Unit Overview – Third Grade – History
3.H.1 - Understand how events, individuals and ideas have influenced the history of local and regional communities.
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3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions .
3.H.2 - Use historical thinking skills to understand the context of events, people and places.
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3.H.2.1 Explain change over time through historical narratives. (events, people and places)
3.H.2.2 Explain how multiple perspectives are portrayed through historical narratives.
Essential Questions:
Why did European settlers come to the Americas?
How did the arrival of the settlers affect the indigenous people who already lived here?
Why was Chowan County formed? When?
How did moving the capital to Raleigh change Chowan County?
How did the building of railroads change Chowan County?
What industries and businesses have developed over time in Chowan County?
How does having a separate town and city government make our town unique?
How did building the Dismal Swamp Canal change Chowan County?
Essential Vocabulary:
*Day indicated is the day the vocabulary word is introduced. Please continue to use these words in conversation throughout the unit.
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County
Algonquin – The original (indigenous) people of Chowan County
Explorers – People who travel to search for, or discover, new places.
Ancestors – People from our families who lived long ago.
Settlers – A person who moves to a new area, usually with few inhabitants.
Sir Walter Raleigh –The man who sent the explorers who first settled North Carolina
Assessment:
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 questions of the lesson. Several quizzes are embedded within the unit, but these can be altered at
teacher discretion. By the end of the unit, students should be able to answer all of the essential questions listed above. The goal is student understanding of
concepts rather than memorization of facts.
At the end of the unit, students will complete a project as a final assessment. Students will need access to the links used throughout the unit. It may be helpful to
add links to your class website or blog as you use them, and leave them accessible for the duration of the unit.
Day 1, 2
Day 3, 4
Day 5,6
Essential Question
What is a county?
Where do I live?
(Introductory
questions – required
background
knowledge)
N/A
Day 7,8
Why did the European
explorers and settlers
come to America?
Day 9, 10
Why did the
European settlers
move into the area
where the
Algonquins lived?
Day 11, 12
How did the arrival
of the settlers affect
the indigenous
people who already
lived here?
Day 13, 14
Day 15,16
How did moving the
capital to Raleigh
change Chowan
County?
Lesson
This lesson will provide students with geographical
perspective related to where they live. This is vital:
before students can understand the history and
government (quarter 2) of their county, they must
understand what a county is.
Teacher Preparation
Access Google Earth or alternative maps.
Make sure Google Earth has been
downloaded on your computer and that it is
working correctly.
Assessment
None
Students will learn about the original inhabitants of
Chowan County by studying the Algonquin people
and creating a poster that demonstrates their
understanding of Tuscarora culture.
Students will watch a video explaining a brief
history of exploration and settlement of the US.
Access projector for viewing or make copies
of handout.
Copy notetaking handout for each student
None
Access video via. Discovery Streaming or
other means, or access a picture book that
will teach the same content and vocabulary.
Read article ahead of time and decide on the
best method for sharing with students.
None
Assign roles to students so that half of the
class will write from the role of Tuscarora,
and half will write from the role of Settler.
Listen to student
discussion to assess
understanding of the
different
perspectives of the
Algonquins vs.
settlers
Students will listen to the teacher read an article
about the impact settlers had on the Algonquins.
Students will discuss the essential questions in
terms of the Algonuins in Chowan County.
Students will begin to understand that different
people can have a different experience with an
event depending on their point of view, and that
this can lead to conflict. Students will write a
journal entry from the point of view of either a
member of the Algonquin or a European settler,
and will then share and discuss with a student who
wrote about the opposite perspective.
Students will learn the reasons legislators moved
the capital city to Raleigh, despite claims that
“Wake County was the Wilderness” by listening to
their teacher read an article called “A Capital in the
Wilderness”.
Students will understand how Edenton has
changed over time by observing maps of Edenton
and Chowan County throughout history.
None
Read article ahead of time and plan think
aloud and discussion for your class.
Provide students with iPads, laptops, or
computers for navigating links and observing
photographs. This could be done whole class
on the projector, but students will get more
perspective if they are allowed to investigate
How did moving the
capital to Raleigh
change Chowan
County? – MiniAssessment
Day 17, 18
Day 19, 20
How did the building
of the Dismal Swamp
canal change Chowan
County?
Day 21, 22
Background
Information
Day 23, 24
How did the Civil
Rights movement and
desegregation affect
Chowan County?
Day 25, 26
Day 27, 28
How did building the
Dismal Swamp Canal
change Chowan
County?
continued
Day 29, 30
Day 31, 32
Day 33, 34
Day 35, 36
Day 37, 38
Day 39, 40
Application –
Why did my family
come to Chowan
County?
All unit questions
Students will learn about how transportation
improvements made moving to and traveling to
other parts of North Carolina easier by reading an
article and observing maps and photographs taken
throughout history.
Students will learn about the Civil Rights
Movement in the context of the Greensboro Sit In.
Students will watch a short video that contains
interviews with the students who participated.
They will then think and write about the different
perspectives of the African Americans and Whites
during this time.
Students will learn that during the Civil Rights
Movement we had two separate school systems
that were later combined. Students will think and
write about how combining the school systems
changed Chowan County.
Students will learn about how and why the Dismal
Swamp Canal was built by watching a video.
Students will look at census data maps to gain
understanding of how Chowan County’s population
and demographics has changed over time. (19702000)
Students will collect and share data about when
and why their families came to Chowan County,
and will then graph the data the class collects.
Students will show their understanding of the
history of Chowan County by creating a timeline of
events that were important in our county.
on their own.
Print copies of photographs for groups,
access projector and computer for displaying
maps. Make copies of article for each
student or pair of students.
Access method for viewing video clip.
Make copies of handout for each pair of
students.
How did the building
of Dismal Swamp
change Chowan
County?
Mini-Assessment
None
Access method for viewing article – this
article cannot be printed and must be
viewed online!
Access method for viewing video
How did building RTP
change Wake
County?
Access iPads, Computers, or laptops for
students to use – at least one per pair
How did building RTP
change Wake
County?
Students will need to collect data from their
families before this day!
None
Make copies of project sheet for each
student.
Timeline Project will
serve as a final
assessment of
student
understanding.
Provide students with materials necessary
for creating their projects.
Preview Level 4 Opportunity, and consider
using this extension instead of presenting
projects on Day 20 (decision should be based
on the needs of your individual class.)
Day 1, 2 – What is a County?
Concepts:
Resources:
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Google Earth and a Computer/Projector setup
Alternative – World, US, State, and County maps to display for students
Process:
1. To get students thinking, put the following words on the board: Continent, Country, State, County, City. Give students several minutes with a partner to
discuss this new vocabulary. Allow a few students to share previous knowledge about what these words might mean.
2. Display North America in Google Earth for students to see. Ask students if they know what they are looking at. Explain to students that this body of land
is called a continent.
3. Ask students if they know why the yellow lines show up on the map. (They mark the boundaries of countries). Ask if students can identify any of the
countries they see.
4. Type United States into the search bar. Google Earth should zoom in around the United States. You should now be able to see purple lines. Ask students
if they know what these lines might mean. (State Boundaries). Ask students at their tables to come up with some names of states. Allow 5-6 students to
come up to the front and type in a state that they think is in the United States (you will need to help with spelling). It is okay if students choose
something that is not a state at this point. For example, if someone says Mexico, this is a great opportunity to show them that Mexico is actually a
country. When you type Mexico in to the search window it should be clear to students that it is a country because it has a yellow outline, just like the US
did. This is also true with cities. Students should see if they incorrectly identify a city as a state that it zooms in too far and that city is a part of a state.
5. If the students have not already identified this, ask students what state we live in. Type North Carolina into the search bar. Ask students if there is
anything we can type into the search bar to get any closer. Guide students toward choosing Wake County. Type this into the search bar. Identify the
green lines as lines that separate counties.
6. Explain to students that each state is divided into counties, and that each county is made up of towns and cities. Ask students to identify towns and cities
that make up our county.
7. Give students their notes handout for today. With a partner, allow students to fill in the notes from what they just learned. Have students keep these
papers to reference later (this will help to begin teaching study skills).
8. On the back, have students complete this statement (write on the board for them to copy):
I live in _______________________________(city/town), which is in _____________________ county, which is in the state of
___________________________ which is on the continent ______________________________.
Where Do I Live – Vocabulary
Add the vocabulary from today to the pictures below: Continent, Country, State, County
Name _______________________________________
Day 3-4 – The Algonquin People
Concepts:
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3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions .
Resources:
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http://www.bigorrin.org/algonquin_kids.htm - Computers to access (preferred method, so students can navigate the website and go to additional links)
or printed copies of this website
Construction Paper, Markers
Process:
1. Review vocabulary – Country, State, County, City – Ask students: are the lines we saw yesterday real lines? Guide students to understanding that these
lines are called boundaries, and that they are not real “lines” on the ground, but are created by groups of people to mark the land, usually so that we
know who controls that land. Students should also know that boundaries can move and change over time.
2. Ask students: Who were the first people to live in North America? Guide students to understanding that the original (indigenous) people who lived here
are those we usually call “Native Americans”, and that they lived here for a long time before the settlers moved here from Europe. It may be helpful to
show students on the globe where Europe is, so that they can visualize that they lived in a different area.
3. Tell students that the people who originally lived in Chowan County were the Algonquins. Today, students will learn more about the culture and history
of the Algonquins.
4. Pass out copies of Native American Facts for Kids – Algonquin Tribe for each student, or allow students to access this information at the above link
(preferred method). Choose the method that will work best for your class. If you choose to print the article, you may need to adjust the font before
printing to ensure that it prints clearly.
5. Students should read this article – this can be done independently, in partners, or whole class. You may also consider making this a jigsaw activity, where
students read smaller sections and then share with their group. Choose the method that works best for your students
6. After reading the article, students should create a poster that demonstrates their understanding of the Algonquin people. They may include information
and illustrations that are interesting to them about the culture of the Algonquin. This project will start on Day 3 and continue into Day 4/5.
7. Once students have had an opportunity to complete their posters, allow students to share their work, either in a small group of 4-5 students, or whole
class.
8. Pass out the note-taking sheet to students. Have students keep this sheet in a safe place so that it can be added to as new information is introduced.
Add the first definition today - Algonquin
9.
10.
Algonquin Tribe
How do you pronounce "Algonquin?" How do you spell it?
It's pronounced Al-GON-kin. "Algonquin" is the most common spelling, but you'll often see "Algonkin" too. Either
way is fine--but avoid spelling the word "Algonquian" or "Algonkian," because that refers to a whole group of
Native American languages (including Cree, Blackfoot, and Delaware)! The Algonquins are only one of the
many Algonquian-speaking tribes, and they have a unique identity and independent political status from the
others.
What does the word "Algonquin" mean?
"Algonquin" was the French name for the tribe. The French were probably trying to pronounce elehgumoqik, the
Maliseet word for "our allies," or Algoomaking, a Mi'kmaq place name. The Algonquins call themselves Anishnabe,
which means "original person." (The plural is Anishnabek.) However, Algonquins use Anishnabek to refer to other
Indians also. So when they are specifically referring to their tribe, they usually use "Algonquins" or "Algonkins" to
distinguish themselves.
Where do the Algonquins live?
The Algonquins are original natives of southern Quebec and eastern Ontario, in Canada. Today they live in nine
communities in Quebec and one in Ontario.
But weren't there Algonquin Indians in New York state?
No. Other Algonquian tribes lived in New York, but never the Algonquin tribe. This is a mistake that happened
because of the similar spellings of these words. Algonquian tribes that lived in New York included the Mahican and
Wappinger tribes, the Montauk and Shinnecock tribes, and the Munsee Delaware tribe. You can visit this page
about New York Indian tribesto see where in New York each of those tribes lived.
How is the Algonquin Indian nation organized? How are chiefs chosen?
Each Algonquin community lives on its own reserve, or reservation. Reserves are land that belongs
to the tribe and is legally under their control. Each Algonquin tribe--known as a band or First
Nation in Canada--is politically independent and has its own leadership. Algonquin First Nations
have their own government, laws, police, and services, just like small countries. However, the
Algonquins are also Canadian citizens and must obey Canadian law.
The leader of each Algonquin band is called ogima or ogema, which is translated as "chief" in
English. The ogima used to be chosen by tribal councilmembers, often from the last chief's sons,
nephews, or sons-in-law. Today ogimas are elected by the Algonquins, just like governors or
mayors.
Algonquin band flags
11.
What language do the Algonquin people speak?
Some bands are English-speaking, and others are French-speaking. About half the Algonquin population also
speak their native Algonquin language. Algonquin is a musical language that has complicated verbs with many
parts. If you'd like to learn a few easy Algonquin words, "kwey" (rhymes with "day") is a friendly greeting and
"meegwetch" means "thank you." You can listen to an Algonquin woman talk in her language here and see an
Algonquin picture glossary here.
What was Algonquin culture like in the past? What is it like now?
Here's a link to the Algonquin Nation Tribal Council homepage. There you can find information about three
Algonquin communities in the past and today.
How do Algonquin Indian children live, and what did they do in the past?
They do the same things all children do--play with each other, go to school and help around the house.
Many Algonquin children like to go hunting and fishing with their fathers. In the past, Indian kids had
more chores and less time to play, like early colonial children. But they did have toys, games and dolls,
like this 18th-century doll in its miniature cradleboard. Algonquin mothers, like many Native Americans,
carried their babies in cradleboards on their backs--a custom which many American parents
have adopted now. There's a cute picture of Algonquin Indian children in their cradleboards on this site.
Algonquin doll
12.
What were Algonquin men and women's roles?
Algonquin women gathered plants to eat and did most of the child care and cooking. Men were hunters and
sometimes went to war to protect their families. Both genders took part in storytelling, artwork and music, and
traditional medicine. In the past, the Algonquin Indian chief was always a man, but today a woman can be chief
too.
What were Algonquin homes like in the past?
The Algonquins didn't live in tepees. For most of the year they lived in settled villages of
birchbark houses, called waginogans or wigwams. During the winter, the village split up to go
to hunting camps, and each Algonquin family built a smaller cone-shaped wigwam like this for
their camp, also made from birch bark. Here are some more pictures of American Indian
houses like the ones the Algonquins used.
Wigwam in Ontario
Today, Native Americans only build a birchbark home for fun or to connect with their heritage.
Most Algonquin people live in modern houses and apartment buildings, just like you.
13.
What was Algonquin clothing like? Did they wear feather headdresses and face paint?
Algonquin women wore long dresses with removable sleeves and the men wore breechcloths and
leggings. Both genders wore moccasins on their feet and cloaks in bad weather. Later, the Algonquins
adapted European costume such as cloth blouses and jackets, decorating them with fancy beadwork.
The Ojibway chief to the left is wearing the same style of clothing Algonquin men did. Here are more
pictures of Ojibway and Algonquin clothing styles, and some photographs and links about Native
American clothing in general.
Chief Rocky Boy
Moccasin
Some Algonquin warriors shaved their heads in the Mohawk style, using grease to stiffen their hair so
that it spiked up. Otherwise, Algonquin men and women both wore their hair in long braids. Some
men wore a porcupine roach with a feather in it. (These roaches are made of porcupine hair, not the
sharp quills!) In the 1800's, some Algonquin chiefs began wearing a feathered headdress like their
neighbors the Sioux. The Algonquins painted their faces and arms with bright colors. They used
different patterns for war paint and festive decoration. Some Algonquin men also wore
elaborate tribal tattoos.
Today, some Algonquin people still wear moccasins or a beaded shirt, but they wear modern clothes
like jeans instead of breechcloths... and they only wear feathers in their hair on special occasions like
a dance.
14.
What was Algonquin transportation like in the days before cars? Did they paddle canoes?
Yes--the Algonquin Indian tribe was famous for their birchbark canoes. These canoe
picturescompare straight-stem Algonquin canoes to the canoe styles of other tribes.
Canoeing is still popular in the Algonquin nation today. Over land, the Algonquins used
dogs as pack animals. (There were no horses in North America until colonists brought
them over from Europe.) The Algonquins used sleds and snowshoes to help them
travel in the winter.
Algonquin canoe
Today, of course, Algonquin people also use cars... and non-native people also use
canoes.
15.
What was Algonquin food like in the days before supermarkets?
The Algonquins were semi-nomadic hunter-gatherers. That means they didn't do much farming,
and moved around a lot as they collected food for their families. Besides fish and meat, the
Algonquins gathered berries and wild plants to eat. They also traded with neighboring tribes to
get corn, and made maple syrup from tree sap.
Algonquin deer hunt
What were Algonquin weapons and tools like in the past?
Algonquin hunters and warriors used bows and arrows, spears, and knives. Hunters also built
traps like the ones in this picture to catch deer and other game animals. Algonquin fishermen
used pronged spears to stab fish from their canoes or through holes in the ice, instead of fishing
with hooks.
16.
What are Algonquin arts and crafts like?
Algonquin artists are known for their beadwork and basketry. Like other eastern American Indians,
Algonquins also crafted wampum out of white and purple shell beads. Wampum beads were traded
as a kind of currency, but they were more culturally important as an art material. The designs and
pictures on wampum belts often told a story or represented a person's family. Today, Algonquin
people also create contemporary art like oil paintings. You can visit this site to see photographs of
Algonquin paintings.
Algonquin basket
17.
What other Native Americans did the Algonquin tribe interact with?
The Algonquins are related to the Ojibway and Ottawa tribes, who have usually been their allies. They were also
friends with the Hurons. The Algonquins often fought with the Iroquois tribes, but when they weren't at war with
them, they were trading partners. The Algonquins traded beaver pelts and other furs for Iroquois corn and tobacco
from the south.
What kinds of stories do the Algonquins tell?
There are lots of traditional Algonquin legends and fairy tales. Storytelling is very important to the Algonquin Indian
culture. Here is one Algonquin legend about the sunset.
Who are some famous Algonquin Indians?
Hockey star Gino Odjick is Algonquin from Kitigan Zibi. Here's a biography of him. Odjick is also active in trying to
combat alcohol abuse among First Nations youth. Here is an article about that.
What about Algonquin religion?
Religions are too complicated and culturally sensitive to describe appropriately in only a few simple sentences,
and we strongly want to avoid misleading anybody. You can visit this site to learn more about Algonquin religious
traditions or this site about Native American religions in general.
Can you recommend a good book for me to read?
It's hard to find a good book on the Algonquins because people get so confused about their name. Kipawa gives
you a good look at an actual Algonkin nation, but it is out of print. The Algonquins is a good collection of essays
with interesting information about the Algonquin people past and present, but it could be hard for younger kids to
read. You can also browse through our reading list of good Native American books in general.
We *don't* recommend Algonquin Legends by Charles Leland. These are Wabanaki stories, not Algonquin, and
the author has also rewritten them in an inauthentic way, adding new characters that are not traditional. We
also *don't*recommend Native New Yorkers or No Word For Time by Evan Pritchard, because these books
confuse the Algonquins with several other distinct Indian nations and contain too much incorrect information about
Algonquian languages (seehere and here for more detailed reviews.) And although The Last Algonquin is a good
book, it is about a Wecquaesgeek (Wappinger) man, not an Algonquin.
How do I cite your website in my bibliography?
You will need to ask your teacher for the format he or she wants you to use. The authors' names are Laura Redish
and Orrin Lewis and the title of our site is Native Languages of the Americas. We are a nonprofit educational
organization working to preserve and protect Native American languages and culture. You can learn more about
our organizationhere. Our website was first created in 1998 and last updated in 2011.
Thanks for your interest in the Algonquin Indian people and their language!
Important Vocabulary – History of Chowan County
Algonguin –
Chowanook --
Explorers –
Ancestors –
Settlers –
Sir Walter Raleigh –
Day 5, 6 – European Exploration and Settlement
Concepts:
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
3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions .
Resources:
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
Moving to America: Then and Now – Discovery Streaming – Also available (for purchase) - http://www.schoolvideos.com/product/A5403
If video viewing is not a possibility at your school, an appropriate picture book may be used instead to guide discussion
Process:
1. Put the following vocabulary words on the board. Ask students to discuss what they know already about these words: Explorers, Ancestors, Settlers
2. Watch the video Moving to America: Then and Now with students. This video provides an overview of how our country has become so diverse,
beginning with Native Americans and then discussing exploration, settlement, and emigration. Stop as necessary to discuss as the video progresses, or
discuss after the video is over, the essential question for today: “Why did the explorers and settlers come to America?”
3. If the video is not available for viewing at your school, choose an appropriate picture book to read to the class and discuss instead. Make sure the book
you choose will provide students with information required to answer today’s essential question. Books will vary based on what is available at your
school.
4. Add to the note-taking sheet from yesterday – Explorers, Ancestors, and Settlers
Day 7, 8 – Settlement affects the Algonquin
Concepts:


3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.
Resources:



Picture – Avenues of Early Settlement
The Hemp Gatherers - http://www.raleighpublicrecord.org/opinion/2009/02/01/the-hemp-gatherers/
Projector to display the article and pictures (optional).
Process:
1. Give each pair of students a copy of the picture “Avenues of Early Settlement”, or display on the projector so all students can see.
2. Ask students to observe the picture and discuss what they think it shows. Allow students about 3-4 minutes for discussion.
3. Guide students to observe that the arrows show where the settlers moved. Point out that all settlers started at the coast (that is where their ships
brought them) and then moved inward. Ask students to think about the following: “Why do you think settlers moved south and west?
4. Read the article: The Hemp Gatherers to the class. This article should not be read independently, as it is a challenging text. Stop for discussion
throughout. Depending on the attention span and interest of your students, you may wish to modify and only read certain paragraphs. Please read the
article ahead of time so that you can make instructional decisions for your specific class. Understanding of the essential question is the goal. It may be
helpful to provide a copy of the text to students, but this is not necessary.
5. Discuss with students the essential questions for today –
“Why did the European settlers move into the area where the Tuscarora lived?” (to build plantations and set up farms)
“How did the arrival of the settlers affect the indigenous people who already lived here?” (many of the Tuscarora became sick and died
from diseases the settlers carried, it eventually led to the Tuscarora War, many were killed, and the remaining Tuscarora were forced to
move to New York, where they joined with other Native American tribes.)
6. Add to student notes – John Lawson
Day 9, 10 – Different Perspectives
Concepts:


3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.
Resources:

Notebook Paper
Process:
1. Review yesterday’s essential questions. Discuss the term “conflict” with students. What does that mean? Ask students to discuss with a partner a time
when they have had a conflict with someone else. Why did it happen?
2. Tell students that usually when a conflict occurs, it is because two people have a different perspective on an event. This means that two people see the
same event in a different way.
3. Today students are going to imagine that they are either a member of the Tuscarora tribe, or are a settler. Assign these roles to students so that there
will be an equal number of each represented in your classroom.
4. Ask students to write a short paragraph explaining their point of view. Tuscarora may write about how it feels to have their land taken. Settlers may
write about how it feels to be far from home and have nowhere to go. Explain to students that even though they may understand the other point of
view, their writing should be only focused on their assigned role.
5. After students have had an opportunity to write, pair them up with someone who had the opposite role. Ask students to share their paragraphs with
their partner, and then discuss how their perspectives are different.
6. Wrap up class by discussing the conflict that happened between the Tuscarora and the settlers, focusing on how the Tuscarora War affected both the
Tuscarora and the settlers. If time allows, propose this question for pairs of students to discuss briefly: How would our county be different if the
Tuscarora War had not happened?
Day 11-14 – Moving the Capital
Concepts:


3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions .
Resources: (If any links are broken, try a Google search of the link title)

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“A Capital in the Wilderness” - http://www.learnnc.org/lp/editions/nchist-newnation/4352
Photo Slideshow - http://www.bizjournals.com/triangle/news/2012/04/03/slideshow-historic-photos-of-raleigh.html?s=image_gallery
Original Plan for Raleigh - http://www.learnnc.org/lp/media/uploads/2008/09/raleighplan1792.jpg
Bird’s Eye View of Raleigh – 1872 - http://www.nps.gov/nr/travel/raleigh/BUILDINGS/Raleigh1872_BIG.jpg
Google Map of Historic Downtown Raleigh http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=202893039263329518822.0004a068f0254fc3f0ee7&t=h&ll=35.780421,78.639885&spn=0.001963,0.004823&source=embed
http://en.wikipedia.org/wiki/Joel_Lane_House article about Joel Lane House and Joel Lane (Teacher Background Information)
Process:
1. Begin class by asking the students – what makes Raleigh a place that is important to North Carolina. Guide students to understanding that Raleigh is the
capital of North Carolina. Tell students that this was not always the case. Before the capital was Raleigh, it had another location. See if students can
guess (based on previous lessons) that the old capital must have been somewhere close to the ocean (this is where people lived first).
2. Read the article “A Capital in the Wilderness” to the students, pausing for discussion as necessary. Students should understand, after the reading, that
when the capital was moved to Raleigh, there was nothing here and it was considered the “wilderness”. This will be important for understanding how
moving the capital to Raleigh changed Wake County.
3. After reading this article, add to student notes about Joel Lane and Sir Walter Raleigh. (Possible Breakpoint)
4. Students will now get an opportunity to see the change that has occurred in Raleigh over time. Allow students to view the original plan for Raleigh (link).
Providing access to computers for at least every 2 students will be helpful for this activity.
5. Ask students to view this map carefully for about 2-3 minutes, and point out anything they notice. At this point it will be very difficult for students to
identify any landmarks.
6. Students should now go to the Bird’s Eye View of Raleigh link. Make sure they open this in a new window so that they can go back and forth between the
maps. Ask students to view the map carefully for 2-3 minutes, and see if they can find any landmarks that they are familiar with. If you have this
projected, have students who identify a landmark come to the front to show what they found. Some landmarks students may be familiar with are the
train station, the fairgrounds, and the Capitol building. If students do not notice these three places, point them out before moving on.
7. Open the Google Maps link next (new window). Give students 5-10 minutes to explore this site, comparing it to the first. They will probably want to go
between all 3 maps so that they can compare.
8. After students have had time to view all 3 maps, lead a class discussion about the essential question – “How did moving the capital to Raleigh change
Wake County”. Students should understand that moving the capital to Wake County gave people a reason to move there or travel there. As more people
move to an area or travel to an area, businesses must open to provide for the needs of the people. The more people there are, the more businesses are
required. After this class discussion students could be assessed at any time of their understanding of this concept by asking them to write a short
paragraph to answer this question.
Day 15- 17 – How did they get here?
Concepts:
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3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions .
Resources: (If any links are broken, try a Google search of the link title)
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Article: “How Did We Get Here from There” - http://www.ncmuseumofhistory.org/collateral/articles/S06.advances.in.transportation.pdf
http://ncmuseumofhistory.org/workshops/Antebellum%20NC/images/A&H_N81_7_156%20raleigh%20rr.jpg - Photograph – First Locomotive Running
into Raleigh – 1840
http://ncmuseumofhistory.org/workshops/Antebellum%20NC/images/A&H_N78_2_93_RR%20map%201856.jpg – Railroad Map of North Carolina
http://ncmuseumofhistory.org/workshops/Antebellum%20NC/images/histfig7L.gif - Map of Internal Improvements 1776-1860 (background info or
something interesting to show students if time allows).
Teacher Background Info – Street Cars/Trolleys in North Carolina (scroll to the section about Raleigh – this is what is pictured in the 1910 and 1913
photographs) http://www.cmhpf.org/development%20of%20streetcar%20systems.htm
Photos of Fayetteville Street
o 1910 - http://en.wikipedia.org/wiki/File:Fayetteville_Street_Raleigh_1910.jpg
o 1913 - http://ncpedia.org/raleigh
o 1940 - http://kamcgoldrick.blogspot.com/2012/02/historical-artifacts.html
o 1968 - http://digital.ncdcr.gov/cdm4/item_viewer.php?CISOROOT=/p15012coll12&CISOPTR=33&CISOBOX=1&REC=19
o Current - http://www.simong.com/artsmarttools/index.cfm?fuseaction=imageprintable&key=4337
Process:
1. Begin class by asking students what caused Raleigh to be formed and begin to grow. Ask students to discuss with a partner – How did people who
wanted to come to the capital get here?
2. Pass out copies of today’s article – “How Did We Get Here from There?” – Depending on your class, you may wish to have them partner read this article,
or you may want to read it to them while they follow along. After reading, discuss what students learned about how people were able to get to Raleigh
during different time periods.
3. Show students the sketch of the first locomotive running into Raleigh – Ask students why they think this would have been a faster way to travel than in a
wagon or on a plank road.
4. View the Railroad Map of North Carolina – Ask students what they notice about where the railroads are located. (Possible Breakpoint)
5. Assign students to groups of 3-4. Give each group a set of photographs. Ask students to see if they can put the photographs in order of time. Once
groups have put the photos in order, show the correct order on the board, writing the year for each one. Lead discussion with students about how they
determined what order the pictures should be in. Now would be a good time to discuss street cars/trolleys that can be seen in the first two photographs.
6. Assessment – Ask students to write a short paragraph answering the essential question – “How did the building of railroads change Wake County?”
Day 18- 20 – The Civil Rights Movement
Concepts:
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3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.
Resources: (If any links are broken, try a Google search of the link title)
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Video – Woolworth Lunch Counter – Greensboro - http://www.youtube.com/watch?v=Xbbcjn4d1cE&feature=player_embedded#!
Picture Book – Related to the Civil Rights Movement (Choose one appropriate for your class and teaching the context of what life was like during the civil
rights movement)
Process:
1. Review what students have learned so far about the growth of Wake County. Students should share understanding from previous lessons.
2. Ask students: What are rights?
3. Tell students that before the 1960s, some people had more rights than others. Ask if students have heard of the Civil Rights Movement. Introduce the
story that you have chosen to read to the class (this should relate to the civil rights movement, and is meant to provide some background information to
students, but will not provide an in depth understanding). Pause for discussion as you read.
4. Tell students that this was a movement that affected the entire country, including North Carolina. In fact, one of the most famous protests occurred in
Greensboro. Point out Greensboro on a map to show students where it is in relation to Wake County. Tell students that this is about an hour away from
here.
5. Watch the video clip – Woolworth Lunch Counter (6 minutes). Tell students that this is a famous example of things that started to happen all over the
country during this time. Point out that it was not only African Americans who protested, but also some people who were white. (This is an important
distinction, to avoid the misconception that all white people believed in segregation).
6. Pass out the handout for today. Ask students to work with a partner to complete the handout. Students should try to imagine what it would be like to be
an African American during this time, and what it would be like to be a white during this time. This may require some guidance from the teacher as
necessary.
7. Allow groups to share, if time allows.
Multiple Perspectives – Civil Rights Movement
With your partner, imagine that you lived during the civil rights movement. In the boxes below, write about what life would have been like before and after.
Before the Civil Rights Movement
African American
White
After the Civil Rights Movement
Day 21-22 – Results of the Civil Rights Movement in Chowan County
Concepts:
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3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions .
Resources: (If any links are broken, try a Google search of the link title)
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Process:
1. Ask students to recall what they discussed yesterday regarding the civil rights movement. Ask students: How do you think Chowan County might have
changed after segregation wasn’t allowed anymore?
2. Read page 75 aloud to students, pausing to explain, reword, or discuss as necessary for your students. This will give students perspective to what it was
like in Chowan County before and after the Civil Rights Movement.
3. Tell students that in the 1970’s our schools changed. Before then, there were two school systems: the Edenton schools, and the Chowan County schools.
Tell students that you are going to read another page to them, and that while you read you want them to think about how Wake County changed when
the school systems combined. Read pg. 76 to students (Integrating and Upgrading Public Education). Feel free to select only appropriate paragraphs for
aiding student understanding – reading the entire article is not necessary.
4. Ask students to discuss with a partner – How would our schools be different today if the school systems had not combined?
5. After students have had 4-5 minutes to discuss, students should respond to the essential question for today: “How did combining the city and county
schools change Chowan County?” by writing a short paragraph.
6. Allow students to share if time allows.
Day 23-24- Why does my family live here?
Concepts:
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3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions .
Resources:
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Graph Paper, Markers, Rulers
Process:
1. Students should come to class today knowing when and why their families moved to Chowan County.
2. Begin by collecting data from students to form a class data table on the board. You will need to collect two separate sets of data: one set for when, and
another for why. In the “when” data, you may wish to collect by decade (1970-1980, 1980-1990, etc.). For the “why” data, you can begin a running list of
reasons on the board, and then group them as appropriate. For simplicity, you may want to group those who moved here for a job by RTP jobs and NonRTP jobs, rather than listing each individual company.
3. Once the data has been collected, ask students what they notice about the data. Allow 5-6 minutes of class discussion about what the data means.
4. Students should work with a partner to create graphs of this data. One partner can create a graph to show the “when” data, and the other can create a
graph to show the “why” data.
Day 25-28 – Timeline of Chowan County
Concepts:
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3.H.1.1 Explain key historical events that occurred in the local community and regions over time.
3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time.
 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions .
Resources:
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Posterboard or Construction Paper (or technology resources)
Access to links we have studied so far during this unit
Process:
1. As a final project and assessment, students will compile what they have learned about the history of Wake County to create a timeline. You may need to
show students examples of what timelines look like if they have little previous exposure, especially regarding correct spacing. You may also need to give
support to students who have a hard time beginning projects independently. Pass out the project sheet and go over instructions with students. Please
feel free to modify this project to add technology or make it more appropriate for your class!
2. Students will have 3 days to work on these projects. Day 20 will be a day for presenting their timelines to the class.
3. In addition to this project, any of the essential questions used throughout the unit can be used for summative assessment. The goal is understanding of
these essential questions, not memorization of facts!
Optional Extension/Level 4 Opportunity –
This can be done if students finish early, or if you prefer to do this over having students present on Day 20:
How do you think a light rail system will change Wake County?
Allow students to read this article and watch the video that goes with it. http://www.wral.com/news/local/story/11059619/
After reading and watching, students should think and write about the essential question above as an opportunity to show level 4 thinking. Students must back
up their prediction with explanation based on the past of Wake County.
If you choose to do this activity whole class, you will most likely need to discuss as a class the pros, cons, and changes that could occur.
History of Chowan County – Timeline Project
Your task is to create a timeline of the history of Chowan County, using your notes and the resources we have used so far in this unit.
You must include the following events:
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Chowan County’s first people were the Algonquin -Before 1711
For a level 4 – Add 1-2 additional events from the resources we used in class. You must complete the first 7 events before you begin working on this part
of the project!
Each event should include 1-2 sentences explaining how this event changed Wake County.
1
Project is incomplete (less than 5
required events) or missing.
2
Project contains only 5-6 of the
required events.
3
Project contains all 7 required events.
Project is messy or rushed.
Project is neat, creative, and is an
example of the student’s best work.
Student was unable to complete this
project without extensive teacher
support.
Student was able to work mostly
independently, and asked questions
when he/she needed help.
4
Project contains all 7 required events,
but also adds 1-2 additional events
that affected Wake County’s growth.
Project is neat, creative, and is an
example of the student’s best work.
Student was able to work
independently.