in time to plant winter crops and
seedlings that they brought with them.
On small farms these Scotch-Irish settlers grew corn for
home use and wheat and tobacco for use and for export.
They raised livestock and drove them in large numbers to
northern markets. Settlers built stores, gristmills, sawmills,
and tanneries. Blacksmiths, carpenters, coopers, potters,
rope makers, wagon makers, and wheelwrights established
many local industries. Brewers, distillers, weavers, hatters,
tailors, and others practiced their trades either in isolated
homes or in shops in towns.
Germans of Lutheran faiths came to Pennsylvania and then
to the Piedmont for many of the same reasons as the
Scotch-Irish. Most of the Lutherans settled in the area
drained by the Catawba and Yadkin Rivers. Some joined
members of German Reformed congregations in settling all
across the backcountry.
Moravians, also from Germany and then Pennsylvania,
arrived in present-day Forsyth County in 1753. They began
building a well-planned, tightly controlled congregational
community. Land was held in common, and crafts,
occupations, and even marriages required approval from
community boards. Salem and its outlying settlements
prospered and provided neighbors with mills, tanyards,
shops, crafts, medical care, fine music, and other economic
and cultural amenities.
*Why did the Scotch-Irish, German Lutherans, and
Moravians move to the Piedmont? What did they do when
they got there?
Many of the German settlers clustered together and
preserved their native language in homes, churches, and
schools. German publishers prospered in Salisbury and in
Salem. Gradually many of the settlers adopted Englishsounding names and switched to speaking the English
language.
With very different cultures and religious beliefs, the
Scotch-Irish and German groups established neighboring
settlements and towns but had little contact with each
other. They came in such numbers that six new counties
were created in the Piedmont between 1746 and 1763.
As the population of the Piedmont grew, so did its towns.
While the majority of backcountry immigrants settled on
farms, others settled in and established towns. Many towns
were established along the two main roads in the region.
The Moravian villages of Bethabara (1753), Bethania (1756),
and Salem (1766) were not far from the Great Wagon Road.
Hillsborough (1754) and Charlotte (1766) were established
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on the Great Indian Trading Path. Salisbury was established
in 1753 where the two roads crossed.
*Why were towns established close to the main roads?
Most of these towns had stores, taverns, craft shops,
churches, and schools. Salisbury, Hillsborough, and
Charlotte were places for county courts to meet. On court
days, people came into towns to trade, buy supplies, and
socialize with friends.
Also in towns, as well as at large farms and crossroads
stores, farm and craft products were gathered together for
shipping to the coast. Once there, they were traded for
goods and supplies that backcountry settlers could not
produce for them-selves. In a similar manner, flocks or
herds of livestock were gathered to be driven to distant
markets.
*How are the historic towns of the Piedmont similar to the
towns we live in today? How are they different?
Because of the geography of the Piedmont, much of this
trade flowed outside the colony. Few roads connected the
Piedmont with the Coastal Plain. Around Hillsborough, for
example, many settlers sent goods up the Great Indian
Trading Path into Virginia instead of to North Carolina ports
such as Edenton. People living in the northwest Piedmont
still found it easier to send goods north along the Great
Wagon Road. Other goods from the Piedmont traveled on
rivers that flowed into South Carolina.
Colonial and county officials were concerned about the
destinations of goods from the Piedmont. They built or
improved roads to courthouse towns, mills, and stores to
make trade with the east easier. Their efforts proved
successful, and by 1760 Piedmont settlers were sending
goods overland toward the coast. A 1773 pamphlet
reported that "40 or 50" wagons filled with "beef, pork, and
flower [flour] in barrels, also their livestock, Indian corn,
raw hydes, butter, tallow, and whatever they have for
market" were arriving daily in the small town of Cross Creek
(present-day Fayetteville). These and other products,
including wheat, deerskins, tobacco, naval stores, and
flaxseed, were then loaded onto rafts and floated down the
Cape Fear River to Wilmington.
*Why do you think officials were concerned about where
the goods from the Piedmont were going? What did they
do about it? How did this change our state?
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Settlement of the Piedmont 1730-1775
Scotch-Irish, German Lutherans, German Moravians
What brought
them to the
Piedmont?
Farming
Contributions to
the Piedmont
Trades
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Settlement of the Piedmont 1730-1775
Teacher Guide
Scotch-Irish, Germans (Lutheran or Reformed faith), German
Moravians
What brought
them to the
Piedmont?
Farming
To plant winter crops after growing season in Pennsylvania
Suitable land in those colonies had become scarce and expensive.
Grew corn for home
Grew wheat, tobacco for export
Raised livestock for markets
Contributions to Built stores, gristmills, sawmills, and tanneries
the Piedmont
Blacksmiths, carpenters, coopers, potters, rope makers, wagon makers,
Trades
wheelwrights, brewers, distillers, weavers, hatters, tailors
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Day 7
Economic, political, and cultural development of communities and Cultural influences in NC communities
Concepts:
The interaction of people and place will impact the economic, political and cultural development of a community.
The influx of people from different cultural backgrounds often shapes the development of a community.
Resources:
Article: http://ncpedia.org/history/1776-1860/mountain-settlement
Process:
Before reading, discuss the note-taking guide with students. What are Economic
Impacts, Political Impacts, and Cultural Impacts?
As you read the article to students, pause to point out economic, political, and cultural impacts that settling the Mountain Region had on NC. Use the teacher
guide and the annotated article for stopping points. Students can add to their own individual note-taking guides, or you can create one as a class and then copy
for each student to keep in their notes.
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Settlement of the Mountains, 1775-1838 – (Annotated Teacher
Copy)
Economic
Political
Cultural
European Migration
The most prominent Native Americans to settle in the mountains of
western present-day North Carolina were the Cherokee Indians. Their
first known contact with Europeans occurred in 1540, when Spanish
explorer Hernando de Soto and his men came to the mountains in
search of gold. Following this brief encounter, the Cherokee and
Europeans had limited contact until the late 1600s. A thriving trade
developed between the Cherokee and White settlers in the early
1700s.
As more Whites immigrated into the area just west of the Blue Ridge
Mountains in the late 1700s, the Cherokee who were living there
moved west. As a result, White migration into present-day
Buncombe, Henderson, and Transylvania Counties grew rapidly for a
while.
The new settlers in the Mountains found it difficult to travel the
steep, rough, and muddy roads back and forth to their county seats in
Rutherford, Burke, and Wilkes Counties. They had to go to these
county seats to pay taxes, buy or sell land, go to court, or carry on
other business. The settlers began to ask the legislature to establish
new counties so they would not have to travel so far to county seats.
In response, the legislature established Buncombe and Ashe Counties
in 1792 and 1799 respectively. Morristown, or Moriston (present-day
Asheville), was founded as the county seat of Buncombe County
because it was centrally located at a major crossroad. Jefferson was
named the county seat in Ashe County.
The settlers who came to the Mountains were primarily of English,
Scotch-Irish, and German descent. They came to buy, settle, and farm
the cheap, fertile bottomlands and hillsides in the region.
Some migrated from the North Carolina Piedmont and the Coastal
Plain. They came by foot, wagon, or horseback, entering the area
through gaps such as Swannanoa, Hickory Nut, Gillespie, and Deep
Gaps.
Other English, Scotch-Irish, and German settlers came from Virginia,
Maryland, and Pennsylvania. They traveled down the Great Wagon
Road to the Piedmont Region of North Carolina and then traveled
west to reach the mountains.
The Buncombe Turnpike and Gold!
Problems with travel and trade changed with the completion of the
Buncombe Turnpike in 1827. The turnpike followed the French Broad
River north of Asheville to reach Greeneville, Tennessee. South of
Asheville, the turnpike continued to Greenville, South Carolina. The
turnpike was a better road than previous roads in the Mountain
Region, which usually had been steep, narrow paths. It connected the
North Carolina Mountain Region with other, larger markets.
Drovers were now able to drive surplus hogs, geese, or turkeys to
markets outside the Mountain Region. Farmers could now use their
wagons to transport crops to market. Tourists could now reach the
mountains more easily. They could come in wagons, carriages, or
stagecoaches, rather than on foot or horseback. Asheville and Warm
Springs (now Hot Springs) became popular tourist destinations. Flat
Rock attracted many summer residents from the Low Country of
South Carolina, including Charleston.
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The discovery of gold in western North Carolina brought an economic
boom to the region in the 1820s and 1830s. Burke and Rutherford
Counties experienced a gold rush in the mid-1820s when hundreds of
miners arrived looking for gold. During this time, North Carolina
became the leading gold-producing state. However, with the
discovery of gold in California in the late 1840s, most of the miners
left for California.
Development and Conflict
During the first three decades of the 1800s, economic and political
conditions were poor. A steady stream of emigrating North
Carolinians passed through the Mountain Region headed for points
west.
North Carolina political conditions were affected by sectionalism, or
conflict between the eastern and western sections of the state. At the
time, each county, regardless of population, elected one
representative to the state senate and two representatives to the
North Carolina House of Commons. The east had more counties and,
as a result, more representatives who could outvote representatives
from the west.
created according to the amount of tax paid to the state. Because the
east was wealthier and paid more taxes, it had more districts. But the
west would control the population-based house because it had more
people. Since neither the east nor the west could now control the
entire government, the two sections were forced to cooperate. These
changes benefited the western part of the state.
It was also during this period, in 1838, that the federal government
forced a majority of the Cherokee in the region to move to presentday Oklahoma. Thousands of Cherokee died on the journey west.
Although a remnant group of Cherokee were able to stay behind,
Whites soon began to settle on the Cherokee land, which was fertile
and cheap.
By the 1830s, transportation in the Mountains had improved and
conflict between the east and west had decreased. But the Mountain
Region remained relatively isolated for another fifty years until
railroad lines reached the area.
By 1830 the western part of the state had more people, but the east
continued to control the government. Calls for a constitutional
convention were defeated repeatedly until 1834 when western
counties threatened to revolt and secede from the state if a
convention was not called.
Fortunately, a convention was called in 1835. The convention
reformed the state constitution and created a more democratic
government. The east would continue to control the senate, whose
members were now elected from districts. These districts were
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Settlement of the Mountains, 1775-1838
European Migration
The most prominent Native Americans to settle in the mountains of
western present-day North Carolina were the Cherokee Indians. Their
first known contact with Europeans occurred in 1540, when Spanish
explorer Hernando de Soto and his men came to the mountains in
search of gold. Following this brief encounter, the Cherokee and
Europeans had limited contact until the late 1600s. A thriving trade
developed between the Cherokee and White settlers in the early
1700s.
As more Whites immigrated into the area just west of the Blue Ridge
Mountains in the late 1700s, the Cherokee who were living there
moved west. As a result, White migration into present-day
Buncombe, Henderson, and Transylvania Counties grew rapidly for a
while.
The new settlers in the Mountains found it difficult to travel the
steep, rough, and muddy roads back and forth to their county seats in
Rutherford, Burke, and Wilkes Counties. They had to go to these
county seats to pay taxes, buy or sell land, go to court, or carry on
other business. The settlers began to ask the legislature to establish
new counties so they would not have to travel so far to county seats.
In response, the legislature established Buncombe and Ashe Counties
in 1792 and 1799 respectively. Morristown, or Moriston (present-day
Asheville), was founded as the county seat of Buncombe County
because it was centrally located at a major crossroad. Jefferson was
named the county seat in Ashe County.
The settlers who came to the Mountains were primarily of English,
Scotch-Irish, and German descent. They came to buy, settle, and farm
the cheap, fertile bottomlands and hillsides in the region. Some
migrated from the North Carolina Piedmont and the Coastal Plain.
They came by foot, wagon, or horseback, entering the area through
gaps such as Swannanoa, Hickory Nut, Gillespie, and Deep Gaps.
Other English, Scotch-Irish, and German settlers came from Virginia,
Maryland, and Pennsylvania. They traveled down the Great Wagon
Road to the Piedmont Region of North Carolina and then traveled
west to reach the mountains.
The Buncombe Turnpike and Gold!
Problems with travel and trade changed with the completion of the
Buncombe Turnpike in 1827. The turnpike followed the French Broad
River north of Asheville to reach Greeneville, Tennessee. South of
Asheville, the turnpike continued to Greenville, South Carolina. The
turnpike was a better road than previous roads in the Mountain
Region, which usually had been steep, narrow paths. It connected the
North Carolina Mountain Region with other, larger markets.
Drovers were now able to drive surplus hogs, geese, or turkeys to
markets outside the Mountain Region. Farmers could now use their
wagons to transport crops to market. Tourists could now reach the
mountains more easily. They could come in wagons, carriages, or
stagecoaches, rather than on foot or horseback. Asheville and Warm
Springs (now Hot Springs) became popular tourist destinations. Flat
Rock attracted many summer residents from the Low Country of
South Carolina, including Charleston.
The discovery of gold in western North Carolina brought an economic
boom to the region in the 1820s and 1830s. Burke and Rutherford
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Counties experienced a gold rush in the mid-1820s when hundreds of
miners arrived looking for gold. During this time, North Carolina
became the leading gold-producing state. However, with the
discovery of gold in California in the late 1840s, most of the miners
left for California.
Development and Conflict
During the first three decades of the 1800s, economic and political
conditions were poor. A steady stream of emigrating North
Carolinians passed through the Mountain Region headed for points
west.
North Carolina political conditions were affected by sectionalism, or
conflict between the eastern and western sections of the state. At the
time, each county, regardless of population, elected one
representative to the state senate and two representatives to the
North Carolina House of Commons. The east had more counties and,
as a result, more representatives who could outvote representatives
from the west.
By 1830 the western part of the state had more people, but the east
continued to control the government. Calls for a constitutional
convention were defeated repeatedly until 1834 when western
counties threatened to revolt and secede from the state if a
convention was not called.
Fortunately, a convention was called in 1835. The convention
reformed the state constitution and created a more democratic
government. The east would continue to control the senate, whose
members were now elected from districts. These districts were
created according to the amount of tax paid to the state. Because the
east was wealthier and paid more taxes, it had more districts. But the
west would control the population-based house because it had more
people. Since neither the east nor the west could now control the
entire government, the two sections were forced to cooperate. These
changes benefited the western part of the state.
It was also during this period, in 1838, that the federal government
forced a majority of the Cherokee in the region to move to presentday Oklahoma. Thousands of Cherokee died on the journey west.
Although a remnant group of Cherokee were able to stay behind,
whites soon began to settle on the Cherokee land, which was fertile
and cheap.
By the 1830s, transportation in the Mountains had improved and
conflict between the east and west had decreased. But the Mountain
Region remained relatively isolated for another fifty years until
railroad
lines
reached
the
area.
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Settlement of the Mountain Region 1776-1860
Economic Impact
Political Impact
Cultural Impact
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Settlement of the Mountain Region 1776-1860





Economic Impact
Trade developed between the
Cherokee and the Europeans
Cheap land for farming
Farms were small and selfsufficient
Gold rush brought many
miners causing a boom in
mountain region
Because of the gold rush and
coin making in the mountain
region, a branch of the mint
was established in Charlotte
Political Impact
 Travel to and from county
seat was difficult for trading,
paying taxes, and buying and
selling land
 Western counties threatened
to leave the state if they did
not get more government
representation
 The senate, controlled by the
eastern part of the state was
forced to cooperate with the
house, which was controlled
by the western part of state
Teacher Guide
Cultural Impact
 German and Scotch-Irish
came to settle and farm the
land
 Cherokee were driven out
of the mountain region
 Better roads brought more
tourists to the area
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Day 8
Economic, political, and cultural development of communities and Cultural influences in NC communities
Concepts:
The interaction of people and place will impact the economic, political and cultural development of a community.
The influx of people from different cultural backgrounds often shapes the development of a community.
Resources:


Adapted articles from day 5, 6, and 7
Handout containing information about African American settlement, taken from articles used days 5, 6, and 7. (These segments were eliminated from
the previous adapted articles for the sake of time in previous lessons).
Process:
Students will review what they learned about settlement of the Coastal, Piedmont, and Mountain regions. Have students share what they remember,
referencing the text from the previous lessons.
Read the handout “African American Settlement” together as a class.
Ask students to compare and contrast the use of slaves in each region by completing the chart below. Charts can be completed in small groups, as a class, or
individually.
Once chart is completed, discuss how the differences in the land of the regions determined the need for slaves in the plantation culture.
Assessment: Have students complete this task for an assessment or a journal entry.
Compare and contrast the role of slaves between the regions.
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African American Settlement
Coastal Plain (From Settlement of the Coastal Plain, 1650-1775 by Alan D.
Watson
African Americans, most of whom were slaves, greatly added to the
population of the colony. By the time North Carolina was settled,
slavery had developed in Virginia and South Carolina. White
Virginians and South Carolinians who immigrated to North Carolina
often brought slaves with them. Slaves were also brought from
abroad.
Available records of slaves imported from 1749 to 1775 show that
68.6 percent came from the West Indies and 15.6 percent from
Africa. 11.6 percent of slaves imported during this time came from
other mainland colonies. The origin of the remaining 4.2 percent is
unknown.
Most slaves lived in the lower Cape Fear area, where early immigrants
from South Carolina brought the plantation culture with them.
Though most settlers lived on small farms, some settlers owned large
tracts of land and large numbers of slaves. These plantations
produced most of the colony's rice, indigo, and exportable naval
stores. The fertile land in this area and the closeness of the Cape Fear
River made trade with other colonies and with Europe profitable.
These factors encouraged the plantation culture here.
Slaves were not as common in the Albemarle and middle Coastal Plain
for a number of reasons. First, just as the Dismal Swamp and poor
roads made travel and immigration by land difficult, they also made
importing slaves by land difficult. Also, the dangerous Outer Banks
and the absence of a deep water port discouraged importing them by
sea.
Second, getting goods to market was difficult. The rivers in these
areas emptied into sounds, not the ocean, and ports along the rivers
were located far inland. This meant that boats required more time to
reach port, to pick up or deliver cargo, and to return to the ocean.
Because getting goods to market was so difficult, most settlers could
not make money by raising crops for export and did not need slaves.
Though some did grow wheat and tobacco for export, many lived as
subsistence farmers.
Piedmont (From Settlement of the Piedmont, 1730-1775 by Christopher E.
Hendricks and J. Edwin Hendricks)
Americans of African descent came to the Piedmont in small numbers
during the colonial period, usually accompanying their masters from
other areas. Many groups who had not previously owned slaves
acquired slaves as their wealth increased and as neighboring
slaveholders made the practice appear more acceptable. Rarely did
colonial slaveholders in the Piedmont own more than a dozen slaves.
In 1775, only fifteen thousand of the fewer than seventy thousand
slaves in North Carolina lived west of the Coastal Plain. Most of the
settlers in the Piedmont were small farmers and did not own slaves.
Mountains (From "North Carolina's Final Frontier" by Ron Holland)
A small number of African American slaves were brought into the
Mountain Region to work some of the larger farms. Robert Love of
Haywood County, for example, owned one hundred slaves. But his
case was an exception. Most farms were small and self-sufficient.
Largely because traveling and getting crops to market were difficult
and expensive on the rough, muddy roads, most farmers did not grow
excess crops for trade and did not need slaves.
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Settlement of African Americans in North Carolina
Coastal Region
Piedmont Region
Mountain Region
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Settlement of African Americans in North Carolina
Teacher Guide
Coastal Region
Piedmont Region
 Many slaves needed for large
plantations of rice and indigo
(The indigo crop was grown for making
 Most farms in Piedmont were
small and either did not need
slaves or needed fewer than 12
 Most farms were small and selfsufficient and did not need
slaves.
 As farms grew and farmers
gained wealth, some became
slave owners
 If a farmer had slaves, they
usually brought them with them
from other areas.
blue indigo dye in the pre-industrial age.)
 Some migrated with white
owners from Virginia and South
Carolina
Mountain Region
 Most slaves came from the West
Indies, some from Africa, and the
fewest came from other colonies
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Day 9
Infrastructure development
Concepts:
The development of infrastructure such as roads, canals, railroads changed North Carolina.
Resources:
Article: “How Did We Get Here from There? Advances in North Carolina Transportation." http://ncpedia.org/transportation/history
There are several links at the bottom of the article that have interesting photos and small bits of additional information.
The North Carolina Transportation Museum site has a few pictures of early travel. http://www.nctrans.org/
Process:
Read “How Did We Get Here from There? Advances in North Carolina Transportation"
Put students into six groups according to mode of transportation (wagons, boats/ships, railroads, roads/highways/interstates, automobiles, aviation).
Give each group or student a copy of the article to reread and highlight information about the mode of transportation they’ve been assigned. Give the following
points to help guide their reading. These points should be addressed in the presentation:






Years in which it was invented or used
Give an example of how long it took to get from one place to another.
What were some challenges the travelers faced?
Who played a part in this mode of transportation becoming more used?
What improved this mode of transportation over time?
Give three example of how this mode of transportation improved the lives of the settlers.
Have each group present the following information for their mode of transportation (presentations can be chart paper, note cards, Power Point, Prezi, etc.):
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Day 10
Political, economic, cultural conditions create conflict/war
Concepts:
National and International events impacted North Carolina communities.
Resources:
Digital History site on French and Indian War with print version. OR
Harcourt Social Studies (optional) pages 74-79
Video: French and Indian War (Intro, overview, Fort Dobbs, Indian Life - you may show other components as they apply)
http://www.ncdcr.gov/interactive/french_indian_war/index.html
Process:
Read and discuss either source. You may have students partner read or read in small groups. Call groups together to discuss what was read.
Watch video clips and discuss. You might want to post discussion questions and review them before students view the clips.
Points for discussion (from the introduction and overview):






What two countries were enemies before they arrived in the New World? England and France
Why did Governor Dobbs commission a fort be built? Frontier settlements were in constant danger of being invaded by Indians friendly
to the French. North Carolina had to defend itself.
When did the French and Indian War occur? In the 1750’s
Why was the French and Indian War being fought? They were fighting for control of North America and beyond - the French and English
were fighting all over the world.
American Indians fought for both sides. French were allies with Indians to the north and Cherokee and Catawba were allies to the English
colonists and fought to protect the colonies.
The British won the war and French had to give up the lands in North America.
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French and Indian War Summary
Question
Answer
When did War occur?
Why was it being fought?
What was impact on NC?
Who won?
How did the country
benefit from this war?
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French and Indian War Summary
Question
Teacher Guide
Answer
1754-1763
When did War occur?
Why was it being fought?
The French and English were fighting over lands in North America and throughout the
world.
What was impact on NC?
The Governor had Fort Dobbs built to protect colonists from being attacked. American
Indians from NC fought for both the French and the English.
Who won?
How did the country
benefit from this war?
English
The French had to give lands in North America to the English.
Sited from Digital History…The
war came to an official end in 1763, with the signing
of the Treaty of Paris. The treaty gave Britain all French land in Canada except
for two tiny fishing islands south of Newfoundland. To the south, the treaty
gave Britain all of France's holdings east of the Mississippi river, which now
became the boundary between the British colonies and Louisiana, which Spain
received from France before ceding Florida to Britain. In effect, triumphant
Britain chose to keep Canada rather than the conquered Caribbean slave
colonies Guadeloupe and Martinique, which were returned to France.
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Day 11
Conflicts and war impact culture, economics, politics of a society
Concepts:
North Carolina’s role in major conflicts and wars.
Resources:
Teacher Background/ Extension Article: “Reasons Behind the Revolutionary War” http://ncpedia.org/history/usrevolution/reasons
Discovery Education Video - The American Revolution: From Colonies to Constitution: The Road to Revolution
Schoolhouse Rock Videos:


http://www.youtube.com/watch?v=GG9Li3nOg7Q No More Kings
http://www.youtube.com/watch?v=MUKHGwYhtDI The Shot Heard Round the World
Process:
1. Watch the Discovery Education Video - The American Revolution: From Colonies to Constitution: The Road to Revolution
2. Complete the graphic organizer individually during the video, and then go over it together as a class to make sure students have the correct information.
You may need to reference the above teacher article for information about how the war affected NC.
3. Role Play Activity (adapted from www.ehow.com):
Select five students to act as the British and have the rest of the students play the Colonists. All the students should know some of the taxes the British
levied on the Colonists, such as the tea tax. The British students vote on what they want to tax the Colonists on, such as a chair tax or a pencil tax. They
can also tax the students if they complain about the taxes. Distribute small tokens (bingo chips, tickets, etc.) as money among the Colonists. Then, using
the article, have the Colonists work in groups and write a timeline of events. While the Colonists work on their assignment, the British come in and
announce a tax, which each student must pay. Continue until you feel that the Colonists begin to understand the unfairness of the taxes. Have the
Colonists write a paragraph about how they felt during the activity, and ask the British students to discuss or write about the reaction of the Colonists to
being unfairly taxed.
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Revolutionary War Summary
Question
Answer
When did War occur?
Why was it being fought?
How did the country
benefit from this war?
Who won?
What was impact on NC?
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Revolutionary War Summary Teacher Guide
Question
Answer
1775-1783
When did War occur?
Why was it being fought?
Colonists were fighting against taxation without representation. The king levied many
different taxes on the colonists and the colonists fought for independence.
What was impact on NC?
NC sent representatives to the Continental Congress. Whigs seized the cannon at Tryon
Palace and the royal governor fled. Created Declaration of Rights and state constitution.
Who won?
How did the country
benefit from this war?
Colonists
Gained independence from England.
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Day 12
Individuals/groups play a role in determining outcome of conflicts and wars
Concept:
North Carolina’s role in major conflicts and wars.
Resources:
Timeline: http://ncpedia.org/history/timelineVisit the timeline to read the major events beginning with November 21, 1789 when North Carolina becomes a
state and ending with 1860 (only review blue/purple events).
Article: “1776-1860” http://ncpedia.org/history/1776-1860/overview This is an overview of the time period between the Revolutionary War and the Civil War.
Process:
This article fills in the time period from the Revolutionary War and is meant for background information before learning about the Civil War.
This is a good time to review reading for information and modeling “thinking aloud” as you read.
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Day 13-14
Individuals/groups play a role in determining outcome of conflicts and wars
Concept:
North Carolina’s role in major conflicts and wars.
Resources:
Harcourt Social Studies pages 88-97 (optional) or Digital History Site on Civil War or About.com American History
Articles:
“1830-1850: Antebellum Begins” http://ncpedia.org/history/1776-1860/antebellum-begins
“1850-1860: NC Before the War” http://ncpedia.org/history/1776-1860/before-civil-war
“North Carolina in the Civil War” http://ncpedia.org/history/cw-1900/civil-war
Process:
Decide which source is more appropriate for your students to use. Read one article at a time, and then have students take notes. This could be done in partners
or whole class.
Use graphic organizer for note-taking and organizing information.
Due to the length and importance of the reading, this lesson will take two days. Determine a break point that best suits your needs.
Complete the “Civil War Summary” for reference during assessment together to ensure that students have accurate information recorded.
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North Carolina 1830 - Civil War
1830-1850
1850-1860
Civil War
Transportation:
Transportation:
Confederacy:
Slavery:
Constitution:
Union:
Image of NC:
Slavery:
Slavery:
Change:
End of Antebellum:
End of War:
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North Carolina 1830 - Civil War
1830-1850
Teacher Guide
1850-1860
Civil War
Transportation:
Transportation and Education:
Confederacy:





Limited
Roads were muddy and rutted
Rivers were shallow and blocked



Railroads improved transportation
throughout the state
Plank roads were present in market towns
and railroad stations
Waterways were improved
Public schools improved life for many


NC Joined on May 20, 1861 after attack
on Fort Sumter
State was still divided – white people
supported Confederacy
NC did not want to fight against its
neighbors
Slavery:
Constitution:
Union:






One out of three North Carolinians were
slaves
Slaves suffered (overworked, poor food,
bad living conditions, harsh punishments,
no schooling and separated from family)

Amendments added
Governor elected by people
The western part of the state had equal
representation in legislature
Whigs and Democrats made people
enthusiastic


NC joined the Union until Fort Sumter
was attacked
State was still divided
Some North Carolinians left the state for
fight for the Union
Image of NC:
Slavery:
Slavery:






Slow progress
Yeoman farmers did not want change
Some North Carolinians left for the north
because of better river systems and slavery
was illegal
Slaves more valuable to land owners
Slaveholders thought they were being
treated unfairly and feared abolition of
slavery

Slaves fled plantations and sought
protection from Federal troops
Many slaves joined the Union army
Change:
End of Antebellum:
End of War:








New roads, canals and railroads opened up
isolated areas
Wanted to create public schools
North Carolinians in the east did not want
to pay for eastern progress
Yeoman farmers did not want higher taxes
Republican party was against slavery
Lincoln, a Republican, was elected in 1860
Democrats wanted to secede from the
Union

Lincoln delivered Emancipation
Proclamation
Thirteenth Amendment ended slavery in
1865
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Civil War Summary
Question
Answer
When did War occur?
Why was it being fought?
What was impact on NC?
Who won?
How did the country
benefit from this war?
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Civil War Summary
Teacher Guide
Civil War Summary
1861-1865
When did War occur?
Why was it being fought?
From About.com American History
Some people simply answer that it was a fight against slavery. While slavery did have
an important part to play in the lead up to the Civil War, there were other causes that
fed the fight between North and South that finally erupted into secession and Civil War
with the election of Abraham Lincoln in 1860. Here are the top five causes of the Civil
War. (more detail through the link) Video link to top five causes.
1.
2.
3.
4.
5.
What was impact on NC?
Who won?
How did the country
benefit from this war?
Economic and social differences between the North and the South.
States versus federal rights.
The fight between Slave and Non-Slave State Proponents.
Growth of the Abolition Movement
The election of Abraham Lincoln
NC was the last southern state to join the confederacy and had soldiers fighting for both
sides of the war. Slaves fled for protection and some joined the Union army.
Union
The individual states after years of reconstruction would end up joined together in a stronger
union. No longer would questions concerning secession or nullification be argued by individual
states. Most importantly, the war officially ended slavery. Sited from About.com American History
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Day 15 – Assessment Day
Provide students with assessment. They are allowed to refer back to their notes to assist with answering questions.
You may choose to assess each question separately, after it has been taught and discussed. Each question should be graded separately.
Rubric
Distinguished
Accomplished
Proficient
Developing
The student response meets the following criteria:
demonstrates all aspects of the writing assignment
follows all directions, steps, and/or procedures
cites and explains appropriate content-specific examples accurately
employs sound reasoning, arguments, and/or support
demonstrates the use of evaluating, analyzing, and applying skills
The student response meets the following criteria:
demonstrates most aspects of the writing assignment
follows most directions, steps, and/or procedures
cites and explains appropriate content-specific examples, however, some inaccurate information is included
employs inferential reasoning, arguments, and/or support
demonstrates the use of analyzing and applying skills
The student response meets the following criteria:
demonstrates some aspects of the writing assignment
follows some directions, steps, and/or procedures
may attempt to cite and explain some content-specific examples, and/or inaccurate information is included
employs concrete reasoning, arguments, and/or support
demonstrates the use of analyzing skills in a literal manner
The student response meets the following criteria:
does not demonstrate any aspect of the writing assignment
follows few directions, steps, and/or procedures or none at all
cites inaccurate or inappropriate examples
employs little or no evidence of reasoning, argument, and/or support
demonstrates little or no evidence of any apparent reasoning skills
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Social Studies Assessment - History
Name: ____________________________________________________
Objectives Assessed:
4.H.1.1, 4.H.1.2, 4.H.1.3, 4.H.1.4
Please answer the following questions. If you need more room, please use another sheet of paper. You may use your notes.
1. How were the various American Indian groups changed after the arrival of the Europeans? (4.H.1.1)
2. How and why was North Carolina established? (4.H.1.2)
3. How did the interaction of people in the Coastal region impact the development of the region? (4.H.1.3)
4. How did the interaction of people in the Piedmont impact the development of the region? (4.H.1.3)
5. How did the interaction of people in the Mountains impact the economic, political, and cultural development of the
region? (4.H.1.3)
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Complete the table. (4.H.1.4)
French-Indian War
Revolutionary War
Civil War
When did War occur?
Why was it being fought?
What was impact on NC?
Who won?
How did the country
benefit from this war?
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Social Studies Assessment - History Teacher Guide
Name: ____________________________________________________
Objectives Assessed:
4.H.1.1, 4.H.1.2, 4.H.1.3, 4.H.1.4
Please answer the following questions. If you need more room, write on the back of the paper or use another sheet of paper.
You may use your notes.
1. How were the various American Indian groups changed after the arrival of the Europeans? (4.H.1.1)
Example Response: The American Indian groups were changed after the arrival of the Europeans three ways. The Europeans brought diseases with them
that were devastating to American Indians. They did not have immunity from European diseases that were spread through contact and trading. As many as
90% of American Indians in North Carolina died from smallpox, influenza, measles, and chicken pox. Sometimes, whole villages perished at a time.
Secondly, trading with Europeans changed the way American Indians lived. American Indians traded animal pelts for colorful cloth and metal tools from
Europeans were helpful. Guns replaced the bow and arrow and changed the way American Indians hunted. Trading for rum caused problems for many
tribes.
Lastly, since Europeans needed workers, they needed American Indian slaves. Sometimes, they traded tools and weapons for American Indian slaves.
Other times, Europeans captured American Indians in wars or battles. Some tribes ran away, which caused them to die or get killed and some American
Indians were sent to northern cities or the Caribbean to work. Slavery of American Indians caused distrust between the tribes that led to fighting and war
among the different tribes.
2. Why was North Carolina established? (4.H.1.2)
While landowners, wool manufacturers and merchants in England amassed great wealth by leaving their sheep farms to find work in cities, many of the
migrant workers on the farms were reduced to begging or stealing to survive. Migrating to a new world seemed a hopeful choice for many of these people,
as it did for English leaders who saw colonies as a way to solve the problems of the growing numbers of displaced and poor people.
England was looking at the settlement of colonies as a way of fulfilling its desire to sell more goods and resources to other countries than it bought. If
colonies could send raw materials, such as lumber, from the abundance of natural resources available in the colonies, then England would not have to buy
these from other countries. At the same time, colonies could be markets for England’s manufactured goods. England knew that establishing colonies was an
expensive and risky business. The organization of business ventures by merchants, blessed by the crown, served both the economic and political interests
of the country.
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3. How did the interaction of people in the Coastal Plain impact the development of the region? (4.H.1.3)
In the time between 1650-1775, Europeans came to find better land for farming, make money through trading, and look for unclaimed land in the Coastal Plain.
They wanted to escape high taxes, high rents, poverty and unemployment in their home countries. They also wanted use shipping for getting goods to markets
and trading.
The Europeans trying to develop the region had many challenges in the Coastal Plain. They had conflicts with American Indians, they had to deal with uncertain
land titles, travel within the region was difficult, and South Carolina also claimed the land. Over time, they were able to establish businesses and farms in the
region, which improved as transportation improved.
4. How did the interaction of people in the Piedmont impact the development of the region? (4.H.1.3)
The Europeans who settled the Piedmont were German, Scotch-Irish, and German Moravians. They contributed to the Piedmont in many ways. They were
farmers and tradesmen.
Europeans first came to the Piedmont to plant winter crops from Pennsylvania. They also wanted to move away from the English since the Irish had conflict with
them in their home country. They began farms that grew corn, wheat, tobacco, and they raised livestock for the markets. Some of these crops were exports,
such as tobacco and corn.
The Europeans in the Piedmont built stores, gristmills, sawmills, and tanneries. They brought several trades with them as well. There were carpenters,
blacksmiths, potters, rope makers, wagon makers, brewers, distillers, weavers, hatters, and tailors.
5. How did the interaction of people in the Mountains impact the economic, political, and cultural development of the region?
(4.H.1.3)
Europeans impacted the economic development of Mountain region a few different ways. Trade developed between the Europeans and the Cherokee. There
was cheap land for farming and the farms were small and self-sufficient. The gold rush brought many miners to the region causing a boom until the gold rush of
the west.
Politically, western counties were unhappy with the lack of representation and the difficulty they had traveling to county seats to do business. They threatened
to leave the state if they didn’t get more representation. The senate was controlled by the wealthy citizens in the east, and the house was controlled by the
more populated western counties. The senate and the house agreed to cooperate in the end, making the representation more equal.
Settlement of Europeans in the mountains brought difficulties to the Cherokee. Their land was stolen and they were driven out of the state because the
government demanded it. German and Scotch-Irish came to settle the land and farm it. Better roads brought many tourists to the area. The tourists visited
popular sites in the mountains.
Last revision 9/4/2013
Complete the table. (4.H.1.4)
French and Indian War
Revolutionary War
Civil War
When did War
occur?
1754-1763
1775-1783
1861-1865
Why was it being
fought?
The French and English were
fighting over lands in North America
and throughout the world.
Colonists were fighting against
taxation without representation.
The king levied many different taxes
on the colonists and the colonists
fought for independence.
What was impact
on NC?
The Governor had Fort Dobbs built
to protect colonists from being
attacked. American Indians from
NC fought for both the French and
the English.
NC sent representatives to the
Continental Congress. Whigs seized
the cannon at Tryon Palace and the
royal governor fled. Created
Declaration of Rights and state
constitution.
Colonists
Who won?
How did the
country benefit
from this war?
English
The French had to give lands in
North America to the English.
Economic differences between the
north and the south created
tension.
Slaveholders thought they were
being treated unfairly as the north
tried to stop the growth of slavery.
NC had soldiers fighting for both
sides of the war even though the
state officially joined the
confederacy. Slaves fled for
protection and some joined the
Union army.
Union
Gained independence from England. Slavery was abolished.
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Day 16
Historical significance of public and private buildings
Concept:
Communities will often use buildings, statues, monuments, and places to honor and commemorate the past contributions of people.
Resources:
You will need to do this lesson in the computer lab or with class set of laptop computers.
North Carolina map for marking sites is preferred.
Bookmark the following sites or display URL for students to type in browser window:
http://www.nchistoricsites.org
http://ncpedia.org/history/historic-sites
http://ncpedia.org/geography/places
Process:
Display map on http://www.nchistoricsites.org (under Visitor Resources, called State Historic Sites Map). Discuss how to tell which sites are buildings and which
are not.
Then, show students how to locate information for each of the 27 sites (click on orange diamond for the picture to appear, at the bottom of text, click link).
Pass out WebQuest and explain directions to students (make sure they are only researching buildings). Try to divide students evenly to research one of the
three NC regions.
Once WebQuest is completed, use post-it notes to mark on NC map the name and place each student researched.
Group students according to the site (or sites within a region) they researched to discuss and compare answers.
Have each group share what they’ve learned about the region or site (if time permits). This can be as detailed as you like.
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North Carolina Historic Buildings WebQuest
Name ___________________________________________
Choose a region to research TWO historic buildings in North Carolina. Region _______________________________
Historic Building 1
Historic Building 2
Name of Building
Location
Who made this site
famous?
Why is this building
significant to NC
history?
Three interesting facts
about this building
1.
1.
2.
2.
3.
3.
Hours of Operation
Admission
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Day 17
Historical significance of statues and monuments in NC
Concept:
Communities will often use buildings, statues, monuments, and places to honor and commemorate the past contributions of people.
Resources:
Show video (1:17): http://www.youtube.com/watch?v=Dp8DrngAoJc
http://www.nchistoricsites.org/capitol/stat_cap/tour.htm First read about Antonio Canova’s statue of George Washington in the Rotunda of the Capitol. Then,
scroll down to “Statues and Monuments in Union Square” for a list with information about each statue in Union Square.
http://ncmonuments.ncdcr.gov/Civil War Monuments and information
Process:
Using the websites, read descriptions and view pictures (if present) of statues and monuments in Union Square.
Have students note the reasons the statues are there (tribute to wars, honor presidents, signify important events, etc.).
In their journals, have students respond to the following question:
“Why do you think North Carolina honors people or events by erecting a statue?”
Give students time to respond and share.
Last revision 9/4/2013
Day 18
Historical significance of place names in NC
Concept:
Communities will often use buildings, statues, monuments, and places to honor and commemorate the past contributions of people.
Resources:
http://www.nchistoricsites.org/sites.htm
Process:
Make a copy of the historic sites cards for each group and cut them up.
Have students sort the cards into categories (they can make up their own, or you can provide categories). If you provide categories, some suggestions are:
Famous Battle Site, Person, Important Settlement Site, Port, Museum, Fort, Slavery, Agriculture, Memorial, Government Building
Have students discuss the significance of the names and why they might be named as such.
Have students respond to the following question in their journals:
“Do you feel that historic sites honor the past contributions of people and/or events? Why or why not?
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Alamance Battleground
Aycock Birthplace
Historic Bath
Bennett Place
Bentonville Battlefield
Brunswick Town/Fort Anderson
Charlotte Hawkins Brown Museum
CSS Neuse
Duke Homestead
Governor Caswell Memorial
Historic Edenton
Fort Dobbs
Fort Fisher
Historic Halifax
Horne Creek Living Historical Farm
House in the Horseshoe
North Carolina Transportation Museum
USS North Carolina Battleship
President James K. Polk
Reed Gold Mine
Roanoke Island Festival Park
Somerset Place
Historic Stagville
State Capitol
Town Creek Indian Mound
Tryon Palace Historic Sites & Gardens
Zebulon B. Vance Birthplace
Thomas Wolfe Memorial
Last revision 9/4/2013
Teacher Guide
Alamance Battleground Battleground
Aycock Birthplace
Bennett Place
Bentonville Battlefield
Person
Historic Bath
Person
Battleground
Port and Important Settlement
Brunswick Town/Fort Anderson
Port
and Important Settlement
Charlotte Hawkins Brown Museum
Person and Museum
Historic Edenton
Historic Halifax
Important Settlement
Important Settlement
CSS Neuse / Governor Caswell
Memorial Person and Memorial
Duke Homestead Person, Settlement and
Fort Dobbs
Fort Fisher Battleground and Fort
Fort and Person
Horne Creek Living Historical Farm
Agriculture
House in the Horseshoe
Battleground
President James K. Polk
Person
Agriculture
North Carolina Transportation
Museum Museum
USS North Carolina Battleship
Reed Gold Mine
Roanoke Island Festival Park
Museum
Memorial
Somerset Place
Agriculture and Slavery
Important Settlement
Historic Stagville
Agriculture and Slavery
State Capitol
Town Creek Indian Mound
Government Building
Memorial
and Museum
Tryon Palace Historic Sites &
Gardens Government Building and Museum
Zebulon B. Vance Birthplace
Person
Thomas Wolfe Memorial
Person
and Museum
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Day 19-20
People often use symbols to honor the culture and history of places.
Concept:
How and why symbols were chosen to honor the culture and history of North Carolina.
Resources:
Assortment of North Carolina books or Internet access
Planning sheet for presentation
Access to PowerPoint, Discovery Education Board Maker, or other technology-based presentation tool (optional) or large sheet of construction paper for student
presentation
Time for presentations
Websites of symbols: http://ncpedia.org/symbols
**Note: Since researching, note taking, and creation of presentation take multiple class periods, consider making some of the project work take place in literacy
block.
Process:
Have students choose a state symbol to present to class (randomly or sign-up). Since there are 36 state symbols, you may want to offer two symbols to students
who are motivated to complete two projects or eliminate more obscure symbols.
For researching, have students complete planning sheet.
Using planning sheet, students may create a visual aid to show during presentation (poster, Discovery Education Board Maker, PowerPoint, etc.)
Use presentation rubric for grading.
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Planning sheet for NC State Symbol Presentation
4.H.2.1 Explain why important buildings, statues, monuments, place names are associated with the state’s history.
4.H.2.2 Explain the historical significance of North Carolina’s state symbols.
Questions to consider:
KNOWLEDGE 



When was this symbol
adopted?
What happens to the symbol
when it is adopted by the
state?
Include a photo, illustration,
drawing, or video in your
presentation.
Fun Facts
ANALYZE/EVALUATE 


Why is this symbol
important?
What is the relationship
between your symbol choice
and….another symbol?
Person? Time? Place?)
What can you infer from the
state’s choice of this symbol?
Last revision 9/4/2013
Rubric for NC State Symbol Presentation
4
Project contains all elements from planning questions.
Student is able to integrate multiple sources and clearly communicate information showing an advanced understanding of the material
including importance and meaning of state symbol as well as comparative relationship to another symbol, person, time or place
(opportunity for student choice here also).
Presentation includes analysis and evaluation of symbol using supporting evidence to explain what they inferred from the state’s choice of
this symbol.
3
Project reflects correct usage of domain specific vocabulary and grammar.
Student was able to work independently to complete required research.
Project contains all elements from planning questions.
Student conveys explanation, with supporting evidence of thinking, of the importance and meaning of state symbol as well as comparative
relationship to another symbol, person, time or place (opportunity for student choice here also).
Presentation includes analysis and evaluation of symbol using supporting evidence to explain what they inferred from the state’s choice of
this symbol.
2
Project reflects correct usage of domain specific vocabulary and grammar.
Student was able to work independently to complete required research most of the time.
Project contains some of the required elements from planning questions.
Student conveys explanation of importance and meaning of state symbol as well as comparative relationship to another symbol, person,
time or place (opportunity for student choice here also).
Presentation includes analysis and evaluation of symbol using supporting evidence to explain what they inferred from the state’s choice of
this symbol.
Project reflects inconsistent usage of domain specific vocabulary and grammar.
Student was able to work with support to complete required research.
1
Project is incomplete.
Last revision 9/4/2013