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NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 4
The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.
This document will provide:
● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students will Understand: understandings that students should be able to arrive at as a result of the instruction● Students will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective
The example topics and example formative assessments provided with each objective are:
● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum
The example topics and example formative assessments provided with each objective are:
● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items
The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms
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Inquiry Strand
The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.
Inquiry 3-5The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 3-5 grade band. Teachersshould be encouraged to use these indicators in every grade level.
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 5, students will havebeen exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.
Category Indicator
Compelling Questions I.1.1 Identify content required to provide an answer to compelling questions.I.1.2 Construct compelling questions that promote inquiry with peers.
Supporting Questions I.1.3 Understand how responses to supporting questions provide responses to compelling questions.I.1.4 Construct and respond to supporting questions that help answer compelling questions with peers.
Gathering and EvaluatingSources
I.1.5 Understand academic and domain-specific words in sources to create responses to compellingquestions.I.1.6 Organize relevant information from primary and secondary sources using the origin, authority,structure, credibility, reliability, and context of the sources to guide the selection.
Developing Claims and UsingEvidence
I.1.7 Construct claims in response to compelling and supporting questions.I.1.8 Accurately use information from sources when making claims.I.1.9 Make inferences from information in sources.
Communicating Ideas I.1.10 Construct responses to compelling questions with specific claims and information fromteacher-provided sources.
Taking Informed Action I.1.11 Identify ways to address problems related to the compelling question.
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The time period and focus for this course is from pre-colonial through the present day.
Unpacking the Behavioral Science ObjectivesStandard 4.B.1 Understand ways in which values and beliefs have influenced the development of North Carolina’s identity as a stateOverarching Concepts: Values, Beliefs, Development
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.B.1.1 Explainhow traditions,social structure,and artisticexpression havecontributed tothe uniqueidentity of NorthCarolina
Students must beable to demonstrateknowledge andunderstanding ofhow traditions,social structure, andartistic expressionhave influenced theidentity of NorthCarolina.
Artistic expressions areoften used to express thevalues, traditions, andreligious beliefs of aculture
Diverse cultures arevaluable to thedevelopment of a society
A region’s heritage canoften be recognized bythe artistic expressions,social structure, andtraditions of itsinhabitants
Examples of artisticexpression and traditionsfrom various groups inNorth Carolina
Examples of ways socialstructures have influencedthe identity of NorthCarolina
How the development ofregions in North Carolinawas shaped by the cultureof various diverse groups
Artistic Expressions● Music
○ Bluegrass○ Cherokee
Music○ Gospel○ Ballad○ Singing○ Blues○ Shape note○ Singing○ Jazz○ Hip-hop
● Dances○ Shag○ Clogging○ Flatfoot
dancing○ Square dancing○ Dances from
variousAmericanIndian tribes
● American Indianpottery and baskets
● Wood and stonecarving
● Beadwork● Appalachian
folklore and crafts● Seagrove pottery
Students create amuseum mural thatillustrates the way inwhich American Indiancommunities of NorthCarolina have influencedthe culture in theircommunity.
Students are giveninformation about aNorth Carolina festivalor fair and create avisual presentation(poster, google slides,etc.) that highlights theelements of the fair andclearly states how thefestival or fair hasinfluenced the identityof North Carolina.
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● Quilting● Woodworking and
furniture making
Traditions● Festivals● Fairs● Religious
celebrations &observances
● Languages● Foods● Highland games● Holiday traditions
Social structures● Life on plantations● Small farm culture● Indentured servants● Enslaved people● American Indian● Daily life in North
Carolina regions○ Colonial era○ Civil War○ Civil Rights era
● Life of Womenduring the Colonialera or Civil War○ Coastal○ Piedmont○ Mountain
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.B.1.2 Explainhow the valuesand beliefs of
Students must beable to demonstrateknowledge and
Values, beliefs, andpractices of variouscultures influence the
Examples of the values andbelief systems thatindigenous, religious, and
Moravians
African Americans
Students read about 3North Carolina culturesand write a newspaper
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variousindigenous,religious, andracial groupshave contributedto thedevelopment ofNorth Carolina
understanding ofhow the values andbeliefs of variousgroups haveinfluenced thedevelopment ofNorth Carolina,paying specificattention to racial,religious, andindigenous groups.
development of a society
Values, beliefs, andtraditions of the pastinfluence the present andfuture cultural norms of asociety
racial groups contributed tothe development of NorthCarolina
The various culturalpractices, values, and beliefsystems of the indigenouspopulations before contactwith other cultural groups
How the cultural practices,values, and belief systemsof indgenous populationsinfluenced the way of life ofAfricans and Europeans
How the cultural practices,values, and belief systemsof African peoplecontributed to thedevelopment of NorthCarolina
Latinx
American Indians inNorth Carolina● The Eastern Band of
Cherokee Indians● Haliwa-Saponi● Lumbee Tribe● Meherrin Sappony● Occaneechi Band of
the Saponi Nation● Waccamaw Siouan● Scots Irish● Highland Scots● English● Quakers● Germans● French Huguenots● Hmong● Montagnard
article explaining howeach culture contributedto the development ofNorth Carolina.
Students study the lifeof the Eastern Band ofCherokee Indiansbefore and after contactwith other culturalgroups. Students thendesign a museumexhibit with artifactsand artifact descriptionsthat demonstrates theirfindings of howindigenous populationimpacted thedevelopment of NorthCarolina.
Unpacking the Civics and Government ObjectivesStandard 4.C&G.1 Understand the role of citizens in local and state governmentOverarching Concepts: Role, Citizens, Government
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.C&G.1.1Compare theroles andresponsibilitiesof state electedleaders
Students must beable to discuss thesimilarities anddifferencesbetween the rolesof state electedleaders.
Students must be
Elected leaders areresponsible forrepresenting the political,economic, social, andcultural concerns of theirconstituents
Effective leadershipoften requires
The various roles of electedleaders in North Carolina
The various responsibilitiesof elected leaders in NorthCarolina
Examples of electedleaders in each of the three
Roles of executive,judicial, and legislativebranches
Responsibilities ofexecutive, judicial, andlegislative branches
Checks and balances
Students create a tripleVenn Diagram thatcompares the roles andresponsibilities of theexecutive, judicial, andlegislative branches.
After studying the rolesof the current members
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able to discuss thesimilarities anddifferencesbetween theresponsibilities ofstate electedleaders.
collaboration amongindividuals and groupswithin the government
Decisions of the stategovernment may dictatethe policies of localgovernment andinteractions with federallaw
branches of stategovernment State Supreme Court
General Assembly
of each of the threebranches, studentsselect two currentelected leaders fromwithin the same branchand complete a DoubleBubble Thinking map inorder to demonstratetheir understanding ofthe similarities anddifferences betweendifferent positionswithin the same branchof government.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.C&G.1.2Summarize theways in whichwomen,indigenous,religious, andracial groupsinfluence localand stategovernment
Students must beable to demonstratethe ability to create asummary or abstractof the ways localand stategovernments havebeen influenced bywomen, indigenous,religious, and racialgroups.
Values and religiousbeliefs may shape thegoverning documents ofa state
Democratic governmentsmay provideopportunities for thevoices of all individualsto be heard
The decisions of leadersare often shaped by theactions of citizens andthe interrelationshipbetween governmentalagencies
Various ways that women,indigenous, religious, andracial groups influence localgovernment
Various ways that women,indigenous, religious, andracial groups influencestate government
Voting
Petitioning government
Campaign for policiesand politicians
Run for office
Lobbying
Volunteering
Being an informed citizen
Voting for amendmentsto the N.C stateconstitution
Protesting
Students read an articleabout women whoinfluenced state andlocal government inNorth Carolina. Basedon the article, studentscreate a newspaperheadline thatsummarizes theinfluence of thosewomen. Thisassessment can bedone with indigenous,religious, or racialgroups as well.
Students read an articleabout how variousgroups influenced stateand local governmentand then create a
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Writing to a campaign● Letters● Editorials
Membership inorganizations that impactgovernment policies &decisions
campaign poster with aslogan that summarizesthe movement.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.C&G.1.3Differentiatebetween rightsandresponsibilitiesreflected in theNorth CarolinaConstitution
Students must beable to makedistinctionsbetween variousrights and theresponsibilities ofcitizens enumeratedin the NorthCarolinaConstitution.
The rights andresponsibilities of citizensmay be outlined in thewritten constitution of astate or nation
Participating in civic life isoften necessary for thehealth and success of astate
Examples of rights thatcitizens have in NorthCarolina
Examples ofresponsibilities that citizenshave in North Carolina
Rights● Rights listed in the
North CarolinaConstitution○ 1776○ 1868○ 1971
● Voting
Responsibilities● Respecting the law● Being informed and
attentive to publicissues
● Being informedabout candidates
● Paying taxes● Registering to vote
and voting● Serving on a jury
when summoned● Obeying laws and
ordinances
The teacher provides alist of rights andresponsibilities reflectedin the North CarolinaConstitution. Studentscreate a tree map thatpoints out anddifferentiates the rightsand responsibilities ofcitizens in the stateconstitution.
The teacher providesstudents with aninfographic of rights andresponsibilities of NorthCarolina. Studentsdistinguish what isrelevant in theinfographic as it relatesto the rights andresponsibilities of NorthCarolina citizens.
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Unpacking the Economics ObjectivesStandard 4.E.1 Understand how economic decisions and resources affect the economy of North CarolinaOverarching Concepts: Economic Decisions, Resources, Economy
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.E.1.1 Explain theways in whichscarcity impactseconomic decisionsin North Carolina
Students must beable to explain howeconomic decisionsare impacted byscarcity in NorthCarolina.
Business and personaleconomic decisions areoften determined by theavailability of goods andservices in a region
Competition amongbuyers may result inhigher prices, andcompetition amongsellers may result inlower prices
Opportunity cost requirespeople to makeeconomic choices
Examples of scarcity’simpacts on economicdecisions
How businesses makedecisions based onscarcity and choice inNorth Carolina
Examples of NorthCarolina businessesthroughout history● Cotton● Tobacco● Grains/rice● Clock & watch
makers● Banking● Mining/forging● Food services● Paper mills● Textile mills● Timber● Furniture● Entertainment
Supply
Demand
Scarcity
Business choices● Choosing to
continue ordiscontinuecertain products
● Expanding ordownsizing thebusiness
The teacher givesstudents 5 scenarios ofproduct scarcity in NorthCarolina. Students thenexplain how eachscenario impactedeconomic decisions of abusiness.
The teacher givesstudents a list of itemsthat were scarce andexamples of businessdecisions that weremade during theCOVID-19 pandemic.Students match thescarce items with theexamples of how thescarcity impacted thebusiness decisions.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.E.1.2 Explainfactors that haveled to economicgrowth and declinefor North Carolina’smajor industries
Students must beable to demonstratean understanding ofthe causes that ledto economic growthin North Carolinaover time.
Students must beable to demonstratean understanding ofthe causes that ledto economic declinein North Carolinaover time.
Positive incentives andnegative consequencesdrive economic behaviorin a market economy
Availability of resourcesand human capitalinfluence economicgrowth or decline
Industry and trade areimportant factors thatimpact economic growthand decline
Examples of factors thatimpact economic growth inNorth Carolina
Examples of factors thatimpact economic declinein North Carolina
The ways in which factorsinfluence economic growthor decline in North Carolina
Possible industries● Timber and
naval stores incolonial NorthCarolina
● Agriculture/cash crops
● Railroads● Textile mills● Furniture
industry● Tobacco
industry● Military in North
Carolina● Research
Triangle● Banking industry● Food services
○ Grocerystores
● Tourism industry● NASCAR● Healthcare
industry
Possible factors● Innovation● Health● Natural disasters● National and
regional trends● Pandemics● Population of an
area● Production costs● Availability of
Students demonstratetheir understanding ofthe basics ofcompetition in a MarketEconomy by explainingvarious choices that twoNorth Carolina grocerystore chains could makein order to convinceconsumers to shop withthem instead of theircompetitor. Studentsthen explain howcompetition betweentwo businesses withinthe same industryimpacts economicgrowth and decline inNorth Carolina. This canbe adapted by replacingthe grocery stores withtwo competingbusinesses within thesame industry of NorthCarolina.
Students explain hownatural disasters (forestfires, drought,hurricanes, etc.)impacted or could haveimpacted industriesthroughout the NorthCarolina regions(Christmas tree farms,tobacco farms, cottonfarms, timber industry,
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resources etc.) and how thisimpacts the economicgrowth and decline ofthe industry chosen.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.E.1.3 Explainways in whichfactors ofproduction areinfluenced by theavailability ofresources in NorthCarolina
Students must beable to demonstrateknowledge andunderstanding ofhow the availabilityof resourcesimpacts the factorsof production.
The availability ofresources in a region mayaffect the goods andservices that areproduced
Changes in the economymay impact levels ofemployment andproduction
Examples of how theavailability of resourcesimpacts factors ofproduction
Examples of the resourcesneeded to produce variousgoods and services
Factors of Production● Land● Labor● Capital● Entrepreneurship
North Carolinaindustries andservices that could beinfluenced byavailability ofresources● Agriculture● Finished goods
and services● Lumber● Fishing industry● Textile mills● Tourism
○ Sportingevents
○ Coastalbeaches
○ Skiing in themountains
● Furniture● Fisheries in the
tidewater● IT/technology in
the Triangle Area● Hog and chicken
Students read aboutvarious North Carolinaindustries. On a map ofNorth Carolina, studentsplot where lumber isgrown, fish is caught,and other resources arelocated. Students thenexplain how thoseresources are spreadaround the state andhow the availability ofthese resources impactsproduction from variousindustries.
After studying theimpact of the availabilityof resources on thefactors of production,students address thefollowing scenario: Acompany wants to builda factory in a NorthCarolina county that hasa population of less than10,000 people. Thecompany knows that itwill need at least 15,000people to work in thefactory. Explain what
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farming
Resources● People● Wages● Materials● Location
resources are needed,whether or not theseresources are available,what factors ofproduction may beimpacted and whatdecisions that companymay have to make inorder to open theirfactory.
Standard 4.E.2 Understand the impact of personal financial decisionsOverarching Concepts: Impact, Personal Financial Decisions
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.E.2.1 Explain theway in whichpersonal financialdecisions, such asspending andsaving, may affecteveryday life
Students must beable to demonstrateknowledge andunderstanding ofhow decisions onspending and savingimpact the lives ofindividuals.
Personal financialdecisions can havebenefits andconsequences oneveryday life
Opportunity cost mayinfluence the financialdecisions of individuals
A personal budget canlead to informeddecisions on spendingand saving
Examples of how peoplespend and save money
How personal spendingand saving decisionsimpact an individual’s life
How to create a budgetthat reflects the interactionof financial resources andpersonal economicchoices
Investing
Price shopping(comparing costs atdifferent places, etc.)
Savings account atbank
Saving cash at home
Budget
Spending money onneeds
Spending money onwants
Saving for future vsspending right now
Delayed gratification
Students write a diaryentry about saving up tobuy something theywant and explain howtheir decisions onspending or savingmoney will impact theirability to purchase theitem.
The teacher givesstudents variousscenarios aboutspending and saving.After examining eachscenario, students writean explanation thatdemonstrates theirunderstanding of howspending and savingaffect everyday life.
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Interest
Loans get paid back
Borrowing
Debt
Credit
Saving
Budgeting
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.E.2.2 Exemplifyoutcomes ofpositive andnegative financialdecisions
Students must beable to use materialpresented to them tocome up with newexamples of theimpact of positivefinancial decisions.
Students must beable to use materialpresented to them tocome up with newexamples of theimpact of negativefinancial decisions.
Personal financialdecisions can havebenefits andconsequences oneveryday life
Opportunity cost mayinfluence the financialdecisions of individuals
Needs and wants oftendetermine howindividuals choose tospend their income
Examples of outcomes ofpositive financial decisions
Examples of outcomes ofnegative financialdecisions
Examples of how peoplespend their income andconsequences of thosespending choices
Needs vs. wants
Debt
Opportunity cost
Positive financialdecisions & outcomes● Saving money● Investing● Budgeting● Paying bills on
time
Negative financialdecisions● Overspending● Late/missed
payments forbills
The teacher gives eachstudent the same “yearlysalary” amount.Students then make alist of their needs and alist of their wants.Students use their liststo create a budget forthe items by looking uphow much these itemscost. Each time thestudents decide to usemoney on an item fromtheir lists, they willsubtract that amountfrom their total salary,using a spreadsheet.Students explain if eachof their choices was apositive financialdecision or a negative
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financial decision andprovide a potentialoutcome for each.
Students are given 3budget scenarios thatportray differentspending choices.Students determine ifthey think the choiceswithin each scenariowere positive ornegative financialchoices. For eachscenario, studentsgenerate a list ofpossible positiveoutcomes and negativeoutcomes based on thechoices made.
Unpacking the Geography ObjectivesStandard 4.G.1 Understand the role geography has played in the development of North CarolinaOverarching Concepts: Geography, Development, North Carolina
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.G.1.1 Comparethe developmentof variousgeographicregions in NorthCarolina usinggeographic toolsandrepresentations
Students must beable to discuss thesimilarities anddifferencesbetween theregions of NorthCarolina usinggeographic tools.
Geographic tools canallow individuals toexamine the growth andexpansion of the variousregions of a state
Maps can help peopleunderstand the changesin environment andpopulation over time
Similarities in thedevelopment of thegeographic regions ofNorth Carolina
Differences in thedevelopment of thegeographic regions ofNorth Carolina
Examples of the physicalfeatures of North CarolinaAgriculture/farming
Fishing
Tourism
Functional regions● Research Triangle Park
(RTP)
Students are givenimages from twodifferent regions ofNorth Carolina.Students are then giventwo additional picturesfrom the same tworegions, butrepresenting a laterdate. Students use aVenn Diagram to
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● North Carolina’s GlobalTransPark
● Charlotte area bankinghub
● Movie industry● Casinos & gambling
Formal regions● The State Capitol● Military installations● Textile industry● Forestry industry● Tobacco industry (past
and present)● Lumber industry● Furniture industry● Logging in rivers
Vernacular regions● Outer Banks● Appalachia● Blue Ridge/Bluegrass● The Highlands● Tidewater
compare thedevelopment they seein the two regions ofNorth Carolina overtime.
Students use Censusdata from two differentregions of NorthCarolina to comparehow the two regions'populations developeddifferently over thespan of 100 years.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.G.1.2Exemplify theways in whichmovement ofpeople, goodsand ideas hasimpacted thedevelopment ofNorth Carolinausing maps andother geographic
Students must beable to use materialpresented to themto come up withnew examples ofways movement ofpeople, goods, andideas haveimpacted thedevelopment ofNorth Carolina.
Geographic tools canallow individuals toexplore the movement ofpeople, goods, and ideas
The transportation andcommunication ofgoods, people, and ideasoften leads to changes inthe geographicdevelopment of a state
Examples of geographictools
How to use map, globes,and other geographic tools
Examples of geographicmovement of people
Examples of how goodsmove geographically
Globe
Compass
GIS System
Map
Evolutions intransportation● Roads
The teacher showsstudents maps thatshow the location oftextile mills, tobacco,etc. in North Carolina.At the same time, theteacher pairs thosemaps with a map ofrailroads in NorthCarolina from similartime periods in order to
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toolsExamples of how ideasmove geographically
Examples of how themovement of people,goods, and ideas havehelped North Carolinadevelop
● Canals● Railroads● Airports
Migration and immigration
Where various languageshave been historicallyspoken● English● Cherokee● Spanish
Agriculture
Changes to landscapefollowing natural disasters
Trail of Tears route on amap
Gold Rush
Biotechnology
Lumber
Pirates
Underground Railroad
show the role thattransportation played inthe economicdevelopment of theseindustries during thatera. Students thencome up with newexamples of howtransportation hasimpacted thedevelopment of NorthCarolina.
Students role play asthe owner of a businessin North Carolina.Students are given abusiness name, a city inwhich their business islocated, and theproduct they produce.Using a topographicalmap of North Carolina,students annotate whatwould need to bedeveloped for theirbusiness tosuccessfully move theirgoods to theirconsumers (highways,railroads, airports, etc.).Students write aone-paragraphsummary explaining theimpact of thosedevelopments on theirbusiness.
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Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.G.1.3Summarize thereasons forforced andvoluntarymigration to,from, and withinNorth Carolina
Students must beable to demonstratethe ability to createa summary orabstract of thecauses of forcedmigration to, from,and within NorthCarolina.
Students must beable to demonstratethe ability to createa summary orabstract of thecauses of voluntarymigration to, from,and within NorthCarolina.
The migration andimmigration of people tovarious places in a stateor nation can be voluntaryor forced
Migration andimmigration patterns areoften determined byenvironmental, economic,and societal changes
Reasons why peoplemigrate (both forced andvoluntary) to NorthCarolina
Reasons why peoplemigrate (both forced andvoluntary) from NorthCarolina
Reasons why peoplemigrate (both forced andvoluntary) within NorthCarolina
Indian Removal Act
Slavery
Indentured servants
The Great Migration
Natural disasters
Employment opportunities
Education
Immigration from othernations
Great Wagon Road
Religious freedom
Trail of Tears
North Carolina Gold Rush
Underground Railroad
Industrialization
Urban migration
Reservations
Agricultural opportunities
Students read about theTrail of Tears. Studentsuse a version of the 5W’s (e.g., Who wasinvolved? Whathappened? Where did ithappen? When did ithappen? How did ithappen/What was theresult of the event?) towrite a 2-3 sentencesummary thatdemonstrates theirunderstanding of thereasons for the Trail ofTears.
Students read an articleregarding the decisionor experiences of aperson or group ofpeople choosing toleave North Carolinaand migrate to otherplaces in the UnitedStates during a timeperiod determined bythe teacher orconnected to the topicbeing studied. Thestudents create anewspaper headlinethat summarizes thereasons for the forcedor voluntary migration.
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Unpacking the History ObjectivesStandard 4.H.1 Understand the role of various people, events, and ideas in shaping North CarolinaOverarching Concepts: Role, People, Events, Ideas, North Carolina
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.H.1.1 Explain howthe experiences andachievements ofminorities,indigenous groups,and marginalizedpeople havecontributed tochange andinnovation in NorthCarolina
Students must beable to demonstratehow the experiencesof various groupshave contributed tochange andinnovation in NorthCarolina, payingspecific attention tominorities,indigenous groups,and marginalizedpeople.
Students must beable to demonstratehow theachievements ofvarious groups havecontributed tochange andinnovation in NorthCarolina, payingspecific attention tominorities,indigenous groups,and marginalizedpeople.
Marginalized groupsoften contribute tochange and innovationin communitiesdespite limitedopportunities forsocial mobility
The traditions andpractices of variousgroups play a role incontributing to thecultural diversity of thevarious regions of astate
The experiences andachievements ofpeople with differentcultural backgroundsoften shape thedevelopment of acommunity
The lives of people in astate may be improvedby the innovations andachievements ofdiverse groups ofpeople
Examples of howminorities, indigenousgroups, and marginalizedpeople contributed to thedevelopment of NorthCarolina communities
How the different ethnicand religious groupsimpact the economic,political, and culturaldevelopment of NorthCarolina communities
Individuals● Wright Brothers first
flight at Kitty Hawk● Ella Baker formed
Student NonviolentCoordinatingCommittee
● Pauli Murray becamefirst AfricanAmerican womanEpiscopal Priest
● John Chavis foughtfor the ContinentalArmy and opened aprivate school forboth whites andblacks
● Sarah and AngelinaGrimke advocatedfor abolition
● Charlotte HawkinsBrown founded thePalmer Institute
Groups● Wilmington 10● Migrant workers● Greensboro Four● American Indians in
North Carolina○ The Eastern
Band of
Students write a pitchfor a Netflix seriesstarring marginalizedpeople from animportant period oftime. Students shouldidentify the character,contribution, and impactthe group had on NorthCarolina.
After learning about theGreensboro Four,students write anarticle explaining howthe Greensboro Foursparked the sit-inmovement.
After reading AfricanAmericans and theRevolution fromNCpedia, studentscreate a museumexhibit explaining howthe achievements ofAfrican Americansduring theRevolutionary Warcontributed to changein North Carolina.
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CherokeeIndians
○ Haliwa-Saponi○ Lumbee Tribe
● Women workersduring World War Iand World War II
● Royal Ice CreamSit-In (Durham)
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.H.1.2 Summarizethe changing rolesof women,indigenouspopulations, andracial groupsthroughout thehistory of NorthCarolina
Students must beable to demonstratethe ability to create asummary or abstractof how the roles ofwomen, indigenouspopulations, andracial groupschanged over time inNorth Carolina.
The laws and policiesof a state or regionoften impact the rolesof groups orindividuals in variousways
As individuals andgroups work to acquirefreedom and equality,their roles within astate may change
Examples of how the roleand status of women havechanged in North Carolinaover time
Examples of how the roleand status of indiengeouspopulations have changedin North Carolina over time
Examples of how the roleand status of racial groupshave changed in NorthCarolina over time
Penelope Barker &Edenton Tea Party
North Carolina Settlementof Freedmen during theCivil War
Rise of Latinxpopulation(s)
Reservation movement
Women entering theworkforce
Lillian Exum Clement
Maya Angelou
Lorreta Lynch
Beverly Perdue
Ella Baker
Dolley Madison
After reading an articleabout how women’sroles in North Carolinahave changed overtime, students useimages and shortcaptions to create aGoogle slideshow. Theslideshow should serveas a summary of howtheir roles havechanged over time.
After reading an articleabout the changingroles of AmericanIndians in NorthCarolina, studentscreate a newspaperheadline thatsummarizes how theirroles have changedthroughout history.
Students learn aboutthe roles of African
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Elizabeth Dole
Migrant workers
Greensboro Four
American Indians in NorthCarolina● The Eastern Band of
Cherokee Indians● Haliwa-Saponi● Lumbee Tribe● Meherrin Sappony● Occaneechi Band of
the Saponi Nation● Waccamaw Siouan
Hmong
Civil Rights Movements
Americans in NorthCarolina during theRevolutionary War.After reading AfricanAmericans and theRevolution fromNCpedia, students writea 3 -5 sentencesummary of howAfrican Americans’roles changed after thewar.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.H.1.3 Explain theways in whichrevolution, reform,and resistance haveshaped NorthCarolina
Students must beable to demonstratehow the causes ofrevolution, reform,and resistance haveshaped NorthCarolina.
Students must beable to demonstratehow the effects ofrevolution, reform,and resistance haveshaped NorthCarolina.
When governmentactions are contrary tothe will of the people,citizens may takeactions contrary toideas of government
Citizens play a key rolein the governance ofdemocratic societies
Individuals and groupsmay protest anddemand equaltreatment which can
Examples of historical andcontemporary revolutionsthat have shaped NorthCarolina
Examples of historical andcontemporary reformsthat have shaped NorthCarolina
Examples of historical andcontemporary resistancethat has shaped NorthCarolina
Wright Brothers
Adoption of Amendmentsto North CarolinaConstitution
North Carolina EqualSuffrage AssociationCivil Rights● Greensboro Sit-In
Black Wall Street
Wilmington Ten
Students assume therole of a person livingduring a specific eventstudied. Students writea letter to the editor of alocal newspaper aboutthat event (a boycott, aprotest, etc.). Students’letters should clearlyidentify the issue,explain the causes ofthe issue, and how theissue shaped NorthCarolina.
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lead to reforms thatcan transform society
The demand for social,political, or economicchange can lead toresistance, revolution,or societal reform.
Wilmington Race Riot
Boycotts
Protests
Rights
Resistance
Revisions to the StateConstitution
Abolition
Marches/demonstrations
Halifax Resolves
Mecklenburg Resolves
Revolutions in technology
Revolutions incommunication
Revolutions intransportation
Students create astoryboard of theevents that took placewith the GreensboroFour. The storyboardsshould depict theimpact these four hadon shaping thedirection of NorthCarolina.
Students are assigneda reform movementthat took place in NorthCarolina. Studentsexplain the causes ofthat movement and theimpact that movementhad on North Carolina.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.H.1.4 Summarizethe role NorthCarolina has playedin major conflictsand eventsthroughout thehistory of America
Students must beable to demonstratethe ability to create asummary or abstractof the role NorthCarolina has playedin major conflicts
A state may or may notmake a decision tobecome involved in thepolitical or economicconflicts that may takeplace on a nationallevel
North Carolina’s role inmajor conflicts and wars
The role that variousgroups and individualsplayed in major conflictsand wars
Cherokee War, battle overthe Tennessee Valley
Revolutionary War
Battle of Moore’s CreekBridge
Students read primaryand secondary sourcesabout the Edenton TeaParty. After reading,students create astoryboardsummarizing the role
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and events overtime. The role a state plays in
national conflicts maydepend on the state’spolitical, economic, orsocial climate
The position NorthCarolina took in majorpolitical conflicts
Battle of Alamance
Civil War
Civil Rights
Bennett Place
World War I
World War II
Swann v.Charlotte-MecklenburgBoard of Education
Battle of GuilfordCourthouse
U-Boats on Outer Banks
Tuscarora War
Military installationsaround the state
North Carolina played inprotest of the Tea Act.
Students read aboutSwann v. Charlotte -Mecklenburg Board ofEducation and write atweet of 250 charactersor less thatsummarizes the roleNorth Carolina played indesegregation.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.H.1.5 Use primaryand secondarysources to comparemultipleperspectives ofvarious historicalevents in NorthCarolina
Students must beable to describe thesimilarities anddifferencesbetween variousperspectives ofevents that haveoccurred in history.
Historical events orissues can beunderstood throughinformation fromvarious sources
Interpreting multiplehistorical perspectivesis necessary to
Examples of significanthistorical events in NorthCarolina
How perspective canaffect the way a historicalevent is interpreted
Historical maps
Photographs
Graphs
Charts
Newspaper articles
The teacher givesstudents primary andsecondary sources onthe AmericanRevolution. Studentswrite a shortnewspaper articlecomparing theperspectives of
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Students must beable to use primaryand secondarysources to masterthis objective.
understanding the past
The credibility ofhistorical sources mustbe examined in order toensure accuracy andappropriateness
Diary entries
Original texts of historicaldocuments
Song lyrics relevant tohistorical time periods
Events● Civil War battles● Revolutionary War
battles● Wright Brothers● Queen Anne’s
Revenge● Piracy● Edenton Tea Party● Greensboro Sit-Ins● Indian removal● Integration of
schools● Civil Rights
Movements● The Roanoke or Lost
Colony● Tuscarora War
Loyalists and Patriotsduring the AmericanRevolution using theprimary sourcedocuments.
The teacher providesstudents with primaryand secondary sourcesabout the IndianRemoval Act thatforced the Cherokeefrom their homes inNorth Carolina.Students compare thevarious perspectives ofthe removal and write a3-5 sentencecomparison.
Objective Mastery of theObjective
Students WillUnderstand Students Will Know Example Topics Examples of Formative
Assessment4.H.1.6 Explain thesignificance ofhistorical symbolsin North Carolinafrom variousperspectives
Students must beable to demonstratethey understand thesignificance of whysymbols areinterpreted fromvariousperspectives.
A community’s valuesand biases areevidenced by what itchooses tomemorialize
People often usesymbols to exemplify
The various symbols thatwere chosen to representthe culture and history ofNorth Carolina
Different perspectives ofthe historical significanceof various symbols in
State Seal
Historic Markers/historicalsites
Governor’s mansion
State Capitol
Students select a NorthCarolina state symbol,monument, statue, orbuilding representing aperson or significantevent from theRevolution. Studentsthen write a present-day
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the culture and historyof places
Symbols often carrydifferent meanings to avariety of differentcultures
North CarolinaNorth Carolina LegislativeBuilding
State flag
Statues
Lighthouses
Wright BrothersMuseum/memorial
Various state symbols
newspaper article thatdiscusses how loyalistsand patriots of the timewould have felt towardthis symbol, monument,statue, building, etc.The article should alsoportray the significanceof the person/event andwhy it is somethingNorth Carolina haschosen to honor today.
Students learn abouthistoric Halifax and itsrole in the undergroundrailroad. Students takeon the role of someoneplanning a speech to begiven at a special eventto honor thesignificance of Halifaxto North Carolina.Students write aspeech thatdemonstrates thevarious perspectivesand importance ofhistoric Halifax.
After learning about theState Seal, studentswrite a brief paragraphdescribing theimportance of the sealto various groups withinNorth Carolina.
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