Concept Based Lesson Plan: Grade 8 – Goldsboro
February 7, 2014
Unit of Study: From the Mountains to the Sea
Lesson Overview
Lesson Title:
Learning Outcomes:
(Describe what you
want students to take
away from this lesson)
Lesson Description
Experiencing the Coastal Plain Region of North Carolina

Students will explore the mystery and legend of the disappearance of the lost
colony.

Students will find locations on maps, and discuss the connection between piracy
and Coastal geography.

Students will analyze historic maps, and compare them to modern maps.

Students will examine what life was like on a pirate ship, and learn how piracy
both effected and was affected by the economic situation in the colonies and the
geographic features of North Carolina.

Students will learn how artists create projects using inspiration from nature, and
then students will create their own individual artwork.

Students will understand that coastal people have created folk art and work
tools out of necessity using natural resources and inspiration from nature.
Students will have the opportunity to make their own duck decoy.

Students will be introduced to cultural traditions associated with Coastal Plains
residents, such as dialect, music and dance.
The session will begin with all students standing in a circle. They will be provided with
an inflatable globe and instructed to randomly toss it at one another. When they catch
the globe they have to yell out one word that they associate with “North Carolina.”
Next, they will count off and be dispersed at the various “history labs” that will be
located throughout the room. The lab will be an artifact along with a worksheet with
some guiding questions pertaining to the artifact. They will be told to view the artifact
through the lens of a historian and will conclude the collaborative experience through
the development of a guiding question that will drive their future inquiries. Finally, we
will reconvene to reflect on: What if I were to have asked you to look at your artifact
through the lens of a cultural anthropologist?
8.H.1.2 Summarize the literal meaning of historical documents in order to establish
context
8.H.1.3 Use primary and secondary sources to interpret various historical perspectives
8.H.1.4 Use historical inquiry to evaluate the validity of sources used to construct
historical narratives
Clarifying
Objectives:
8.H.3.1 Explain how migration and immigration contributed to the development of
North Carolina and the United States from colonization to contemporary times
8.H.3.3 Explain how individuals and groups have influenced economic, political and
social change in North Carolina and the United States
8.G.1.1 Explain how location and place have presented opportunities and challenges
for the movement of people, goods, and ideas in North Carolina and the United States
8.G.1.2 Understand the human and physical characteristics of regions in North
Carolina and the United States
8.G.1.3 Explain how human and environmental interaction affected quality of life and
settlement patterns in North Carolina and the United States
8.E.1.1 Explain how conflict, cooperation, and competition influenced periods of
economic growth and decline
8.E.1.2 Use economic indicators to evaluate the growth and stability of the economy of
North Carolina and the United States.
8.C.1.1 Explain how influences from Africa, Europe, and the Americas impacted North
Carolina and the United States
8.C.1.2 Summarize the origin of beliefs, practices, and traditions that represent
various groups within North Carolina and the United States
8.C.1.3 Summarize the contributions of particular groups to the development of North
Carolina and the United States
Approximate Time
Needed:
85 minutes
Generalizations and Guiding Questions (What Students Should Understand)
Generalization: Migration and immigration help to shape the development of a state and nation by
contributing new ideas, culture and a workforce.



What group helped the North Carolina settlers? (F)
What dangers do immigrants often encounter? (C)
How did the first immigrants to North Carolina survive? (F)
Generalization: Individuals and groups motivated by economic, political, or social grievances can be
powerful forces for societal change.



How is privateering different than privacy? (F)
How did pirates contribute to the settlement of coastal North Carolina? (F)
What motivated civilizations to want to migrate?(C)
Generalization: The physical characteristics of a place may limit the mobility of people, goods and
ideas.




What geographical features attract settlers? (C)
How did North Carolina’s coastal geography affect the settlement of the colony? (F)
What physical characteristics aided settlement patterns? (F)
How is fishing important commercially? (F)
Generalization: Humans may modify the environment in a way that improve the quality of life
through economic growth or environmental development that results in increased human comfort.


What physical conditions provided the greatest challenges for immigrants? (F)
Are foods and weapons a want or a need?(C)
Generalization: Diverse cultures are valuable to the development of a society. (PT – see
below)


Why has a legend been created about Virginia Dare? (F)
What makes a society “civilized”? (P)
Essential Content Knowledge and Skills
Content Knowledge (what students should know)

Examples of historical documents and their associated
events or issues.

The different types of information primary sources can
provide.

The difference between a primary and a secondary source.

How to differentiate between the value of primary and
secondary sources.

Examples of primary and secondary sources.

Appropriate questions to ask in order to interpret various
historical perspectives

Historical inquiry is the research or investigation of past
events.
Skills (what students should be able to do)

Abstract a general theme or point of
a historical document by articulating
its word for word meaning.

Use different sources of information
(both primary and secondary) from
multiple perspectives to understand
and interpret a particular event or
issue.

Analyze various primary source
documents

Historical inquiry seeks to answer the provocative
questions.

Formulate historical provocative and
conceptual questions.

Reasons for migration within the United States and to and
from North Carolina.


Changing demographics of North Carolina and the United
States as a result of immigration to the United States and
migration within the United States and North Carolina.
Gather data from a variety of
sources (both primary and
secondary).

Interpret data in a historical context.

Support interpretations with
historical evidence.

Assess interpretations of history and

The beliefs, feelings and actions of individual people who
affected change in North Carolina and the United States.

How groups were motivated to and have affected change
in North Carolina and the United States.

How to describe the various regions of North Carolina and
the United States in terms of physical environment.

The various types of regions.

The unifying characteristics that define a particular region
in North Carolina and the United States.

How and why regions may change.

Specific examples of geographic, cultural, political,
economic and ethnic regions.

Various ways North Carolinians have adapted to and
modified the environment and the corresponding
determine how valuable each
interpretation is to the reader.

Determine bias and perspective in a
historical source.
outcomes of those adaptations and modifications.

Various ways in which nature has impacted the quality of
life and settlement patterns in North Carolina and the
United States.

How people competed for scarce resources, cooperated to
achieve economic goals, or had conflicting view points
over an economic issue.

How economic growth impacted selected groups.

Scenarios of growth and stability in North Carolina and the
United States in relation to economic indicators.

How the cultural practices, values and belief systems of
American Indians influenced the way of life of Africans and
Europeans.

How the interaction of American Indians, Africans, and
Europeans influenced each other.

Selected information about various groups’ culture.

Geographic regions and country origins of immigrants to
North Carolina and the United States.

Examples of cultural diffusion present in North Carolina
and the United States.

The cultural, political, and economic impact of various
native and immigrant groups on North Carolina and the
United States.

The specific contributions of various groups to the
development of North Carolina and the United States.

The contributions of various demographic groups.
Assessment Plan
Learning Experiences
Students will research
Graphic Organizer
Public Speaking
Argumentative writing
Assessment Type
Instructional Strategies
Performance Task: Students
will research the diverse
cultures that came to live
together in the coastal region
in the 16th Century. Using a
graphic organizer, students
will record the contributions
that each culture contributed
to North Carolina
development. Using this
information, students will
deliver an address to a fourth
grade class explaining how
Inquiry based instructional labs in which
students study artifacts and primary source
documents.
This will guide the driving question(s) in
order to support students throughout the
inquiry process
Prior to delivering the students address to
the rest of the class, they will be provided
with a rubric on effective public speaking
strategies.
Students will have had experienced at least
North Carolina would be
different today if it had not
been for their cultures early
contributions.
one argumentative writing assignment prior
to the assignment of this performance task
in which they will have to have supported
their argument with historical evidence (see
rubric)
Lesson Details and Procedures
Learning Targets
(should be derived
from assessments)
Anticipatory Set/Hook
Methods and
Procedures
(Teacher Input
Guided Practice and
Independent Practice)
Closing/Assessment
Accommodations
for Differentiated
Instruction
Material/Resources
Needed – Teacher
Notes







I can assess the value of various types of sources
I can formulate driving questions
I can interpret historical events that are derived from multiple
perspectives.
I can deliver an oral presentation
I can write an argumentative essay
I can complete a graphic organizer
I can determine bias in a historical source
The session will begin with all students standing in a circle. They will be provided
with an inflatable globe and instructed to randomly toss it at one another. When
they catch the globe they have to yell out one word that they associate with
“North Carolina.”
Next, they will count off and be dispersed at the various “history labs” that will
be located throughout the room. The lab will be an artifact along with a
worksheet with some guiding questions pertaining to the artifact. They will be
told to view the artifact through the lens of a historian and will conclude the
collaborative experience through the development of a guiding question that will
drive their future inquiries.
Stations: (Historian card at all stations except for Geographer card at Map
station)
1. Marine life & Coastal Art Prints (Artifact Analysis Worksheet)
2. Historical and modern Maps (Map worksheet)
3. Pieces of 8 – coins, Ship’s Biscuit recipe and Pirate flags (with information
cards)
4. Dugout Canoe & photos (Worksheet)
5. Duck Decoy & Shells (Artifact Analysis Worksheet)
6. Water color drawings of the Lost Colony & Article: “The Legend of the
White Doe” (Corresponding Worksheet)
Finally, we will reconvene to reflect on: What if I were to have asked you to look
at your artifact through the lens of a cultural anthropologist? (Disperse Cultural
Anthropologist Handouts)
Pending in- class IEPs
History in a Box: North Carolina History Museum
Artifact Analysis Worksheet
http://www.archives.gov/education/lessons/worksheets/artifact_analysis_worksh
eet.pdf
This can serve as a first unit. Students would benefit from being exposed prior to
this lesson.