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McDougal Littell
UNITS
Lesson Plans
1- 9
in the American Experience
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Copyright © McDougal Littell, a division of Houghton Miffl in Company. All rights reserved.
Warning: No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system without the prior written permission of McDougal Littell unless such copying is expressly permitted by federal copyright law. Address inquiries to Supervisor, Rights and Permissions, McDougal Littell, P.O. Box 1667, Evanston, IL 60204.
ISBN10: 0–618–92692-5
ISBN13: 978-0-618-92692-3
1 2 3 4 5 6 7 8 9-MDO-11 10 09 08 07
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right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
North Carolina in the American ExperienceContents
iiiLesson Plans
How to Use Lesson Plans iv
Activities for North Carolina’s Competency Goals and Objectives for Eighth Grade v
Chapter 1 1
Chapter 2 7
Chapter 3 11
Chapter 4 15
Chapter 5 21
Chapter 6 29
Chapter 7 35
Chapter 8 41
Chapter 9 45
Chapter 10 51
Chapter 11 57
Constitution Handbook 65
Chapter 12 73
Chapter 13 79
Chapter 14 83
Chapter 15 89
Chapter 16 95
Chapter 17 103
Chapter 18 109
Chapter 19 115
Chapter 20 121
Chapter 21 125
Chapter 22 133
Chapter 23 139
Chapter 24 145
Chapter 25 153
Contents
nc08lp-FM.01.indd iiinc08lp-FM.01.indd iii 3/14/07 2:55:08 PM3/14/07 2:55:08 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
Lesson PlansNorth Carolina in the American ExperienceHow to Use Lesson Plans
iv
How to Use Lesson Plans
The Lesson Plans for North Carolina in the American Experience are designed to help you coordinate the resources available in the Pupil’s Edition, Teacher’s Edition, and ancillaries. Each Lesson Plan is divided into fi ve sections: Engage, Explore, Explain, Extend, and Evaluate. These fi ve components cover material from the initial reading of the text to assessment of student learning.
In addition, the resources are grouped by which students they will be most useful to, such as Struggling Readers, Pre-AP, or English Learners. For English Learners, there is also a 5- to 20-minute teaching strategy to help students understand the content of each section. This strategy encourages students to work together in order to present the key ideas from the section in a new way.
The Lesson Plans will help you create a classroom in which students are motivated to learn and succeed. By using this resource, you will save time preparing lessons and have more tools for acquainting your students with the fascinating stories of North Carolina and the United States.
nc08lp-FM.01.indd ivnc08lp-FM.01.indd iv 3/14/07 2:55:08 PM3/14/07 2:55:08 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
North Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
Lesson Plans v
Act
ivit
ies
for
No
rth
Car
oli
na’
s C
om
pet
ency
Go
als
and
Ob
ject
ives
fo
r E
igh
th G
rad
e
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
Chap
ter
1. T
he G
eogr
aphy
of
Nor
th C
arol
ina
1.01
Ass
ess
the
impa
ct o
f geo
grap
hy o
n th
e se
ttlem
ent a
nd d
evel
opin
g ec
onom
y of
the
Caro
lina
colo
ny.
Iden
tify
the
Coas
tal
Plai
n, th
e Pi
edm
ont,
and
the
Mou
ntai
ns o
f Nor
th
Caro
lina
on a
n ou
tline
m
ap.
Com
pare
and
con
trast
ho
w th
e O
uter
Ban
ks h
ave
chan
ged
over
tim
e.
Dem
onst
rate
how
nat
ural
re
sour
ces
dete
rmin
e ho
w
peop
le li
ve a
nd w
ork
in o
ne a
rea
of N
orth
Ca
rolin
a.
Anal
yze
wha
t the
im
pact
of h
urric
anes
and
no
r’eas
ters
is o
n N
orth
Ca
rolin
a.
Expl
ain
why
the
Nor
th
Caro
lina
coas
tline
is c
alle
d “t
he G
rave
yard
of t
he
Atla
ntic
.”
Gen
eral
ize
spec
ific
reas
ons
why
geo
grap
hic
feat
ures
hi
nder
ed e
xplo
ratio
n in
N
orth
Car
olin
a.
Asse
ss th
e im
pact
of w
ind
on th
e ea
ster
n pa
rt of
N
orth
Car
olin
a.
Iden
tify
the
spec
ific
geog
raph
ical
feat
ures
of
the
Coas
tal P
lain
, th
e Pi
edm
ont,
and
the
Mou
ntai
n re
gion
s in
Nor
th
Caro
lina.
Com
pare
how
two
regi
ons
of N
orth
Car
olin
a ar
e af
fect
ed b
y th
eir c
limat
es.
Illus
trate
why
Nor
th
Caro
lina
is ca
lled
“nat
ure’
s sa
mpl
e ca
se.”
Anal
yze
why
fres
h w
ater
is
so im
porta
nt to
Nor
th
Caro
linia
ns to
day.
Expl
ain
why
the
pira
tes
liked
Nor
th C
arol
ina
beca
use
of it
s ge
ogra
phy.
Sum
mar
ize
why
the
tree
is th
e m
ost i
mpo
rtant
pla
nt
in N
orth
Car
olin
a.
Rate
the
geog
raph
ic
regi
on y
ou li
ve in
with
the
othe
r tw
o re
gion
s.
Chap
ter
2. A
mer
ican
Indi
ans
in N
orth
Am
eric
a an
d N
orth
Car
olin
a (8
000
B.C.
–A.D
. 149
2)1.
02 Id
entif
y an
d de
scrib
e Am
eric
an In
dian
s w
ho in
habi
ted
the
regi
ons
that
bec
ame
Caro
lina
and
asse
ss th
eir i
mpa
ct o
n th
e co
lony
.
List
the
five
larg
est N
ativ
e Am
eric
an g
roup
s liv
ing
in
Nor
th C
arol
ina
and
put
thei
r loc
atio
ns o
n a
map
.
Cate
goriz
e th
e la
stin
g co
ntrib
utio
ns o
f the
Nat
ive
Amer
ican
s.
Mak
e a
map
of t
he N
orth
Am
eric
an tr
ibes
in th
e U
nite
d St
ates
and
Nor
th
Caro
lina
and
the
regi
ons
each
trib
e co
ntro
lled.
Anal
yze
the
early
trad
e be
twee
n th
e co
loni
sts
and
the
Nat
ive
Amer
ican
s.
Pred
ict t
he im
pact
of t
he
arriv
al o
f Eur
opea
ns o
n N
ativ
e Am
eric
ans.
Desig
n a
post
er th
at
show
s lif
eway
s of
Nat
ive
Amer
ican
s in
Nor
th
Caro
lina.
Asse
ss th
e w
ays
that
N
ativ
e Am
eric
ans
used
th
e re
sour
ces
of th
e la
nd
to li
ve.
Iden
tify
phys
ical
ch
arac
teris
tics
of N
ativ
e Am
eric
ans
livin
g in
Nor
th
Caro
lina.
Com
pare
the
cultu
res
of tw
o gr
oups
of N
ativ
e Am
eric
ans
in N
orth
Am
eric
a.
Dem
onst
rate
thro
ugh
role
-pl
ayin
g th
e fir
st m
eetin
g be
twee
n th
e En
glish
and
th
e N
ativ
e Am
eric
ans.
Anal
yze
the
reas
ons
why
ther
e w
ere
war
s am
ong
the
tribe
s of
Nor
th
Caro
lina.
Infe
r wha
t int
erac
tions
N
ativ
e Am
eric
ans
may
ha
ve h
ad w
ith th
e Lo
st
Colo
nist
s.
Imag
ine
and
writ
e ab
out
the
reas
ons
why
the
Mou
nd B
uild
ers
mig
ht
have
left
Nor
th C
arol
ina.
Eval
uate
the
last
ing
cont
ribut
ions
of t
he N
ativ
e Am
eric
ans.
The
follo
win
g ch
arts
will
ena
ble
stud
ents
of a
ll le
vels
to fu
rthe
r the
ir kn
owle
dge
of N
orth
Car
olin
a hi
stor
y. Th
e ac
tiviti
es a
re b
ased
on
Nor
th C
arol
ina’
s Co
mpe
tenc
y G
oals
and
Obj
ectiv
es fo
r Eig
hth
Gra
de. T
he N
orth
Car
olin
a Te
stin
g Pr
ogra
m c
lass
ifi es
leve
ls o
f thi
nkin
g an
d re
ason
ing
into
sev
en le
vels.
For
eac
h ob
ject
ive,
the
char
t sug
gest
s at
leas
t one
act
ivity
for e
ach
of th
e se
ven
leve
ls o
f thi
nkin
g. T
he
activ
ities
use
ver
bs th
at a
re o
ften
used
in q
uest
ions
on
the
End-
of-G
rade
Test
s. Th
e ac
tiviti
es a
re d
esig
ned
to e
nhan
ce s
tude
nts’
lear
ning
st
yles
in a
ctiv
ities
gea
red
to th
eir a
bilit
ies.
I hop
e th
e ac
tiviti
es w
ill a
lso
help
you
eng
age
stud
ents
in s
tudy
ing
the
hist
ory
of o
ur s
tate
.
Jenn
y Ba
tten
-Wile
yFo
rmer
Eig
hth-
Gra
de S
ocia
l Stu
dies
Teac
her
Smith
fi eld
, Nor
th C
arol
ina
nc08lp_CompGoals.indd vnc08lp_CompGoals.indd v 3/14/07 3:25:09 PM3/14/07 3:25:09 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
Lesson PlansNorth Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
vi
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
Chap
ter
3. E
urop
ean
Expl
orat
ion
of N
orth
Am
eric
a an
d N
orth
Car
olin
a (1
492–
1570
)1.
03 C
ompa
re a
nd c
ontra
st th
e re
lativ
e im
porta
nce
of d
iffer
ing
econ
omic
, geo
grap
hic,
relig
ious
, and
pol
itica
l mot
ives
for E
urop
ean
expl
orat
ion.
List
reas
ons
for t
he
expl
orat
ion
of th
e Am
eric
as b
y th
e Eu
rope
ans.
Com
pare
and
con
trast
th
e Fr
ench
, Spa
nish
, an
d En
glish
col
onia
l se
ttlem
ents
.
Dem
onst
rate
on
a m
ap
why
find
ing
the
north
wes
t pa
ssag
e w
as s
o im
porta
nt
to th
e Eu
rope
ans.
Anal
yze
why
the
Span
ish
conq
uere
d th
e em
pire
s of
th
e Az
tec
and
Inca
Indi
ans.
Infe
r wha
t the
firs
t m
eetin
g be
twee
n th
e En
glish
and
the
Nat
ive
Amer
ican
s m
ight
hav
e be
en li
ke.
Imag
ine
if th
ere
wer
e w
ritte
n re
cord
s fro
m th
e N
ativ
e Am
eric
ans.
Wou
ld
ther
e be
a d
iffer
ence
be
twee
n ho
w th
ey w
ere
portr
ayed
then
and
how
m
edia
por
tray
them
to
day?
Eval
uate
the
Span
ish
treat
men
t of N
ativ
e Am
eric
ans
durin
g co
loni
zatio
n.
On
a m
ap, l
abel
the
Fren
ch, E
nglis
h, a
nd
Span
ish s
ettle
men
ts.
Cate
goriz
e th
e vo
yage
s of
Col
umbu
s an
d hi
s in
fluen
ces
on th
e Am
eric
as.
Show
the
impa
ct o
f the
ru
ling
of th
e Tr
eaty
of
Tord
esill
as o
n th
e Sp
anish
an
d th
e Po
rtugu
ese
colo
nial
em
pire
s.
Anal
yze
the
relig
ious
re
ason
s fo
r exp
lorin
g th
e Am
eric
as.
Pred
ict w
hat m
ight
hav
e ha
ppen
ed if
the
Span
ish
had
deci
ded
to c
olon
ize
Nor
th C
arol
ina.
Sum
mar
ize
the
reas
ons
why
Spa
in w
as a
ble
to
colo
nize
Flo
rida
and
Fran
ce c
ould
not
.
Eval
uate
the
Engl
ish
mot
ivat
ions
for c
omin
g to
th
e N
ew W
orld
.
1.04
Eva
luat
e th
e im
pact
of t
he C
olum
bian
Exc
hang
e on
the
cultu
res
of A
mer
ican
Indi
ans,
Euro
pean
s, an
d Af
rican
s.
List
sev
eral
thin
gs th
at
wer
e br
ough
t to
the
Amer
icas
thro
ugh
the
Colu
mbi
an E
xcha
nge.
Cate
goriz
e th
e ki
nds
of
thin
gs th
at c
ame
to th
e Am
eric
as th
roug
h th
e Co
lum
bian
Exc
hang
e.
Show
how
one
cro
p, to
ol,
or a
nim
al th
at c
ame
to
the
Amer
icas
thro
ugh
the
Colu
mbi
an E
xcha
nge
play
s a
role
in A
mer
ican
s’ li
ves
toda
y.
Anal
yze
the
impa
ct o
f co
mm
unic
able
dise
ases
br
ough
t to
the
New
Wor
ld
thro
ugh
the
Colu
mbi
an
Exch
ange
.
Expl
ain
how
the
dise
ases
th
at c
ame
to th
e Am
eric
as
help
ed E
urop
ean
colo
nist
s es
tabl
ish c
ontro
l ove
r N
ativ
e Am
eric
an tr
ibes
.
Gen
eral
ize
the
impa
ct o
f th
e Co
lum
bian
Exc
hang
e on
the
Uni
ted
Stat
es.
Eval
uate
whe
ther
the
bene
fits
of th
e Co
lum
bian
Ex
chan
ge o
utw
eigh
ed th
e dr
awba
cks.
Chap
ter
4. E
nglis
h A
ttem
pts
to C
olon
ize
Nor
th C
arol
ina
(158
4–15
90)
1.03
Com
pare
and
con
trast
the
rela
tive
impo
rtanc
e of
diff
erin
g ec
onom
ic, g
eogr
aphi
c, re
ligio
us, a
nd p
oliti
cal m
otiv
es fo
r Eur
opea
n ex
plor
atio
n.
List
the
reas
ons
why
Spa
in
and
Engl
and
wer
e bi
tter
rival
s.
Cate
goriz
e th
e im
pact
th
e “s
ea d
ogs”
had
on
Span
ish s
hipp
ing
and
colo
niza
tion.
Illus
trate
thro
ugh
role
-pl
ay a
mee
ting
betw
een
Amad
as a
nd B
arlo
we
and
the
Indi
ans.
Anal
yze
the
impa
ct
of w
hat M
ante
o an
d W
anch
ese
saw
whe
n th
ey
wen
t to
Engl
and
with
Am
adas
and
Bar
low
e.
Expl
ain
the
loss
of s
uppl
ies
on th
e w
reck
ed T
iger
and
its
impa
ct o
n th
e su
rviv
al
of th
e La
ne c
olon
y.
Sum
mar
ize
why
the
Lane
co
lony
faile
d.As
sess
the
lead
ersh
ip s
kills
of
Ral
ph L
ane.
Iden
tify
the
wor
k of
John
W
hite
and
Tho
mas
Har
riot
and
thei
r im
porta
nce
to
the
colo
ny.
Com
pare
and
con
trast
the
Nat
ive
Amer
ican
s an
d th
e En
glish
.
Show
how
Gre
nvill
e’s
priv
atee
ring
resu
lted
in th
e fa
ilure
of t
he L
ane
colo
ny.
Anal
yze
Sir W
alte
r Ra
leig
h’s
dete
rmin
atio
n to
con
tinue
to p
ursu
e a
colo
ny in
Nor
th A
mer
ica.
Expl
ain
the
prob
lem
s be
twee
n th
e In
dian
s an
d th
e co
loni
sts.
Gen
eral
ize
why
con
flict
s ar
ose
betw
een
the
colo
nist
s an
d th
e N
ativ
e Am
eric
ans.
Eval
uate
the
lead
ersh
ip
qual
ities
of J
ohn
Whi
te.
List
the
way
s M
ante
o he
lped
the
colo
nist
s. Cl
assif
y re
ason
s w
hy Jo
hn
Whi
te h
ad to
retu
rn to
En
glan
d.
Dem
onst
rate
in a
role
play
th
e fin
al ti
me
John
Whi
te
saw
his
fam
ily a
nd th
e Lo
st C
olon
ists.
Diag
ram
the
effe
ct th
e Sp
anish
Arm
ada
had
on
the
fate
of t
he L
ost C
olon
y.
Pred
ict w
hy S
imon
Fe
rnán
des
refu
sed
to
take
the
colo
nist
s to
the
Ches
apea
ke re
gion
.
Imag
ine
how
John
Whi
te
felt
whe
n he
retu
rned
to
Roan
oke
Isla
nd in
159
0.
Rate
the
theo
ries
abou
t th
e Lo
st C
olon
y ac
cord
ing
to th
eir i
mpo
rtanc
e.
nc08lp_CompGoals.indd vinc08lp_CompGoals.indd vi 3/14/07 3:25:10 PM3/14/07 3:25:10 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
North Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
Lesson Plans vii
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
1.03
(co
ntin
ued)
Iden
tify
the
signs
foun
d by
Jo
hn W
hite
on
his
retu
rn
in 1
590.
Com
pare
and
con
trast
the
Lane
col
ony
and
the
Lost
Co
lony
.
Reco
rd in
a d
iary
the
final
da
ys o
f the
Los
t Col
ony
at
Ft. R
alei
gh.
Anal
yze
reas
ons
why
the
loca
tion
of th
e Lo
st C
olon
y ca
nnot
be
foun
d to
day.
Expl
ain
why
John
Whi
te
coul
dn’t
go to
Cro
atoa
n.G
ener
aliz
e ho
w th
e ex
perie
nce
of th
e Ra
leig
h co
lony
and
the
Whi
te
colo
ny h
elpe
d pr
epar
e th
e En
glish
to e
stab
lish
perm
anen
ts s
ettle
men
ts in
N
orth
Am
eric
a.
Eval
uate
why
the
mys
tery
of
the
Lost
Col
ony
has
cont
inue
d to
fasc
inat
e N
orth
Car
olin
ians
.
Chap
ter
5. E
ngla
nd’s
Col
onie
s an
d Fa
ctor
s in
Col
oniz
atio
n (1
670–
1752
)1.
05 D
escr
ibe
the
fact
ors
that
led
to th
e fo
undi
ng a
nd s
ettle
men
t of t
he A
mer
ican
col
onie
s in
clud
ing
relig
ious
per
secu
tion,
eco
nom
ic o
ppor
tuni
ty, a
dven
ture
, and
forc
ed m
igra
tion.
List
reas
ons
why
Eu
rope
ans
mig
rate
d to
N
orth
Am
eric
a.
Com
pare
and
con
trast
th
e M
iddl
e, S
outh
ern,
and
N
ew E
ngla
nd c
olon
ies.
Dem
onst
rate
the
effe
ctiv
enes
s of
the
site
chos
en fo
r the
Jam
esto
wn
settl
emen
t.
Out
line
why
Jam
esto
wn
had
surv
ival
pro
blem
s in
its
firs
t yea
r.
Expl
ain
the
lead
ersh
ip
of Jo
hn S
mith
in tr
ying
to
sav
e Ja
mes
tow
n fro
m
star
vatio
n.
Sum
mar
ize
the
tem
pora
ry
peac
e at
Jam
esto
wn
follo
win
g th
e w
eddi
ng
of Jo
hn R
olfe
and
Po
caho
ntas
.
Asse
ss w
hy Ja
mes
tow
n su
ccee
ded
and
the
Lost
Co
lony
faile
d.
Iden
tify
the
char
acte
ristic
s of
an
inde
ntur
ed s
erva
nt
and
of a
n ap
pren
tice.
Com
pare
and
con
trast
Ro
anok
e, Ja
mes
tow
n, a
nd
the
Mas
sach
uset
ts B
ay
colo
nies
.
Cont
rast
you
r typ
ical
Th
anks
givi
ng m
eal w
ith
that
of t
he P
ilgrim
s.
Diffe
rent
iate
the
lead
ersh
ip q
ualit
ies
of
John
Sm
ith, W
illia
m
Brad
ford
, Joh
n W
inth
rop,
Ro
ger W
illia
ms,
and
Will
iam
Pen
n.
Elab
orat
e th
e re
ason
s w
hy
imm
igra
nts
wan
ted
to
com
e to
Nor
th A
mer
ica
for
relig
ious
free
dom
.
Sum
mar
ize
the
May
flow
er
Com
pact
.Ra
te th
e su
cces
s of
the
orig
inal
13
colo
nies
by
rank
ing
them
from
1 to
13
. The
mos
t suc
cess
ful
colo
ny s
houl
d be
1.
3.04
Des
crib
e th
e de
velo
pmen
t of t
he in
stitu
tion
of s
lave
ry in
the
Stat
e an
d na
tion,
and
ass
ess
its im
pact
on
the
econ
omic
, soc
ial,
and
polit
ical
con
ditio
ns.
Iden
tify
how
Eng
lish
colo
nist
s fir
st b
roug
ht
Afric
ans
to Ja
mes
tow
n.
Cont
rast
how
inde
ntur
ed
serv
ants
cam
e to
Am
eric
a w
ith h
ow e
nsla
ved
Afric
ans
cam
e to
Am
eric
a.
Illus
trate
the
rout
es o
f the
Tr
iang
ular
Trad
e.Di
ffere
ntia
te b
etw
een
the
lives
of s
lave
s an
d th
ose
of p
lant
atio
n ow
ners
.
Pred
ict h
ow s
lave
ry
affe
cted
the
deve
lopm
ent
of th
e So
uthe
rn C
olon
ies.
Sum
mar
ize
the
cond
ition
s of
the
Mid
dle
Pass
age.
Eval
uate
the
impa
ct th
at
slave
ry h
ad o
n Af
rica.
Chap
ter
6. N
orth
Car
olin
a: A
Sou
ther
n Co
lony
(162
2–17
29)
1.06
Iden
tify
geog
raph
ic a
nd p
oliti
cal r
easo
ns fo
r the
cre
atio
n of
a d
istin
ct N
orth
Car
olin
a co
lony
and
eva
luat
e th
e ef
fect
s on
the
gove
rnm
ent a
nd e
cono
mic
s of
the
colo
ny.
List
reas
ons
why
Eng
lish
Prop
rieto
rs w
ere
eage
r to
enco
urag
e se
ttlem
ent i
n Ca
rolin
a.
Com
pare
and
con
trast
So
uth
Caro
lina
and
Nor
th
Caro
lina.
Dem
onst
rate
the
attri
bute
s of
the
popu
lar a
nd
prer
ogat
ive
parti
es.
Show
on
a m
ap th
e bo
unda
ries
of th
e la
nd
gran
t giv
en to
the
eigh
t Lo
rds
Prop
rieto
rs.
Infe
r why
the
Sout
hern
Co
loni
es b
ecam
e ag
ricul
tura
l.
Sum
mar
ize
the
effe
cts
of
the
nava
l-sto
res
indu
stry
on
the
econ
omy
of N
orth
Ca
rolin
a.
Judg
e th
e ab
ilitie
s of
the
eigh
t Lor
ds P
ropr
ieto
rs in
go
vern
ing
the
colo
ny.
List
reas
ons
why
col
onist
s pr
efer
red
Sout
h Ca
rolin
a ov
er N
orth
Car
olin
a.
Cate
goriz
e th
e ef
fect
s of
the
Fund
amen
tal
Cons
titut
ions
of C
arol
ina
on th
e co
lony
.
Show
the
impa
ct th
at
the
Qua
kers
had
on
how
Ca
rolin
a w
as g
over
ned.
Anal
yze
the
effe
cts
of th
e N
avig
atio
n Ac
ts o
n th
e co
loni
es.
Expl
ain
the
impo
rtanc
e of
es
tabl
ishin
g to
wns
suc
h as
Ba
th a
nd N
ew B
ern.
Sum
mar
ize
the
impa
ct o
f th
e co
lony
’s fre
edom
of
relig
ion
on s
ettle
rs c
omin
g to
Nor
th C
arol
ina.
Asse
ss th
e Ve
stry
Act
an
d its
impa
ct o
n no
n-An
glic
ans.
Iden
tify
the
diffe
renc
es
betw
een
a ro
yal c
olon
y an
d a
prop
rieta
ry c
olon
y.
Com
pare
and
con
trast
the
Cary
, Cul
pepe
r, an
d G
ibbs
re
belli
ons.
Cons
truct
a c
hart
that
sh
ows
the
diffe
renc
es
betw
een
the
prer
ogat
ive
party
and
the
popu
lar
party
.
Out
line
the
deci
sion
of th
e Pr
oprie
tors
to s
epar
ate
the
Caro
lina
colo
ny in
to
Nor
th C
arol
ina
and
Sout
h Ca
rolin
a.
Expl
ain
why
the
Tusc
aror
a In
dian
s w
aged
war
on
the
colo
nist
s.
Gen
eral
ize
the
afte
rmat
h of
the
Tusc
aror
a W
ar.
Eval
uate
the
reas
ons
why
N
orth
Car
olin
a ex
pand
ed
in th
e 17
20s
and
1730
s an
d de
cide
wha
t the
mos
t im
porta
nt re
ason
was
.
nc08lp_CompGoals.indd viinc08lp_CompGoals.indd vii 3/14/07 3:25:11 PM3/14/07 3:25:11 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
Lesson PlansNorth Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
viii
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
1.06
(co
ntin
ued)
List
sev
eral
reas
ons
why
fre
edom
of r
elig
ion
was
so
impo
rtant
to th
e co
loni
sts.
Labe
l on
an o
utlin
e m
ap
the
maj
or to
wns
in th
e Ca
rolin
a co
lony
.
Reco
rd th
e re
ason
s fo
r pi
racy
.Di
ffere
ntia
te b
etw
een
pira
tes
of to
day
and
pira
tes
of th
e co
loni
al e
ra,
incl
udin
g Bl
ackb
eard
and
St
ede
Bonn
et.
Expl
ain
why
som
e N
orth
Ca
rolin
ians
saw
the
pira
tes
as b
enef
icia
l.
Imag
ine
if yo
u w
ere
a Pr
oprie
tor.
Wou
ld y
ou h
ave
sold
you
r sha
re o
f the
land
gr
ant b
ack
to th
e Br
itish
Cr
own?
Asse
ss w
hat y
ou w
ould
do
if yo
u fo
und
the
treas
ure
map
of B
lack
bear
d.
Chap
ter
7. N
orth
Car
olin
a W
ays
of L
ife
(173
0–17
72)
1.07
Des
crib
e th
e ro
les
and
cont
ribut
ions
of d
iver
se g
roup
s, su
ch a
s Am
eric
an In
dian
s, Af
rican
Am
eric
ans,
Euro
pean
imm
igra
nts,
land
ed g
entry
, tra
desm
en, a
nd s
mal
l far
mer
s to
eve
ryda
y lif
e in
col
onia
l Nor
th C
arol
ina,
and
com
pare
them
to th
e ot
her c
olon
ies.
Iden
tify
diffe
rent
gro
ups
in N
orth
Car
olin
a’s
dive
rse
popu
latio
n in
the
1700
s.
Cate
goriz
e re
ason
s fo
r im
mig
ratio
n to
Nor
th
Caro
lina.
Show
the
hors
e’s
impo
rtanc
e to
the
early
se
ttler
s.
Anal
yze
why
Nor
th
Caro
lina
had
the
low
est
slave
pop
ulat
ion
of a
ll th
e So
uthe
rn C
olon
ies.
Expl
ain
the
prob
lem
s th
e Ch
erok
ees
had
with
the
colo
nist
s ov
er la
nd.
Sum
mar
ize
the
soci
al
clas
ses
in th
e co
loni
es.
Asse
ss th
e im
pact
of t
he
farm
er o
n N
orth
Car
olin
a.
List
sev
eral
way
s in
whi
ch
Nor
th C
arol
ina
stim
ulat
ed
trade
.
Com
pare
the
High
land
Sc
ots,
Scot
s-Iri
sh, a
nd
Penn
sylv
ania
Dut
ch.
Illus
trate
way
s th
at th
e M
orav
ians
hel
ped
the
colo
ny.
Anal
yze
the
life
of a
n in
dent
ured
ser
vant
and
an
appr
entic
e.
Elab
orat
e on
raci
sm in
th
e co
loni
es a
nd in
the
pres
ent.
Sum
mar
ize
the
impa
ct
of c
ash
crop
s on
the
econ
omy
of th
e co
lony
.
Asse
ss th
e fa
ctor
s th
at
mad
e N
orth
Car
olin
a re
sem
ble
othe
r Sou
ther
n Co
loni
es.
Chap
ter
8. D
ivis
ion
Wit
hin
Nor
th C
arol
ina
(173
0–17
71)
1.06
Iden
tify
geog
raph
ic a
nd p
oliti
cal r
easo
ns fo
r the
cre
atio
n of
a d
istin
ct N
orth
Car
olin
a co
lony
and
eva
luat
e th
e ef
fect
s on
the
gove
rnm
ent a
nd e
cono
mic
s of
the
colo
ny.
Iden
tify
reas
ons
why
New
Be
rn w
as th
e be
st c
hoic
e fo
r the
col
onia
l cap
ital.
Com
pare
and
con
trast
the
diffe
rent
sec
tions
of N
orth
Ca
rolin
a: n
orth
, sou
th,
east
, and
wes
t.
Reco
rd th
e pr
oble
ms
betw
een
the
settl
ers
in th
e Al
bem
arle
and
Cap
e Fe
ar
regi
ons.
Out
line
the
crea
tion
of th
e G
ranv
ille
Dist
rict a
nd th
e pr
oble
ms
it ca
used
the
colo
ny.
Elab
orat
e on
Alb
emar
le’s
disc
onte
nt w
ith C
ape
Fear
ove
r the
ses
sion
in
Wilm
ingt
on.
Sum
mar
ize
the
build
ing
expe
nses
of t
he Tr
yon
Pala
ce a
nd th
e at
titud
es
of b
ackc
ount
ry p
eopl
e to
war
d th
ose
expe
nses
.
Asse
ss th
e pr
oble
ms
betw
een
the
east
ern
and
wes
tern
par
ts o
f Nor
th
Caro
lina.
Iden
tify
the
barte
r sys
tem
.Co
mpa
re th
e di
ffere
nces
be
twee
n th
e po
pula
tions
of
eas
tern
Nor
th C
arol
ina
and
the
popu
latio
ns o
f w
este
rn N
orth
Car
olin
a.
Show
the
impa
ct o
f the
po
ll ta
x on
poo
r far
mer
s.An
alyz
e ho
w u
nequ
al
repr
esen
tatio
n be
twee
n th
e ea
st a
nd w
est l
ed to
te
nsio
ns.
Expl
ain
how
the
Regu
lato
rs c
halle
nged
the
auth
ority
of t
he g
over
nor
of N
orth
Car
olin
a.
Sum
mar
ize
a co
ntro
vers
y to
day
over
gov
ernm
ent
spen
ding
that
is s
imila
r to
the
spen
ding
on
Tryo
n Pa
lace
.
Eval
uate
the
actio
ns o
f N
orth
Car
olin
a’s
lead
ers
in
deal
ing
with
the
tens
ion
betw
een
the
diffe
rent
pa
rts o
f Nor
th C
arol
ina.
Chap
ter
9. E
vent
s Le
adin
g To
war
d Re
volu
tion
(175
4–17
63)
2.01
Tra
ce th
e ev
ents
lead
ing
up to
the
Revo
lutio
nary
War
and
eva
luat
e th
eir r
elat
ive
signi
fican
ce in
the
onse
t of h
ostil
ities
.
Iden
tify
the
colo
nist
s’
disa
ppro
val o
f roy
al
gove
rnor
s.
Clas
sify
the
role
s of
the
Iroqu
ois
and
Cher
okee
in
the
Fren
ch a
nd In
dian
War
.
Reco
rd th
e te
rms
of th
e Tr
eaty
of P
aris.
Out
line
the
Proc
lam
atio
n of
176
3.Ex
plai
n th
e St
amp
Act,
Suga
r Act
, Qua
rterin
g Ac
t, an
d To
wns
hend
Act
s an
d th
eir e
ffect
s on
the
colo
nist
s.
Sum
mar
ize
the
Into
lera
ble
Acts
, whi
ch le
d to
the
crea
tion
of th
e Fi
rst
Cont
inen
tal C
ongr
ess.
Asse
ss th
e im
pact
of
the
colo
nist
s’ b
oyco
tt of
ce
rtain
item
s on
the
Briti
sh
econ
omy.
nc08lp_CompGoals.indd viiinc08lp_CompGoals.indd viii 3/14/07 3:25:11 PM3/14/07 3:25:11 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
North Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
Lesson Plans ix
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
2.01
(co
ntin
ued)
Choo
se a
tax
impo
sed
on
the
colo
nist
s an
d dr
aw a
po
litic
al c
arto
on a
bout
it.
Com
pare
and
con
trast
the
Bost
on a
nd E
dent
on te
a pa
rties
.
Reco
rd e
vent
s le
adin
g up
to
the
Revo
lutio
nary
War
in
Nor
th C
arol
ina.
Out
line
the
maj
or e
vent
s in
Nor
th A
mer
ica
lead
ing
up to
the
Revo
lutio
n.
Expl
ain
the
impa
ct o
f the
ro
yal c
olon
y’s
gove
rnin
g of
N
orth
Car
olin
a.
Gen
eral
ize
the
colo
nist
s’
feel
ings
abo
ut th
e Br
itish
go
vern
men
t.
Judg
e co
loni
al le
ader
s ap
poin
ted
by K
ing
Geo
rge
III a
nd th
eir m
erits
in
gove
rnin
g th
e N
orth
Ca
rolin
a co
lony
.
2.05
Des
crib
e th
e im
porta
nce
of d
ocum
ents
on
the
form
atio
n of
the
stat
e an
d na
tiona
l gov
ernm
ent.
Iden
tify
the
goal
s of
the
Alba
ny P
lan
of U
nion
.Co
mpa
re a
nd c
ontra
st a
ce
ntra
l gov
ernm
ent w
ith
indi
vidu
al g
over
nmen
t by
the
colo
nies
, as
expl
aine
d in
the
Alba
ny P
lan
of
Uni
on.
Reco
rd th
e te
rms
of th
e Tr
eaty
of P
aris
of 1
763.
O
utlin
e on
a m
ap th
e ne
w b
ound
arie
s of
Brit
ish
terri
tory
gai
ned
unde
r the
Tr
eaty
of P
aris
of 1
763.
Pred
ict t
he im
pact
of t
he
new
terri
toria
l bou
ndar
ies
esta
blish
ed b
y th
e Tr
eaty
of
Par
is of
176
3.
Sum
mar
ize
the
wan
ts o
f th
e Br
itish
aga
inst
the
wan
ts o
f the
col
onist
s, as
refle
cted
in th
e Pr
ocla
mat
ion
of 1
763,
th
e Su
gar A
ct, t
he S
tam
p Ac
t, an
d ot
her l
aws
that
Pa
rliam
ent p
asse
d to
go
vern
the
colo
nies
.
Asse
ss th
e la
ws
pass
ed
by th
e Br
itish
to ru
le th
e co
loni
es, i
nclu
ding
the
Proc
lam
atio
n of
176
3, th
e Su
gar A
ct, a
nd th
e St
amp
Act.
Chap
ter
10. T
he R
evol
utio
nary
War
and
Nor
th C
arol
ina’
s Ro
le (1
763–
1783
)2.
02 D
escr
ibe
the
cont
ribut
ions
of k
ey N
orth
Car
olin
a an
d na
tiona
l per
sona
litie
s fro
m th
e Re
volu
tiona
ry W
ar e
ra a
nd a
sses
s th
eir i
nflu
ence
on
the
outc
ome
of th
e w
ar.
Iden
tify
the
reas
ons
for t
he
Firs
t Con
tinen
tal C
ongr
ess.
Clas
sify
the
impo
rtanc
e of
th
e ba
ttles
of C
onco
rd a
nd
Lexi
ngto
n.
Reco
rd th
e sig
nific
ance
of
the
rides
of P
aul R
ever
e,
Will
iam
Daw
es, a
nd
Sam
uel P
resc
ott.
Diffe
rent
iate
bet
wee
n a
Loya
list,
a W
hig,
and
a
neut
ral.
Elab
orat
e on
the
term
s of
the
Nor
th C
arol
ina
Cons
titut
ion
of 1
776.
Sum
mar
ize
exam
ples
of
Brita
in’s
tyra
nny
over
the
colo
nies
.
Eval
uate
the
first
re
spon
ders
of t
oday
, suc
h as
fire
fight
ers
and
polic
e of
ficer
s, in
com
paris
on
with
the
min
utem
en o
f the
Re
volu
tiona
ry W
ar.
List
pro
min
ent N
orth
Ca
rolin
a an
d na
tiona
l co
loni
sts
and
thei
r acc
om-
plish
men
ts.
Gro
up c
olon
ists
into
ca
tego
ries
acco
rdin
g to
thei
r ser
vice
and
in
volv
emen
t in
the
war
ef
fort.
Reco
rd e
vent
s le
adin
g up
to
the
Revo
lutio
nary
War
in
Nor
th C
arol
ina.
Anal
yze
the
Battl
e of
M
oore
s Cr
eek
Brid
ge a
nd
its im
pact
on
the
mor
ale
of th
e co
loni
sts.
Expl
ain
the
phra
se “
The
Shot
Hea
rd ‘R
ound
the
Wor
ld.”
Sum
mar
ize
the
Mec
klen
burg
Res
olve
s.Ev
alua
te th
e le
ader
ship
of
Geo
rge
Was
hing
ton
as th
e ge
nera
l of t
he C
ontin
enta
l Ar
my.
2.03
Exa
min
e th
e ro
le o
f Nor
th C
arol
ina
in th
e Re
volu
tiona
ry W
ar.
Iden
tify
the
role
of t
he
Cher
okee
Indi
ans
in th
e Re
volu
tiona
ry W
ar.
Com
pare
and
con
trast
Lo
yalis
ts a
nd W
higs
in th
e Re
volu
tiona
ry W
ar.
Illus
trate
the
Battl
e of
M
oore
s Cr
eek
Brid
ge.
Anal
yze
the
prob
lem
s be
twee
n th
e ea
ster
n an
d w
este
rn s
ectio
ns o
f Nor
th
Caro
lina.
Elab
orat
e on
the
Nor
th
Caro
lina
hero
es in
the
Revo
lutio
nary
War
.
Sum
mar
ize
the
battl
es o
f Ki
ng’s
Mou
ntai
n, M
oore
s Cr
eek
Brid
ge, a
nd G
uilfo
rd
Cour
thou
se.
Asse
ss th
e im
porta
nce
of th
e Ba
ttle
of G
uilfo
rd
Cour
thou
se o
n th
e en
d of
th
e w
ar.
2.04
Exa
min
e th
e re
ason
s fo
r the
col
onist
s’ v
icto
ry o
ver t
he B
ritish
, and
eva
luat
e th
e im
pact
of m
ilita
ry s
ucce
sses
and
failu
res,
the
role
of f
orei
gn in
terv
entio
ns,
and
on-g
oing
pol
itica
l and
eco
nom
ic d
omes
tic is
sues
.
List
the
mai
n re
ason
s w
hy
the
Amer
ican
s w
on th
e Re
volu
tiona
ry W
ar.
Gen
eral
ize
the
maj
or b
attle
s of
the
Revo
lutio
nary
War
and
ra
nk th
em in
the
orde
r of
thei
r im
porta
nce.
Reco
rd th
e na
val b
attle
s of
th
e Re
volu
tiona
ry W
ar a
nd
thei
r sig
nific
ance
.
Anal
yze
the
Cont
inen
tal
Arm
y le
ader
s an
d th
eir
char
acte
ristic
s.
Expl
ain
the
term
s of
the
Trea
ty o
f Par
is of
178
3.De
sign
a m
ap th
at s
how
s th
e ne
w b
ound
arie
s of
the
Uni
ted
Stat
es.
Eval
uate
pos
twar
pro
blem
s fa
ced
by th
e Am
eric
ans
afte
r the
war
and
exp
lain
w
hat t
he m
ost d
iffic
ult
prob
lem
was
.
nc08lp_CompGoals.indd ixnc08lp_CompGoals.indd ix 3/14/07 3:25:12 PM3/14/07 3:25:12 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
Lesson PlansNorth Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
x
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
2.05
Des
crib
e th
e im
pact
of d
ocum
ents
suc
h as
the
Mec
klen
burg
Res
olve
s, th
e Ha
lifax
Res
olve
s, th
e Al
bany
Pla
n of
Uni
on, t
he D
ecla
ratio
n of
Inde
pend
ence
, the
Sta
te
Cons
titut
ion
of 1
776,
the
Artic
les
of C
onfe
dera
tion,
the
Uni
ted
Stat
es C
onst
itutio
n, a
nd th
e Bi
ll of
Rig
hts
on th
e fo
rmat
ion
of th
e st
ate
and
natio
nal g
over
nmen
ts.
List
the
mai
n id
eas
of th
e N
orth
Car
olin
a Co
nstit
utio
n of
177
6.
Cate
goriz
e th
e im
porta
nce
of th
e Ha
lifax
Res
olve
s to
N
orth
Car
olin
a an
d th
e re
st o
f the
col
onie
s.
Mak
e yo
ur o
wn
Decl
arat
ion
of
Inde
pend
ence
.
Anal
yze
the
key
idea
s of
the
Decl
arat
ion
of
Inde
pend
ence
.
Pred
ict h
ow y
ou w
ould
ha
ve fe
lt if
you
had
signe
d th
e De
clar
atio
n of
In
depe
nden
ce.
Imag
ine
life
in th
e U
nite
d St
ates
with
out
the
Decl
arat
ion
of
Inde
pend
ence
.
Eval
uate
the
last
ing
bene
fits
of th
e De
clar
atio
n of
Inde
pend
ence
.
Chap
ter
11. F
orm
ing
a N
ew N
atio
n (1
781–
1815
)3.
01 D
escr
ibe
the
caus
es o
f the
War
of 1
812
and
anal
yze
the
impa
ct o
f the
war
on
Nor
th C
arol
ina
and
the
natio
n.
List
the
maj
or p
rovi
sions
of
the
Artic
les
of
Conf
eder
atio
n.
Gro
up th
e w
eakn
esse
s an
d st
reng
ths
of th
e Ar
ticle
s of
Co
nfed
erat
ion.
Illus
trate
the
thre
e pa
rts
of th
e go
vern
men
t set
up
by
the
Cons
titut
iona
l Co
nven
tion.
Anal
yze
the
impo
rtant
co
ntrib
utio
ns o
f the
Nor
th
Caro
lina
dele
gate
s to
the
Cons
titut
iona
l Con
vent
ion.
Elab
orat
e on
the
com
prom
ises
at th
e Co
nstit
utio
nal C
onve
ntio
n.
Gen
eral
ize
why
Nor
th
Caro
lina
was
so
adam
ant
abou
t hav
ing
a bi
ll of
rig
hts
in th
e Co
nstit
utio
n.
Asse
ss th
e im
pact
of
chec
ks a
nd b
alan
ces
in th
e go
vern
men
t, sc
hool
, and
w
orkp
lace
.
List
the
area
s co
vere
d by
th
e ex
ecut
ive,
legi
slativ
e,
and
judi
cial
bra
nche
s.
Com
pare
and
con
trast
the
Anti-
Fede
ralis
ts a
nd th
e Fe
dera
lists
.
Dem
onst
rate
in a
ro
lepl
ay a
deb
ate
at th
e Co
nstit
utio
nal C
onve
ntio
n.
Anal
yze
the
choi
ce o
f G
eorg
e W
ashi
ngto
n as
th
e fir
st p
resid
ent o
f the
U
nite
d St
ates
.
Expl
ain
the
signi
fican
ce o
f th
e Bi
ll of
Rig
hts.
Sum
mar
ize
the
role
that
th
e Fe
dera
list P
aper
s pl
ayed
in th
e ra
tific
atio
n of
the
Cons
titut
ion.
Eval
uate
wha
t you
thin
k is
the
mos
t im
porta
nt
amen
dmen
t in
the
Bill
of
Righ
ts.
List
the
maj
or b
attle
s of
th
e W
ar o
f 181
2.O
rgan
ize
the
caus
es o
f the
W
ar o
f 181
2.De
mon
stra
te in
a ro
lepl
ay
the
reas
ons
for o
r aga
inst
go
ing
to w
ar in
the
War
of
181
2.
Anal
yze
the
role
of t
he
War
Haw
ks in
the
War
of
1812
.
Elab
orat
e on
the
role
s of
Dol
ley
Mad
ison
and
Andr
ew Ja
ckso
n du
ring
the
War
of 1
812.
Gen
eral
ize
the
Emba
rgo
Act a
nd it
s ef
fect
on
the
econ
omy
of th
e co
loni
sts.
Asse
ss th
e w
ays
in w
hich
th
e U
nite
d St
ates
bec
ame
stro
nger
afte
r the
War
of
1812
.
3.08
Exa
min
e th
e im
pact
of n
atio
nal e
vent
s su
ch a
s th
e Lo
uisia
na P
urch
ase,
the
Lew
is an
d Cl
ark
Expe
ditio
n, th
e W
ar w
ith M
exic
o, a
nd th
e Ca
lifor
nia
Gol
d Ru
sh, a
nd te
chno
logi
cal a
dvan
ces
on N
orth
Car
olin
a.
List
way
s th
at th
e M
ississ
ippi
Riv
er is
im
porta
nt to
the
Uni
ted
Stat
es.
Clas
sify
the
bene
fits
of th
e Lo
uisia
na P
urch
ase
to th
e U
nite
d St
ates
.
Anal
yze
the
reas
ons
for
the
succ
ess
of th
e Le
wis
and
Clar
k ex
pedi
tion.
Out
line
the
effe
cts
of L
ewis
and
Clar
k’s
expl
orat
ion
of th
e W
est.
Crea
te a
pos
ter t
hat w
ould
ha
ve re
crui
ted
mem
bers
of
Lew
is an
d Cl
ark’
s ex
pedi
tion.
Imag
ine
wha
t wou
ld h
ave
happ
ened
if Je
ffers
on h
ad
not m
ade
the
Loui
siana
Pu
rcha
se.
Gen
eral
ize
abou
t the
sc
ient
ific
bene
fits
of th
e Le
wis
and
Clar
k ex
pedi
tion
and
the
Zebu
lon
Pike
ex
pedi
tion.
Cons
titu
tion
Han
dboo
k2.
05 D
escr
ibe
the
impa
ct o
f doc
umen
ts s
uch
as th
e M
eckl
enbu
rg R
esol
ves,
the
Halif
ax R
esol
ves,
the
Alba
ny P
lan
of U
nion
, the
Dec
lara
tion
of In
depe
nden
ce, t
he S
tate
Co
nstit
utio
n of
177
6, th
e Ar
ticle
s of
Con
fede
ratio
n, th
e U
nite
d St
ates
Con
stitu
tion,
and
the
Bill
of R
ight
s on
the
form
atio
n of
the
stat
e an
d na
tiona
l gov
ernm
ents
.
In a
dai
ly n
ewsp
aper
, id
entif
y th
ree
exam
ples
of
the
Bill
of R
ight
s in
act
ion.
Com
pare
the
pow
ers
gran
ted
to th
e le
gisla
ture
w
ith th
e po
wer
s gr
ante
d to
the
exec
utiv
e br
anch
of
the
fede
ral g
over
nmen
t.
Show
, in
a ch
art,
thre
e di
ffere
nces
bet
wee
n th
e Ho
use
of R
epre
sent
ativ
es
and
the
Sena
te.
Anal
yze
the
reas
ons
why
a fa
ir ju
dici
ary
is im
porta
nt to
a d
emoc
ratic
go
vern
men
t.
Expl
ain
a bi
ll th
at y
ou
wou
ld p
ropo
se if
you
wer
e a
mem
ber o
f Con
gres
s.
Desig
n a
post
er to
win
pu
blic
sup
port
for a
law
th
at y
ou th
ink
Cong
ress
sh
ould
pas
s.
Eval
uate
whe
ther
the
proc
ess
of a
men
ding
th
e Co
nstit
utio
n sh
ould
be
mad
e ea
sier o
r mor
e di
fficu
lt.
nc08lp_CompGoals.indd xnc08lp_CompGoals.indd x 3/23/07 12:10:56 PM3/23/07 12:10:56 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
North Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
Lesson Plans xi
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
Chap
ter
12. D
eclin
e an
d th
e Be
ginn
ings
of
Refo
rm (1
810–
1835
)3.
02 In
vest
igat
e th
e co
nditi
ons
that
led
to N
orth
Car
olin
a’s
econ
omic
, pol
itica
l, an
d so
cial
dec
line
durin
g th
is pe
riod
and
asse
ss th
e im
plic
atio
ns fo
r the
futu
re d
evel
opm
ent o
f the
sta
te.
Iden
tify
way
s th
at
Arch
ibal
d M
urph
ey h
elpe
d to
“w
ake
up”
Nor
th
Caro
lina.
Clas
sify
the
isola
tion
prob
lem
s w
ithin
Nor
th
Caro
lina
afte
r the
War
of
1812
.
Illus
trate
the
way
s th
at th
e co
tton
gin
was
neg
ativ
e to
N
orth
Car
olin
a.
Out
line
the
trans
porta
tion
and
com
mun
icat
ion
prob
lem
s w
ithin
Nor
th
Caro
lina.
Elab
orat
e on
reas
ons
why
Nor
th C
arol
ina
was
ca
lled
“the
Rip
Van
Win
kle
Stat
e.”
Sum
mar
ize
the
even
ts
surro
undi
ng th
e Tr
ail o
f Te
ars.
Asse
ss th
e pr
oble
ms
that
ar
ose
in N
orth
Car
olin
a be
caus
e th
e ea
ster
n pa
rt of
the
stat
e do
min
ated
the
legi
slatu
re b
ut th
e w
est
had
a bi
gger
pop
ulat
ion.
3.03
Iden
tify
and
eval
uate
the
impa
ct o
f ind
ivid
ual r
efor
mer
s an
d gr
oups
and
ass
ess
the
effe
ctiv
enes
s of
thei
r pro
gram
s.
Iden
tify
inte
rnal
im
prov
emen
ts s
et u
p by
Ar
chib
ald
Mur
phey
.
Cate
goriz
e th
e co
ntrib
utio
ns to
refo
rm
by A
rchi
bald
Mur
phey
, Da
vid
L. S
wai
n, N
atha
niel
M
acon
, and
Will
iam
G
asto
n.
Illus
trate
the
impa
ct o
f the
Li
tera
ry F
und.
Anal
yze
the
form
atio
n of
th
e W
hig
Party
.Pr
edic
t the
impa
ct o
f the
in
tern
al im
prov
emen
ts
mad
e in
Nor
th C
arol
ina.
Desig
n a
post
er to
gat
her
publ
ic s
uppo
rt fo
r mak
ing
inte
rnal
impr
ovem
ents
in
Nor
th C
arol
ina.
Rate
the
impo
rtanc
e of
ea
ch o
f the
refo
rms
mad
e in
Nor
th C
arol
ina
in th
e 18
30s.
3.05
Com
pare
and
con
trast
diff
eren
t per
spec
tives
am
ong
Nor
th C
arol
inia
ns o
n th
e na
tiona
l pol
icy
of R
emov
al a
nd R
eset
tlem
ent o
f Am
eric
an In
dian
pop
ulat
ions
.
Iden
tify
the
sequ
ence
of
even
ts th
at le
d to
the
rem
oval
of t
he C
hero
kee
from
Nor
th C
arol
ina.
Cate
goriz
e th
e ar
gum
ents
ag
ains
t the
rem
oval
of t
he
Cher
okee
mad
e by
Chi
ef
John
Ros
s.
Reco
rd th
e co
nditi
ons
expe
rienc
ed b
y th
e Ch
erok
ee o
n th
e Tr
ail o
f Te
ars.
Anal
yze
the
argu
men
ts fo
r an
d ag
ains
t the
rem
oval
of
the
Cher
okee
from
Nor
th
Caro
lina.
Expl
ain
on a
map
the
rout
e of
the
Trai
l of T
ears
.Im
agin
e a
diffe
rent
pol
icy
tow
ard
the
sout
heas
tern
Am
eric
an In
dian
s th
an th
e on
e fo
llow
ed b
y Pr
esid
ent
Andr
ew Ja
ckso
n.
Eval
uate
the
Indi
an
rem
oval
pol
icy
follo
wed
by
Pres
iden
t And
rew
Jack
son.
3.07
Exp
lain
the
reas
ons
for t
he c
reat
ion
of a
new
Sta
te C
onst
itutio
n in
183
5, a
nd d
escr
ibe
its im
pact
on
relig
ious
gro
ups,
Afric
an A
mer
ican
s, an
d Am
eric
an In
dian
s.
List
the
impo
rtant
cha
nges
in
the
Cons
titut
ion
of
1835
.
Clas
sify
the
impo
rtant
ch
ange
s br
ough
t abo
ut
in th
e Co
nstit
utio
nal
Conv
entio
n of
183
5.
Show
in a
role
play
why
Ar
chib
ald
Mur
phey
th
ough
t tha
t Nor
th
Caro
lina
need
ed to
cha
nge
its c
onst
itutio
n.
Anal
yze
the
impa
ct th
at
the
Cons
titut
ion
of 1
835
had
on re
ligio
us g
roup
s, Af
rican
Am
eric
ans,
and
Nat
ive
Amer
ican
s in
Nor
th
Caro
lina.
Elab
orat
e on
how
the
Cons
titut
ion
of 1
835
incr
ease
d pa
rtici
patio
n in
gov
ernm
ent i
n N
orth
Ca
rolin
a.
Imag
ine
in a
role
play
a
deba
te a
t the
Co
nstit
utio
nal C
onve
ntio
n of
183
5.
Defin
e cr
iteria
for
eval
uatin
g th
e Co
nstit
utio
n of
183
5 an
d gi
ve it
a g
rade
for e
ach
crite
rion.
Chap
ter
13. R
efor
m in
Nor
th C
arol
ina
(183
6–18
60)
3.03
Iden
tify
and
eval
uate
the
impa
ct o
f ind
ivid
ual r
efor
mer
s an
d gr
oups
and
ass
ess
the
effe
ctiv
enes
s of
thei
r pro
gram
s.
List
two
maj
or c
hang
es in
N
orth
Car
olin
a du
ring
the
1830
s.
Clas
sify
the
impo
rtanc
e of
Edw
ard
B. D
udle
y’s
elec
tion
as th
e go
vern
or o
f N
orth
Car
olin
a.
Show
how
the
stat
e at
tem
pted
to h
elp
poor
pe
ople
.
Anal
yze
the
effe
cts
of th
e re
form
s on
Nor
th C
arol
ina.
Elab
orat
e on
the
way
s in
whi
ch D
orot
hea
Dix
brou
ght r
efor
ms
for t
he
men
tally
ill.
Sum
mar
ize
the
rise
of th
e De
moc
ratic
Par
ty in
Nor
th
Caro
lina
durin
g th
e 18
50s.
Asse
ss th
e ef
fect
iven
ess
of
Calv
in H
. Wile
y’s
plan
for
educ
atio
n re
form
s.
3.06
Des
crib
e an
d ev
alua
te th
e ge
ogra
phic
, eco
nom
ic, a
nd s
ocia
l im
plic
atio
ns o
f the
Nor
th C
arol
ina
Gol
d Ru
sh.
List
the
way
s in
whi
ch th
e go
ld ru
sh b
roug
ht c
hang
es
to N
orth
Car
olin
a.
Com
pare
sur
face
min
ing
and
lode
min
ing.
Illus
trate
how
ste
am
engi
nes
gene
rate
d po
wer
fo
r min
ing.
Anal
yze
the
skill
s an
d co
ntrib
utio
ns th
at
imm
igra
nts
brou
ght t
o N
orth
Car
olin
a be
caus
e of
th
e go
ld ru
sh.
Infe
r the
reas
ons
why
a
publ
ic s
choo
l sys
tem
was
im
porta
nt to
imm
igra
nts
draw
n to
Nor
th C
arol
ina
by th
e go
ld ru
sh.
Sum
mar
ize
how
the
gold
ru
sh w
as a
n ex
ampl
e of
gr
owin
g in
dust
rializ
atio
n in
Nor
th C
arol
ina.
Eval
uate
the
bene
fits
and
draw
back
s of
the
gold
ru
sh fo
r Nor
th C
arol
ina.
nc08lp_CompGoals.indd xinc08lp_CompGoals.indd xi 3/14/07 3:25:14 PM3/14/07 3:25:14 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
Lesson PlansNorth Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
xii
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
3.08
Exa
min
e th
e im
pact
of n
atio
nal e
vent
s su
ch a
s th
e Lo
uisia
na P
urch
ase,
the
Lew
is an
d Cl
ark
Expe
ditio
n, th
e W
ar w
ith M
exic
o, a
nd th
e Ca
lifor
nia
Gol
d Ru
sh, a
nd te
chno
logi
cal a
dvan
ces
on N
orth
Car
olin
a.
Iden
tify
stag
es in
the
deve
lopm
ent o
f rai
lroad
s in
Nor
th C
arol
ina.
Clas
sify
the
tech
nolo
gica
l ad
vanc
es in
Nor
th C
arol
ina
durin
g th
e 18
30s.
Dem
onst
rate
the
impa
ct
that
the
Wilm
ingt
on &
W
eldo
n Ra
ilroa
d an
d th
e Ra
leig
h &
Gas
ton
Railr
oad
had
on N
orth
Car
olin
a.
Anal
yze
how
the
railr
oads
an
d th
e go
ld ru
sh
cont
ribut
ed to
the
grow
th
of th
e ec
onom
y of
Nor
th
Caro
lina.
Pred
ict a
pro
blem
that
te
chno
logi
cal a
dvan
ces
caus
ed fo
r Nor
th C
arol
ina.
Desig
n a
railr
oad
car t
hat
wou
ld h
ave
impr
oved
the
com
fort
of p
asse
nger
s on
N
orth
Car
olin
a’s
railr
oads
.
Asse
ss th
e re
lativ
e im
porta
nce
of th
e go
ld
rush
and
the
railr
oads
to
the
deve
lopm
ent o
f Nor
th
Caro
lina.
Chap
ter
14. R
umbl
ings
of
Civi
l War
(184
5–18
61)
3.04
Des
crib
e th
e de
velo
pmen
t of t
he in
stitu
tion
of s
lave
ry in
the
Stat
e an
d na
tion,
and
ass
ess
its im
pact
on
the
econ
omic
, soc
ial,
and
polit
ical
con
ditio
ns.
Iden
tify
abol
ition
, Nat
Tu
rner
, sla
ve c
odes
, and
th
e fu
gitiv
e sla
ve la
w.
Com
pare
and
con
trast
sla
very
in N
orth
Car
olin
a w
ith s
lave
ry in
oth
er
Sout
hern
sta
tes.
Mak
e a
map
of t
he n
ew
terri
torie
s ad
ded
to th
e U
nite
d St
ates
dur
ing
Jam
es K
. Pol
k’s
pres
iden
cy.
Anal
yze
the
slave
ry is
sue
in n
ew te
rrito
ries
in th
e U
nite
d St
ates
.
Expl
ain
the
hero
ic a
cts
of
Harri
et Tu
bman
.Su
mm
ariz
e th
e M
issou
ri Co
mpr
omise
. As
sess
the
use
of s
lave
s in
th
e So
uthe
rn e
cono
my.
4.01
Iden
tify
and
anal
yze
the
signi
fican
ce o
f the
cau
ses
of s
eces
sion
from
the
Uni
on, a
nd c
ompa
re re
actio
ns in
Nor
th C
arol
ina
to re
actio
ns in
oth
er re
gion
s of
the
natio
n.
Iden
tify
the
even
ts le
adin
g up
to th
e Ci
vil W
ar.
Com
pare
and
con
trast
the
issue
s su
ppor
ted
by H
enry
Cl
ay, J
ohn
Calh
oun,
and
Da
niel
Web
ster
.
Reco
rd th
e de
cisio
ns
reac
hed
at th
e N
ashv
ille
conv
entio
n on
sec
essio
n.
Out
line
the
effe
ctiv
enes
s of
the
Und
ergr
ound
Ra
ilroa
d.
Elab
orat
e on
the
econ
omic
di
vers
ity in
Nor
th C
arol
ina.
Sum
mar
ize
the
Com
prom
ise o
f 185
0.As
sess
the
Kans
as-
Neb
rask
a Ac
t and
“B
leed
ing
Kans
as.”
Iden
tify
the
birth
of t
he
Repu
blic
an P
arty
.Cl
assif
y th
e im
porta
nce
of
the
Dre
d Sc
ott
v. S
and
ford
de
cisio
n by
the
Supr
eme
Cour
t.
Mak
e a
map
of t
he
Conf
eder
ate
Stat
es o
f Am
eric
a.
Anal
yze
the
view
s of
Hi
nton
Row
an H
elpe
r and
Da
niel
Wor
th.
Pred
ict t
he o
utco
me
of
John
Bro
wn’
s ra
id o
n Ha
rper
s Fe
rry, V
irgin
ia.
Gen
eral
ize
abou
t the
el
ectio
n of
Abr
aham
Li
ncol
n an
d th
e So
uth’
s de
cisio
n to
sec
ede.
Eval
uate
the
deci
sion
face
d by
Nor
th C
arol
ina
on
whe
ther
to s
eced
e.
Chap
ter
15. F
ight
ing
the
Civi
l War
(186
1–18
65)
4.02
Des
crib
e th
e po
litic
al a
nd m
ilita
ry d
evel
opm
ents
of t
he C
ivil
War
and
ana
lyze
thei
r effe
ct o
n th
e ou
tcom
e of
the
war
.
List
the
caus
es o
f the
Civ
il W
ar.
Com
pare
and
con
trast
the
mili
tary
goa
ls of
the
Nor
th
and
the
Sout
h.
Reco
rd th
e ad
vant
ages
of
the
Nor
th a
nd th
e So
uth.
Anal
yze
the
term
“a
rich
man
’s w
ar a
nd a
poo
r m
an’s
fight
.”
Expl
ain
the
vario
us ro
les
wom
en p
laye
d in
the
Civi
l W
ar.
Sum
mar
ize
the
Firs
t Bat
tle
of B
ull R
un.
Eval
uate
the
impa
ct o
f th
e N
orth
’s di
scov
ery
of
Gen
eral
Rob
ert E
. Lee
’s ba
ttle
plan
bef
ore
the
Battl
e of
Ant
ieta
m.
Iden
tify
the
Eman
cipa
tion
Proc
lam
atio
n.Ca
tego
rize
the
effe
cts
of
“tot
al w
ar”
on th
e So
uth.
Reco
rd th
e ou
tcom
es o
f th
e ba
ttles
of V
icks
burg
, Ch
ance
llors
ville
, and
G
etty
sbur
g.
Out
line
on a
map
Gen
eral
W
illia
m T.
She
rman
’s “m
arch
to th
e se
a.”
Expl
ain
the
term
s of
su
rrend
er a
t App
omat
tox
Cour
t Hou
se a
nd a
t the
Be
nnet
t far
mho
use.
Gen
eral
ize
the
effe
cts
of
Linc
oln’
s as
sass
inat
ion
on
the
natio
n.
Eval
uate
the
last
ing
impa
ct o
f the
Civ
il W
ar
on th
e na
tion
and
Nor
th
Caro
lina.
4.03
Ass
ess
Nor
th C
arol
ina’
s ro
le in
the
Civi
l War
and
ana
lyze
the
soci
al a
nd e
cono
mic
impa
ct o
f the
war
on
the
stat
e.
Iden
tify
the
way
s th
at
Nor
th C
arol
ina
prep
ared
fo
r war
.
Com
pare
and
con
trast
th
e Co
nser
vativ
e an
d Co
nfed
erat
e w
ings
of t
he
Nor
th C
arol
ina
Dem
ocra
tic
Party
.
Reco
rd th
e le
ader
ship
qu
aliti
es o
f Zeb
ulon
B.
Vanc
e du
ring
the
Civi
l War
.
Anal
yze
how
Nor
th
Caro
lina
beca
me
know
n as
the
Tar H
eel S
tate
.
Elab
orat
e on
Nor
th
Caro
lina’
s co
astli
ne
defe
nses
dur
ing
the
Civi
l W
ar.
Sum
mar
ize
the
impo
rtanc
e of
Wilm
ingt
on to
the
war
ef
fort.
Eval
uate
the
stra
tegi
es o
f bo
th s
ides
at t
he B
attle
of
Bent
onvi
lle.
nc08lp_CompGoals.indd xiinc08lp_CompGoals.indd xii 3/14/07 3:25:14 PM3/14/07 3:25:14 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
North Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
Lesson Plans xiii
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
4.04
Eva
luat
e th
e im
porta
nce
of th
e ro
les
play
ed b
y in
divi
dual
s at
the
stat
e an
d na
tiona
l lev
els
durin
g th
e Ci
vil W
ar a
nd R
econ
stru
ctio
n Pe
riod.
Iden
tify
John
N. M
affit
t, Ro
se O
’Nea
l Gre
enho
w,
and
Clar
a Ba
rton
and
thei
r ro
les
in th
e Ci
vil W
ar.
Clas
sify
the
reas
ons
why
Je
ffers
on D
avis
didn
’t ap
poin
t Nor
th C
arol
inia
ns
to h
igh
posit
ions
in th
e Co
nfed
erac
y.
Show
how
the
Alb
ema
rle
and
Robe
rt Ho
ke h
elpe
d to
de
fend
Nor
th C
arol
ina.
Anal
yze
the
effe
ct th
at
the
Wilm
ingt
on &
Wel
don
Railr
oad
had
on th
e w
ar
effo
rt.
Gen
eral
ize
the
lead
ersh
ip
qual
ities
that
Gen
eral
Ro
bert
E. L
ee d
ispla
yed
durin
g th
e Ci
vil W
ar.
Sum
mar
ize
the
role
s of
Br
axto
n Br
agg,
Geo
rge
McC
lella
n, Jo
seph
Jo
hnst
on, a
nd U
lyss
es S
. G
rant
dur
ing
the
war
.
Eval
uate
the
impa
ct o
f th
e An
acon
da P
lan
on th
e So
uth.
Chap
ter
16. R
econ
stru
ctio
n an
d It
s Im
pact
(186
5–18
77)
4.05
Ana
lyze
the
polit
ical
, eco
nom
ic, a
nd s
ocia
l im
pact
of R
econ
stru
ctio
n on
the
stat
e an
d id
entif
y th
e re
ason
s w
hy R
econ
stru
ctio
n ca
me
to a
n en
d.
List
the
loss
es s
uffe
red
durin
g th
e Ci
vil W
ar.
Com
pare
and
con
trast
Li
ncol
n’s
and
John
son’
s pl
ans
for R
econ
stru
ctio
n.
Reco
rd th
e im
pact
of
Will
iam
W. H
olde
n as
the
prov
ision
al g
over
nor o
f N
orth
Car
olin
a.
Anal
yze
the
Blac
k Co
des.
Expl
ain
the
Join
t Co
mm
ittee
on
Reco
nstru
ctio
n.
Sum
mar
ize
the
lead
ersh
ip
styl
e of
Pre
siden
t And
rew
Jo
hnso
n.
Asse
ss th
e fa
irnes
s of
the
impe
achm
ent o
f Pre
siden
t An
drew
John
son.
Iden
tify
the
mai
n po
ints
of
the
13th
, 14t
h, a
nd 1
5th
amen
dmen
ts to
the
U.S.
Co
nstit
utio
n.
Com
pare
and
con
trast
sc
alaw
ags
and
carp
etba
gger
s.
Reco
rd th
e co
nflic
t ove
r Re
cons
truct
ion
in N
orth
Ca
rolin
a.
Out
line
on a
map
the
mili
tary
dist
ricts
of t
he
form
er C
onfe
dera
te S
tate
s of
Am
eric
a.
Expl
ain
the
chan
ges
that
the
new
Rep
ublic
an
gove
rnm
ent b
roug
ht to
N
orth
Car
olin
a.
Sum
mar
ize
the
Conv
entio
n of
186
8.Ev
alua
te th
e re
spon
se o
f go
vern
men
t offi
cial
s to
th
e ac
tions
of t
he K
u Kl
ux
Klan
.
Iden
tify
the
Kirk
-Hol
den
War
.Ca
tego
rize
Afric
an-
Amer
ican
gai
ns a
s a
resu
lt of
the
Civi
l War
.
Show
the
dow
nfal
l of
W. W
. Hol
den
that
led
to
his
impe
achm
ent.
Anal
yze
the
soci
al
impr
ovem
ents
mad
e in
N
orth
Car
olin
a du
ring
Reco
nstru
ctio
n.
Expl
ain
the
scar
s le
ft fro
m
the
Civi
l War
.Su
mm
ariz
e th
e Ku
Klu
x Kl
an’s
influ
ence
on
elec
tions
.
Eval
uate
the
perio
d of
“p
illag
e an
d pl
unde
r” in
N
orth
Car
olin
a.
Chap
ter
17. C
hang
es in
the
Uni
ted
Stat
es (1
877–
1907
)5.
03 D
escr
ibe
the
soci
al, e
cono
mic
, and
pol
itica
l im
pact
of m
igra
tion
on N
orth
Car
olin
a.
Iden
tify
the
impa
ct o
f ra
ilroa
ds a
nd s
teel
on
the
Uni
ted
Stat
es a
nd it
s ec
onom
y.
Clas
sify
the
impo
rtanc
e of
the
trans
cont
inen
tal
railr
oad.
Show
the
impo
rtanc
e of
st
eel t
o th
e ra
ilroa
ds a
nd
othe
r ind
ustri
es.
Anal
yze
the
role
s of
An
drew
Car
negi
e an
d Jo
hn
D. R
ocke
felle
r.
Expl
ain
the
geni
us o
f Th
omas
Alv
a Ed
ison.
Sum
mar
ize
the
use
of
the
asse
mbl
y lin
e us
ed
by H
enry
For
d to
pro
duce
au
tom
obile
s.
Asse
ss th
e pr
os a
nd c
ons
of “
the
robb
er b
aron
s.”
5.04
Iden
tify
tech
nolo
gica
l adv
ance
s, an
d ev
alua
te th
eir i
nflu
ence
on
the
qual
ity o
f life
in N
orth
Car
olin
a.
Iden
tify
new
tool
s an
d m
achi
nes
that
tran
sfor
med
Am
eric
an fa
rms.
Com
pare
and
con
trast
ur
bani
zatio
n an
d im
mig
ratio
n.
Show
how
indu
stry
br
ough
t new
wea
lth a
nd
jobs
to A
mer
ican
citi
es.
Anal
yze
the
prob
lem
s fa
ced
by p
eopl
e liv
ing
in
tene
men
ts.
Elab
orat
e on
the
way
of
life
of th
e av
erag
e w
orke
r an
d th
at o
f a ro
bber
ba
ron.
Imag
ine
life
with
out
the
tele
phon
e—be
fore
Al
exan
der G
raha
m B
ell
inve
nted
it.
Asse
ss th
e im
pact
of
mon
opol
ies
on th
e Am
eric
an e
cono
my
in th
e ea
rly 1
900s
.
5.05
Ass
ess
the
influ
ence
of t
he p
oliti
cal,
lega
l, an
d so
cial
mov
emen
ts o
n th
e po
litic
al s
yste
m a
nd li
fe in
Nor
th C
arol
ina.
Iden
tify
how
the
Indu
stria
l Re
volu
tion
chan
ged
lives
in
the
Uni
ted
Stat
es a
nd
Nor
th C
arol
ina.
Cate
goriz
e th
e re
form
s of
th
e Po
pulis
t Par
ty.
Show
how
the
Gra
nge
and
the
Farm
ers’
Alli
ance
he
lped
the
plig
ht o
f the
fa
rmer
.
Anal
yze
the
effe
ctiv
enes
s of
labo
r uni
ons.
Expl
ain
the
refo
rms
brou
ght b
y th
e pr
ogre
ssiv
e m
ovem
ent.
Sum
mar
ize
the
initi
ativ
e an
d th
e re
fere
ndum
.Ve
rify
the
muc
krak
ers’
ef
forts
on
prom
otin
g ne
eded
refo
rms.
nc08lp_CompGoals.indd xiiinc08lp_CompGoals.indd xiii 3/14/07 3:25:15 PM3/14/07 3:25:15 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
Lesson PlansNorth Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
xiv
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
Chap
ter
18. E
cono
mic
Dev
elop
men
t in
Nor
th C
arol
ina
(187
7–19
07)
5.01
Iden
tify
the
role
pla
yed
by th
e ag
ricul
ture
, tex
tile,
toba
cco,
and
furn
iture
indu
strie
s in
Nor
th C
arol
ina,
and
ana
lyze
thei
r im
porta
nce
in th
e ec
onom
ic d
evel
opm
ent o
f the
sta
te.
List
way
s th
at th
e te
xtile
, fu
rnitu
re, a
nd to
bacc
o in
dust
ries
affe
cted
Nor
th
Caro
lina’
s ec
onom
y.
Gro
up w
ays
that
railr
oads
fu
rther
ed th
e de
velo
pmen
t of
Nor
th C
arol
ina’
s in
dust
ries,
espe
cial
ly
furn
iture
.
Show
the
impa
ct o
f the
to
bacc
o in
dust
ry o
n th
e N
orth
Car
olin
a ec
onom
y.
Out
line
the
grow
th o
f the
fu
rnitu
re in
dust
ry in
Hig
h Po
int.
Expl
ain
how
oth
er
indu
strie
s gr
ew b
ecau
se o
f th
e fu
rnitu
re in
dust
ry.
Sum
mar
ize
four
eco
nom
ic
fact
ors
that
farm
ers
coul
d no
t con
trol.
Asse
ss th
e jo
b of
bei
ng a
sh
arec
ropp
er o
r a te
nant
fa
rmer
.
5.02
Exa
min
e th
e ch
angi
ng ro
le o
f edu
catio
nal,
relig
ious
, and
soc
ial i
nstit
utio
ns in
the
stat
e an
d an
alyz
e th
eir i
mpa
ct.
List
way
s th
at th
e Du
ke
fam
ily b
enef
ited
diffe
rent
ar
eas
of th
e st
ate.
Gro
up w
ays
that
Leo
nida
s Po
lk h
elpe
d fa
rmer
s an
d he
lped
to e
stab
lish
Nor
th
Caro
lina
Stat
e U
nive
rsity
.
Reco
rd w
ays
that
the
Fusio
nist
s br
ough
t abo
ut
refo
rms.
Out
line
the
cont
ribut
ions
of
Cha
rles A
ycoc
k to
the
educ
atio
nal s
yste
m in
N
orth
Car
olin
a.
Expl
ain
the
goal
s of
the
prog
ress
ive
mov
emen
t.Su
mm
ariz
e th
e 18
th a
nd
19th
am
endm
ents
to th
e U.
S. Co
nstit
utio
n.
Eval
uate
the
Nor
th
Caro
lina
Cons
titut
ion
of 1
868
and
its g
oal o
f im
prov
ing
educ
atio
n.
5.04
Iden
tify
tech
nolo
gica
l adv
ance
s, an
d ev
alua
te th
eir i
nflu
ence
on
the
qual
ity o
f life
in N
orth
Car
olin
a.
List
way
s th
at th
e ai
rpla
ne
has
chan
ged
the
lives
of
peop
le in
Nor
th C
arol
ina,
th
e U
nite
d St
ates
, and
the
wor
ld.
Com
pare
and
con
trast
ha
nd-ro
lled
ciga
rette
s an
d m
achi
ne-ro
lled
ciga
rette
s.
Show
the
impo
rtanc
e of
th
e ra
ilroa
d to
peo
ple
and
indu
strie
s.
Anal
yze
how
the
Indu
stria
l Re
volu
tion
shift
ed th
e po
pula
tion
to m
ore
urba
n th
an ru
ral.
Expl
ain
how
new
farm
ing
met
hods
and
tech
nolo
gies
ch
ange
d lif
e in
Nor
th
Caro
lina.
Imag
ine
that
you
are
on
the
first
airp
lane
flig
ht a
nd
desc
ribe
the
expe
rienc
e.
Eval
uate
the
qual
ity o
f lif
e be
fore
and
afte
r the
In
dust
rial R
evol
utio
n.
Chap
ter
19. A
New
Cen
tury
and
Wor
ld W
ar I
(189
8–19
29)
5.05
Ass
ess
the
influ
ence
of t
he p
oliti
cal,
lega
l, an
d so
cial
mov
emen
ts o
n th
e po
litic
al s
yste
m a
nd li
fe in
Nor
th C
arol
ina.
List
reas
ons
why
im
mig
ratio
n w
as li
mite
d.Cl
assif
y re
ason
s fo
r di
scrim
inat
ion.
Show
reas
ons
why
N
ativ
e Am
eric
ans,
Afric
an
Amer
ican
s, an
d w
omen
w
ante
d m
ore
right
s.
Anal
yze
the
role
of H
arrie
t M
oreh
ead
Berry
in th
e “g
ood
road
s m
ovem
ent.”
Expl
ain
the
abus
e of
bu
ying
on
cred
it.Su
mm
ariz
e th
e Ro
arin
g Tw
entie
s.Ju
dge
the
early
wom
en’s
mov
emen
t led
by
Susa
n B.
Ant
hony
and
Eliz
abet
h Ca
dy.
5.06
Des
crib
e N
orth
Car
olin
a’s
reac
tion
to th
e in
crea
sing
Uni
ted
Stat
es in
volv
emen
t in
wor
ld a
ffairs
incl
udin
g pa
rtici
patio
n in
Wor
ld W
ar I,
and
eva
luat
e th
e im
pact
on
the
stat
e’s
econ
omy.
List
the
caus
es o
f the
Sp
anish
-Am
eric
an W
ar.
Com
pare
and
con
trast
im
peria
lism
and
ex
pans
ioni
sm.
Anal
yze
the
impa
ct o
f the
Pa
nam
a Ca
nal o
n th
e U.
S.
econ
omy.
Out
line
on a
map
the
new
po
sses
sions
gai
ned
by th
e U
nite
d St
ates
in 1
867
and
1890
.
Expl
ain
the
incr
ease
in th
e pr
oduc
tion
of to
bacc
o an
d te
xtile
s in
Nor
th C
arol
ina.
Sum
mar
ize
the
Bolsh
evik
Re
volu
tion.
Eval
uate
Nor
th C
arol
ina’
s ro
le in
Wor
ld W
ar I.
List
the
coun
tries
in th
e Ce
ntra
l Pow
ers
and
the
Allie
d Po
wer
s.
Clas
sify
new
inve
ntio
ns
durin
g W
orld
War
I th
at
chan
ged
how
war
was
fo
ught
.
Reco
rd a
n ac
coun
t of t
he
sinki
ng o
f the
Lus
ita
nia
.An
alyz
e w
hy th
e U
nite
d St
ates
did
not
join
the
Leag
ue o
f Nat
ions
.
Expl
ain
the
Zim
mer
man
n te
legr
am a
nd th
e Tr
eaty
of
Vers
aille
s.
Sum
mar
ize
the
effe
cts
that
Cam
p Po
lk a
nd C
amp
Brag
g ha
d on
Nor
th
Caro
lina
in W
orld
War
I.
Eval
uate
Nor
th C
arol
ina
citiz
ens
who
ser
ved
in th
e w
ar a
nd re
turn
ed w
ith
idea
s to
impr
ove
the
stat
e.
nc08lp_CompGoals.indd xivnc08lp_CompGoals.indd xiv 3/14/07 3:25:16 PM3/14/07 3:25:16 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
North Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
Lesson Plans xv
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
Chap
ter
20. T
he G
reat
Dep
ress
ion
and
the
New
Dea
l (19
29–1
941)
6.01
Iden
tify
the
caus
es a
nd e
ffect
s of
the
Gre
at D
epre
ssio
n an
d an
alyz
e th
e im
pact
of N
ew D
eal p
olic
ies
on D
epre
ssio
n Er
a lif
e in
Nor
th C
arol
ina.
List
the
caus
es o
f the
G
reat
Dep
ress
ion
Gro
up th
e w
ays
that
Nor
th
Caro
lina
suffe
red
durin
g He
rber
t Hoo
ver’s
term
as
pres
iden
t.
Illus
trate
way
s th
at p
eopl
e us
e to
o m
uch
cred
it.An
alyz
e th
e ca
uses
of t
he
Stoc
k M
arke
t Cra
sh o
f 19
29.
Expl
ain
how
O. M
ax
Gar
dner
hel
ped
Nor
th
Caro
lina’
s ec
onom
y.
Sum
mar
ize
the
“Liv
e at
Ho
me”
pro
gram
.Ev
alua
te th
e fa
irnes
s of
th
e Bo
nus A
rmy’
s de
man
ds
and
the
resp
onse
by
the
fede
ral g
over
nmen
t.
List
the
prog
ram
s in
the
New
Dea
l.Ca
tego
rize
the
thre
e R’
s in
Pre
siden
t Fra
nklin
D.
Roo
seve
lt’s
plan
of
reco
very
from
the
Gre
at
Depr
essio
n.
Reco
rd th
e ef
fect
iven
ess
of P
resid
ent R
oose
velt’
s fir
esid
e ch
ats.
Anal
yze
the
effe
cts
of
the
Nat
iona
l Rec
over
y Ad
min
istra
tion
and
the
Agric
ultu
ral A
djus
tmen
t Ad
min
istra
tion.
Expl
ain
the
Nor
th
Caro
lina
Emer
genc
y Re
lief
Adm
inist
ratio
n.
Sum
mar
ize
the
Civi
lian
Cons
erva
tion
Corp
s an
d its
su
cces
ses
and
popu
larit
y in
Nor
th C
arol
ina.
Eval
uate
the
impa
ct
of th
e N
atio
nal Y
outh
Ad
min
istra
tion
and
the
Wor
ks P
rogr
ess
Adm
inist
ratio
n on
Nor
th
Caro
lina.
Chap
ter
21. W
orld
War
II (1
939–
1945
)6.
02 D
escr
ibe
the
signi
fican
ce o
f maj
or e
vent
s an
d m
ilita
ry e
ngag
emen
ts a
ssoc
iate
d w
ith W
orld
War
II a
nd e
valu
ate
the
impa
ct o
f the
war
on
Nor
th C
arol
ina.
List
the
caus
es o
f Wor
ld
War
II.
Com
pare
and
con
trast
to
talit
aria
nism
and
iso
latio
nism
.
Reco
rd m
ajor
act
ions
by
the
lead
ers
of th
e Al
lied
and
Axis
coun
tries
.
Out
line
on a
map
the
Axis
and
Allie
d co
untri
es.
Expl
ain
Japa
n’s
need
s fo
r ac
cess
to ra
w m
ater
ials
beyo
nd Ja
pan’
s bo
rder
s.
Sum
mar
ize
the
anti-
Sem
itism
of t
he N
azis
and
its im
pact
on
the
Jew
ish
peop
le.
Eval
uate
the
Non
-Ag
gres
sion
Pact
bet
wee
n G
erm
any
and
the
Sovi
et
Uni
on.
Iden
tify
the
Ger
man
bl
itzkr
ieg
and
its e
ffect
on
the
war
.
Com
pare
and
con
trast
Ad
olf H
itler
and
Jose
ph
Stal
in.
Illus
trate
the
Allie
d in
vasio
n of
Nor
man
dy.
Anal
yze
the
key
figur
es o
f W
orld
War
II c
over
ed in
th
e ch
apte
r.
Expl
ain
the
surp
rise
atta
ck
by Ja
pan
on P
earl
Harb
or.
Sum
mar
ize
the
horro
rs in
th
e co
ncen
tratio
n ca
mps
.As
sess
the
lead
ersh
ip o
f Pr
esid
ent R
oose
velt
durin
g W
orld
War
II.
List
the
maj
or b
attle
s in
th
e Pa
cific
, Eur
ope,
and
Af
rica
and
loca
te th
em o
n a
wor
ld m
ap.
Com
pare
and
con
trast
bl
itzkr
ieg
and
kam
ikaz
e.
Show
on
a m
ap th
e ef
fect
iven
ess
of is
land
ho
ppin
g.
Anal
yze
the
Man
hatta
n Pr
ojec
t.Ex
plai
n th
e la
stin
g im
pact
of
the
atom
ic b
omb.
Sum
mar
ize
the
fight
ing
on
Iwo
Jima
and
Oki
naw
a.Ev
alua
te th
e ou
tcom
e of
W
orld
War
II a
nd th
e ne
w
prob
lem
s it
brou
ght t
o th
e w
orld
.
6.03
Exa
min
e th
e sig
nific
ance
of k
ey id
eas
and
indi
vidu
als
asso
ciat
ed w
ith W
orld
War
II.
List
wha
t mad
e Ad
olf
Hitle
r suc
h a
dang
erou
s le
ader
.
Com
pare
Win
ston
Ch
urch
ill’s
resp
onse
to
Ger
man
agg
ress
ion
with
N
evill
e Ch
ambe
rlain
’s.
Show
how
Pre
siden
t Fr
ankl
in D
. Roo
seve
lt su
ppor
ted
Gre
at B
ritai
n in
19
39 a
nd 1
940.
Anal
yze
the
impa
ct th
at
lear
ning
of t
he H
oloc
aust
ha
d on
the
rest
of t
he
wor
ld.
Infe
r the
reas
ons
why
G
ener
al D
wig
ht D
. Ei
senh
ower
’s pl
an fo
r D-
Day
wer
e su
cces
sful
.
Sum
mar
ize
Gen
eral
Ch
este
r Nim
itz’s
plan
for
reta
king
the
Paci
fic fr
om
the
Japa
nese
thro
ugh
the
stra
tegy
of i
sland
hop
ping
.
Eval
uate
the
one
indi
vidu
al w
ho y
ou th
ink
was
the
mos
t effe
ctiv
e Al
lied
lead
er d
urin
g W
orld
War
II.
6.04
Ass
ess
the
impa
ct o
f Wor
ld W
ar II
on
the
econ
omic
, pol
itica
l, so
cial
, and
mili
tary
role
s of
diff
eren
t gro
ups
in N
orth
Car
olin
a in
clud
ing
wom
en a
nd m
inor
ities
.
List
item
s th
at b
ecam
e sc
arce
to th
e Am
eric
an
cons
umer
dur
ing
Wor
ld W
ar II
.
Cate
goriz
e th
e w
ays
in
whi
ch th
e w
ar c
hang
ed
the
lives
of w
omen
.
Show
how
wom
en a
nd
min
oriti
es e
nter
ed th
e w
orkf
orce
dur
ing
the
war
.
Out
line
on a
map
the
area
kno
wn
as “
Torp
edo
Junc
tion.
”
Elab
orat
e on
Nor
th
Caro
lina’
s pr
oduc
tion
of w
ar s
uppl
ies
and
its
mili
tary
bas
es.
Sum
mar
ize
the
refo
rms
durin
g th
e w
ar in
Nor
th
Caro
lina
that
affe
cted
ed
ucat
ion.
Eval
uate
the
inte
rnm
ent o
f th
e N
isei i
n ca
mps
.
nc08lp_CompGoals.indd xvnc08lp_CompGoals.indd xv 3/14/07 3:25:16 PM3/14/07 3:25:16 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
Lesson PlansNorth Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
xvi
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
Chap
ter
22. N
orth
Car
olin
a af
ter
Wor
ld W
ar II
(194
5–19
75)
7.01
Ana
lyze
the
exte
nt a
nd s
igni
fican
ce o
f eco
nom
ic c
hang
es in
Nor
th C
arol
ina.
List
reas
ons
wom
en
rem
aine
d in
the
wor
k-fo
rce.
Cate
goriz
e th
e im
pact
of
the
Rese
arch
Tria
ngle
Par
k on
Nor
th C
arol
ina.
Show
how
men
, wom
en,
and
child
ren
beca
me
cons
umer
s af
ter t
he w
ar.
Anal
yze
the
grow
th o
f su
burb
s.El
abor
ate
on th
e in
crea
se
of im
mig
rant
s to
the
Uni
ted
Stat
es.
Sum
mar
ize
the
role
of
wom
en in
indu
stry
and
go
vern
men
t.
Eval
uate
how
Res
earc
h Tr
iang
le P
ark
has
help
ed
the
busin
esse
s lo
cate
d th
ere
to m
eet t
heir
goal
s.
7.03
Ass
ess
the
influ
ence
of t
echn
olog
ical
adv
ance
s on
eco
nom
ic d
evel
opm
ent a
nd d
aily
life
.
List
the
goal
s of
the
Go
Forw
ard
Prog
ram
.G
roup
the
use
of fu
nds
for
the
arts
.Sh
ow h
ow n
ew in
dust
ries
chan
ged
Nor
th C
arol
ina
from
bei
ng p
rimar
ily
agric
ultu
ral t
o ha
ving
a
bala
nce
betw
een
indu
stry
an
d ag
ricul
ture
.
Out
line
the
goal
s of
th
e En
viro
nmen
tal
Man
agem
ent C
omm
issio
n.
Expl
ain
how
aci
d ra
in
harm
s th
e en
viro
nmen
t.Su
mm
ariz
e la
ws
to
prev
ent b
each
ero
sion.
Eval
uate
the
prob
lem
s of
di
spos
al o
f nuc
lear
was
te.
7.05
Eva
luat
e th
e m
ajor
cha
nges
and
eve
nts
that
hav
e af
fect
ed th
e ro
les
of lo
cal,
stat
e, a
nd n
atio
nal g
over
nmen
ts.
List
the
way
s in
whi
ch
the
stat
e go
vern
men
t at
tract
ed c
ompa
nies
to
Nor
th C
arol
ina.
Com
pare
and
con
trast
th
e De
moc
ratic
and
Re
publ
ican
par
ties
in
Nor
th C
arol
ina
since
Wor
ld
War
II.
Reco
rd th
e pr
ogra
ms
crea
ted
by th
e N
orth
Ca
rolin
a Fu
nd.
Anal
yze
the
amen
dmen
t to
the
Nor
th C
arol
ina
cons
titut
ion
that
lim
its
a go
vern
or to
two
cons
ecut
ive
term
s bu
t al
low
s th
e pe
rson
to s
erve
as
gov
erno
r aga
in a
fter
anot
her t
erm
has
pas
sed.
Elab
orat
e on
the
chan
ges
in p
eopl
e’s
lives
due
to th
e fa
ct th
at, i
n m
ore
fam
ilies
, bo
th p
aren
ts a
re in
the
wor
kpla
ce.
Sum
mar
ize
the
chan
ges
in N
orth
Car
olin
a’s
stat
e go
vern
men
t sin
ce
Wor
ld W
ar II
.
Eval
uate
the
reco
mm
enda
tions
mad
e by
the
Com
miss
ion
on th
e Re
orga
niza
tion
of S
tate
G
over
nmen
t.
Chap
ter
23. T
he C
ivil
Righ
ts E
ra (1
951–
1975
)7.
02 E
valu
ate
the
impo
rtanc
e of
soc
ial c
hang
es to
diff
eren
t gro
ups
in N
orth
Car
olin
a.
List
the
goal
s of
Afri
can
Amer
ican
s in
the
civi
l rig
hts
mov
emen
t in
the
1950
s.
Com
pare
and
con
trast
in
tegr
atio
n an
d se
greg
atio
n.
Reco
rd th
e re
sults
of t
he
Mon
tgom
ery
bus
boyc
ott.
Anal
yze
why
sit-
ins
wer
e a
succ
essf
ul fo
rm o
f pro
test
.Ex
plai
n th
e ci
vil r
ight
s pr
otes
ts in
Birm
ingh
am,
Alab
ama.
Gen
eral
ize
abou
t the
im
pact
of D
r. M
artin
Lut
her
King
, Jr.,
on
the
civi
l rig
hts
mov
emen
t.
Eval
uate
the
Civi
l Rig
hts
Act o
f 196
4 an
d th
e Vo
ting
Righ
ts A
ct o
f 196
5.
List
way
s th
at H
ispan
ic
Amer
ican
s re
ceiv
ed
bene
fits
in e
duca
tion
as
a re
sult
of th
e ci
vil r
ight
s m
ovem
ent.
Com
pare
and
con
trast
tw
o Su
prem
e Co
urt
deci
sions
: Bro
wn
v. B
oa
rd
of
Educ
ati
on
and
Ples
sy v
. Fe
rgus
on.
Show
how
the
right
s of
N
ativ
e Am
eric
ans
wer
e
reco
gniz
ed b
y th
e U
nite
d St
ates
.
Anal
yze
the
Equa
l Rig
hts
Amen
dmen
t.Ex
plai
n ho
w p
hysic
ally
ch
alle
nged
Am
eric
ans
wer
e gi
ven
equa
l op
portu
nitie
s.
Sum
mar
ize
goal
s of
the
Amer
ican
Ass
ocia
tion
of
Retir
ed P
eopl
e an
d th
e G
ray
Pant
hers
.
Eval
uate
the
Pear
sall
Plan
.
7.04
Com
pare
and
con
trast
the
vario
us p
oliti
cal v
iew
poin
ts s
urro
undi
ng is
sues
of t
he p
ost–
Wor
ld W
ar II
era
.
List
way
s in
whi
ch b
usin
g ch
ange
d th
e ra
cial
co
mpo
sitio
n of
sch
ools.
Com
pare
and
con
trast
sc
hool
s in
the
1900
s w
ith
scho
ols
in th
e 19
60s.
Reco
rd th
e fir
st m
inor
ity
men
and
wom
en w
ho
wer
e el
ecte
d to
sta
te
offic
es in
Nor
th C
arol
ina.
Anal
yze
how
Nat
ive
Amer
ican
s ga
ined
gre
ater
rig
hts
in N
orth
Car
olin
a.
Expl
ain
wha
t the
G
reen
sbor
o Co
ffee
Party
w
as.
Imag
ine
bein
g in
the
crow
d of
peo
ple
in
Was
hing
ton,
D.C
., to
hea
r M
artin
Lut
her K
ing’
s “I
Ha
ve a
Dre
am”
spee
ch.
Eval
uate
how
the
civi
l rig
hts
mov
emen
t has
ch
ange
d th
e st
ate
and
the
natio
n.
nc08lp_CompGoals.indd xvinc08lp_CompGoals.indd xvi 3/14/07 3:25:17 PM3/14/07 3:25:17 PM
Copy
right
© b
y M
cDougal
Litt
ell,
a d
ivis
ion o
f H
oughto
n M
iffl in
Com
pan
y
North Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
Lesson Plans xvii
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
Chap
ter
24. T
he C
old
War
and
Vie
tnam
(194
5–19
92)
7.04
Com
pare
and
con
trast
the
vario
us p
oliti
cal v
iew
poin
ts s
urro
undi
ng is
sues
of t
he p
ost–
Wor
ld W
ar II
era
.
List
the
caus
es o
f the
Ko
rean
War
.Co
mpa
re a
nd c
ontra
st th
e W
arsa
w P
act a
nd N
ATO.
Reco
rd th
e go
als
of th
e Tr
uman
Doc
trine
.An
alyz
e th
e fe
ar o
f co
mm
unism
spr
eadi
ng
into
the
Uni
ted
Stat
es.
Expl
ain
wha
t the
Iron
Cu
rtain
was
and
why
it
was
a th
reat
to th
e U
nite
d St
ates
.
Sum
mar
ize
the
theo
ry o
f th
e do
min
o ef
fect
and
ho
w it
exp
lain
ed U
.S.
polic
ies
in S
outh
east
Asia
.
Eval
uate
the
Gen
eva
Acco
rds
in th
e lig
ht o
f la
ter e
vent
s.
List
the
caus
es o
f the
Vi
etna
m W
ar.
Com
pare
and
con
trast
th
e Ko
rean
War
and
the
Viet
nam
War
.
Reco
rd h
ow g
uerri
lla
war
fare
by
the
Viet
nam
ese
pres
ente
d pr
oble
ms
for
U.S.
sold
iers
.
Anal
yze
the
Gul
f of T
onki
n Re
solu
tion
and
its im
pact
on
the
Uni
ted
Stat
es.
Expl
ain
the
Tet o
ffens
ive
and
its im
pact
on
Amer
ican
pub
lic o
pini
on
abou
t the
Vie
tnam
War
.
Sum
mar
ize
an in
terv
iew
th
at y
ou c
ondu
ct w
ith a
Vi
etna
m W
ar v
eter
an.
Asse
ss o
ne d
iffer
ent
cour
se th
at th
e U
nite
d St
ates
mig
ht h
ave
take
n re
gard
ing
Viet
nam
.
7.05
Eva
luat
e th
e m
ajor
cha
nges
and
eve
nts
that
hav
e af
fect
ed th
e ro
les
of lo
cal,
stat
e, a
nd n
atio
nal g
over
nmen
ts.
List
the
type
s of
pro
test
ag
ains
t the
Vie
tnam
War
.Co
mpa
re a
nd c
ontra
st th
e vi
ews
of h
awks
and
dov
es
on th
e Vi
etna
m W
ar.
Reco
rd th
e Am
eric
an
resp
onse
s to
the
Viet
nam
W
ar.
Anal
yze
Pres
iden
t Ric
hard
N
ixon
’s st
rate
gy fo
r the
Vi
etna
m W
ar.
Expl
ain
the
lega
cy o
f the
Vi
etna
m W
ar.
Sum
mar
ize
the
War
Po
wer
s Act
and
the
26th
Am
endm
ent t
o th
e U.
S.
Cons
titut
ion.
Eval
uate
the
Viet
nam
War
M
emor
ial a
nd th
e ef
fect
it
has
on v
isito
rs.
List
the
refo
rms
that
M
ikha
il G
orba
chev
br
ough
t to
the
Sovi
et
Uni
on.
Clas
sify
the
reas
ons
for
the
colla
pse
of th
e So
viet
U
nion
.
Reco
rd th
e im
porta
nce
of
tear
ing
dow
n th
e Be
rlin
War
.
Out
line
the
rise
of th
e U
nite
d St
ates
as
the
lone
w
orld
sup
erpo
wer
.
Expl
ain
the
stra
tegy
and
th
e ou
tcom
e of
Ope
ratio
n De
sert
Stor
m in
Kuw
ait
and
Iraq.
Sum
mar
ize th
e di
ffere
nce
betw
een
how
Wor
ld W
ar II
ve
tera
ns w
ere
rece
ived
at
hom
e an
d ho
w V
ietn
am
War
vet
eran
s w
ere
rece
ived
.
Eval
uate
Vie
tnam
as
the
first
“te
levi
sion
war
” an
d th
e im
pact
that
the
cove
rage
had
on
the
Amer
ican
peo
ple.
Chap
ter
25. N
orth
Car
olin
a in
Tod
ay’s
Wor
ld (1
976–
2007
)8.
01 D
escr
ibe
the
chan
ging
dem
ogra
phic
s in
Nor
th C
arol
ina
and
anal
yze
thei
r sig
nific
ance
for N
orth
Car
olin
a’s
soci
ety
and
econ
omy.
List
reas
ons
that
the
popu
latio
n of
Nor
th
Caro
lina
grew
dur
ing
the
1990
s.
Cate
goriz
e re
ason
s th
at
Hisp
anic
s m
oved
to N
orth
Ca
rolin
a.
Reco
rd th
e cu
lture
s in
N
orth
Car
olin
a an
d th
eir
impa
ct o
n th
e so
ciet
y an
d ec
onom
y of
Nor
th C
arol
ina.
Anal
yze
how
div
ersit
y ha
s st
reng
then
ed th
e cu
ltura
l lif
e of
Nor
th C
arol
ina.
Expl
ain
the
impa
ct th
at
Nor
th C
arol
ina’
s ris
ing
popu
latio
n ha
s ha
d on
the
stat
e’s
spor
ts te
ams.
Sum
mar
ize
how
rapi
d po
pula
tion
grow
th h
as
put p
ress
ure
on s
tate
go
vern
men
t.
Defin
e cr
iteria
for p
lann
ing
the
futu
re g
row
th o
f the
st
ate.
8.02
List
eco
nom
ic a
nd te
chno
logi
cal a
dvan
ces
occu
rring
in N
orth
Car
olin
a sin
ce 1
970,
and
ass
ess
thei
r inf
luen
ce o
n N
orth
Car
olin
a’s
role
in th
e na
tion
and
the
wor
ld.
List
way
s in
whi
ch
agric
ultu
re h
as b
ecom
e m
ore
prod
uctiv
e in
Nor
th
Caro
lina
beca
use
of
tech
nolo
gy.
Cate
goriz
e th
e te
chno
logi
cal i
nnov
atio
ns
that
hav
e im
prov
ed N
orth
Ca
rolin
a’s
econ
omy.
Dem
onst
rate
the
impo
rtanc
e of
edu
catio
n to
th
e ec
onom
ic d
evel
opm
ent
of N
orth
Car
olin
a.
Anal
yze
the
cont
ribut
ions
of
info
rmat
ion
tech
nolo
gy
indu
strie
s to
Nor
th
Caro
lina.
Pred
ict o
ne fu
ture
bus
ines
s th
at w
ill g
row
rapi
dly
in
the
stat
e.
Gen
eral
ize
how
Nor
th
Caro
lina
can
bene
fit fr
om
glob
aliz
atio
n.
Eval
uate
Nor
th C
arol
ina’
s le
ader
s in
enc
oura
ging
ec
onom
ic g
row
th in
the
stat
e.
8.03
Des
crib
e th
e im
pact
of s
tate
and
nat
iona
l iss
ues
on th
e po
litic
al c
limat
e of
Nor
th C
arol
ina.
List
reas
ons
why
the
Repu
blic
an P
arty
has
ga
ined
stre
ngth
in N
orth
Ca
rolin
a sin
ce th
e 19
70s.
Cate
goriz
e re
ason
s fo
r po
pula
tion
grow
th in
N
orth
Car
olin
a.
Show
the
step
s th
at y
our
com
mun
ity h
as ta
ken
to
prot
ect t
he e
nviro
nmen
t.
Anal
yze
the
impa
ct
of th
e am
endm
ent t
o th
e st
ate
cons
titut
ion
allo
win
g go
vern
ors
to
serv
e a
max
imum
of t
wo
cons
ecut
ive
term
s bu
t the
n be
abl
e to
run
for o
ffice
la
ter.
Infe
r why
glo
baliz
atio
n ha
s be
com
e an
impo
rtant
iss
ue in
Nor
th C
arol
ina.
Desig
n a
Web
site
that
co
uld
attra
ct m
ore
busin
esse
s to
mov
e to
N
orth
Car
olin
a.
Asse
ss th
e pr
os a
nd c
ons
of th
e N
orth
Am
eric
an F
ree
Trad
e Ag
reem
ent.
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Lesson PlansNorth Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
xviii
Kno
win
gO
rgan
izin
gA
pply
ing
Ana
lyzi
ngG
ener
atin
gIn
tegr
atin
gEv
alua
ting
8.03
(co
ntin
ued)
List
the
way
s in
whi
ch
the
terro
rist a
ttack
s of
Se
ptem
ber 1
1, 2
001,
hav
e af
fect
ed th
e U
nite
d St
ates
.
Com
pare
and
con
trast
th
e tw
o sid
es in
the
Arab
-Is
rael
i con
flict
.
Reco
rd th
e m
issio
n of
O
pera
tion
Endu
ring
Free
dom
.
Out
line
on a
map
Ira
q, Ir
an, K
uwai
t, an
d Af
ghan
istan
.
Expl
ain
how
Sad
dam
Hu
ssei
n w
as re
mov
ed fr
om
pow
er.
Sum
mar
ize
Pres
iden
t G
eorg
e W
. Bus
h’s
view
s ab
out t
he Ir
aq W
ar.
Eval
uate
the
Iraq
War
and
its
impa
ct o
n th
e U
nite
d St
ates
.
8.04
Ass
ess
the
impo
rtanc
e of
regi
onal
div
ersit
y on
the
deve
lopm
ent o
f eco
nom
ic, s
ocia
l, an
d po
litic
al in
stitu
tions
in N
orth
Car
olin
a.
List
cul
tura
l res
ourc
es in
N
orth
Car
olin
a an
d w
hy
they
mak
e re
gion
s of
the
stat
e m
ore
dive
rse.
Com
pare
the
econ
omic
de
velo
pmen
t of t
wo
diffe
rent
are
as o
f Nor
th
Caro
lina.
Show
way
s in
whi
ch
mili
tary
bas
es h
ave
adde
d to
the
stat
e’s
regi
onal
di
vers
ity.
Anal
yze
the
impa
ct o
f im
mig
ratio
n on
Nor
th
Caro
lina’
s re
gion
al
dive
rsity
.
Expl
ain
how
the
grow
ing
num
ber o
f peo
ple
over
65
is af
fect
ing
heal
th-c
are
indu
strie
s in
the
stat
e.
Gen
eral
ize
how
the
Rese
arch
Tria
ngle
Par
k ha
s be
nefit
ed th
e Ra
leig
h-Du
rham
are
a.
Asse
ss th
e im
porta
nce
of
prot
ectin
g N
orth
Car
olin
a’s
coas
tline
in k
eepi
ng
tour
ism s
trong
in th
e st
ate.
9.01
Des
crib
e co
ntem
pora
ry p
oliti
cal,
econ
omic
, and
soc
ial i
ssue
s at
the
stat
e an
d lo
cal l
evel
s an
d ev
alua
te th
eir i
mpa
ct o
n th
e co
mm
unity
.
List
the
resu
lts o
f Th
e Fu
ture
of
No
rth
Ca
rolin
a,
Go
als
and
R
eco
mm
enda
tio
ns f
or
the
Yea
r 2
00
0.
Gro
up th
e ec
onom
ic g
oals
that
hel
p bu
sines
ses
stat
ewid
e.
Reco
rd re
ason
s fo
r slo
w
econ
omic
gro
wth
.An
alyz
e ch
ange
s ta
king
pl
ace
in a
gric
ultu
re.
Elab
orat
e on
the
mov
ing
of th
e Ca
pe H
atte
ras
Ligh
thou
se.
Sum
mar
ize
the
biot
echn
olog
y in
dust
ry in
N
orth
Car
olin
a.
Asse
ss th
e im
pact
of t
he
rise
of th
e Re
publ
ican
Pa
rty in
Nor
th C
arol
ina
since
the
1970
s.
List
ser
vice
s pr
ovid
ed b
y in
form
atio
n te
chno
logy
co
mpa
nies
.
Cate
goriz
e ac
tions
that
pe
ople
take
to p
rote
ct th
e en
viro
nmen
t.
Reco
rd th
e im
porta
nce
of th
e fil
m in
dust
ry to
th
e ec
onom
y of
Nor
th
Caro
lina.
Anal
yze
way
s in
w
hich
Nor
th C
arol
ina
is pr
otec
ting
the
envi
ronm
ent.
Gen
eral
ize
the
esta
blish
men
t of t
he
Nor
th C
arol
ina
Coas
tal
Fede
ratio
n.
Sum
mar
ize
the
effe
cts
of fr
ee tr
ade
on N
orth
Ca
rolin
a’s
econ
omy.
Eval
uate
the
effe
ct o
f gl
obal
war
min
g on
the
fragi
le O
uter
Ban
ks.
9.02
Iden
tify
past
and
pre
sent
sta
te a
nd lo
cal l
eade
rs fr
om d
iver
se c
ultu
ral b
ackg
roun
ds a
nd a
sses
s th
eir i
nflu
ence
in a
ffect
ing
chan
ge.
List
the
polic
ies
of
Gov
erno
r Mik
e Ea
sley.
Cate
goriz
e th
e iss
ues
raise
d in
The
Fut
ure
of
No
rth
Ca
rolin
a,
Go
als
and
R
eco
mm
enda
tio
ns f
or
the
Yea
r 2
00
0, p
ublis
hed
durin
g G
over
nor J
ames
B.
Hunt
’s ad
min
istra
tion.
Reco
rd th
e le
gacy
of
Sena
tor J
esse
Hel
ms.
Anal
yze
the
impa
ct th
at
Stat
e Su
prem
e Co
urt
Just
ice
Henr
y E.
Fry
e ha
s ha
d on
Nor
th C
arol
ina.
Pred
ict t
hree
trai
ts th
at
Nor
th C
arol
ina’
s le
ader
s w
ill n
eed
to g
uide
the
stat
e in
to th
e fu
ture
.
Sum
mar
ize
the
care
er o
f Se
nato
r Eliz
abet
h Do
le.
Asse
ss o
ne le
ader
in N
orth
Ca
rolin
a an
d th
e im
pact
th
at h
e or
she
has
had
on
the
stat
e.
9.03
Des
crib
e op
portu
nitie
s fo
r and
ben
efits
of c
ivic
par
ticip
atio
n.
Iden
tify
way
s in
whi
ch
citiz
ens
wer
e in
volv
ed
in th
e de
velo
pmen
t of
The
Futu
re o
f N
ort
h C
aro
lina
, G
oa
ls a
nd
Rec
om
men
dati
ons
fo
r th
e Y
ear
20
00
.
Cate
goriz
e w
ays
in w
hich
ci
tizen
s of
Nor
th C
arol
ina
have
act
ed to
pro
tect
the
envi
ronm
ent.
Illus
trate
a p
oste
r tha
t ur
ges
peop
le to
hel
p so
lve
a pr
oble
m in
you
r co
mm
unity
.
Out
line
a pl
an to
en
cour
age
mor
e yo
ung
adul
ts to
vot
e.
Pred
ict w
ays
in w
hich
N
orth
Car
olin
ians
will
co
me
toge
ther
to s
olve
a
serio
us p
robl
em in
the
stat
e.
Sum
mar
ize
the
Kids
Vo
ting
Nor
th C
arol
ina
and
the
Colle
giat
e Re
cycl
ers
Coal
ition
.
Eval
uate
way
s to
bec
ome
mor
e in
volv
ed c
itize
ns.
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North Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
xixLesson Plans
Name Date
How Much Do You Know about North Carolina?
1. The winner of the 2000 gubernatorial election in North Carolina was .
2. In 2004, North Carolina’s two U.S. senators were and .
3. There are counties in North Carolina.
4. North Carolina borders the following states: , , , and .
5. North Carolina borders the Ocean.
6. The capital of North Carolina is and was named for .
7. The largest city in North Carolina is .
8. The “City of Medicine” is .
9. The direction of odd-numbered interstate highways is , and the direction of even-numbered interstate highways is .
10. The three major geographical regions in North Carolina are , , and .
11. The largest sand dune in North Carolina is .
12. The largest residential house in North Carolina is the House in Asheville, North Carolina.
13. The Big Four Schools are , , , and .
14. The Lighthouse was moved to protect it from the ocean.
15. Major tropical storms that affect North Carolina are called .
16. Wright fl ew the fi rst airplane.
17. The North Carolina Zoo is in , and it is the fi rst zoo to keep animals in their natural .
18. The “Queen City” is .
19. The National Football League team, the Carolina Panthers, is based in .
20. The bloodiest Civil War battle fought in North Carolina was the .
21. The Carolina Hurricanes won the Cup in 2006.
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Lesson PlansNorth Carolina in the American ExperienceActivities for North Carolina’s Competency Goals and Objectives for Eighth Grade
xx
Name Date
These questions should be adapted to the school’s area.
1. The mayor of your city/town is .
2. The major businesses in your area are .
3. The major farm commodities in your area are .
4. The major highway systems in your area are .
5. The major geographical landforms in your area are .
6. Famous North Carolinians born in your area are .
7. The General Assembly representatives for your area are .
8. Your area is in County.
Answer Key—How Much Do You Know about North Carolina?
1. Michael Easley 2. Richard Burr and Elizabeth Dole 3. 100 4. Virginia, South Carolina, Georgia, and Tennessee 5. Atlantic 6. Raleigh; Sir Walter Raleigh 7. Charlotte 8. Durham 9. north-south; east-west 10. Coastal Plain; Piedmont; Mountains 11. Jockey’s Ridge 12. Biltmore 13. Duke; North Carolina State; University of North Carolina; Wake Forest 14. Cape Hatteras 15. hurricanes 16. Orville 17. Asheboro; habitat 18. Charlotte 19. Charlotte 20. Battle of Bentonville 21. Stanley
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1North Carolina in the American ExperienceChapter 1, The Geography of North Carolina
Lesson PlansCore Lesson Plan: Section 1.1
CORE LESSON PLAN
North Carolina’s Land RegionsSECTION
1.1
CH
AP
TER 1
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Connect to the Essential Question, PE/TE p. 4❏ Connect to U.S. History, PE/TE p. 5❏ Time Line Discussion, PE/TE p. 5❏ Differentiated Vocabulary: Knowledge Rating,
PE/TE p. 6❏ Reading Strategy: Categorizing, PE/TE p. 6❏ Taking Notes, PE/TE p. 7
North Carolina Competency Goal
1.01. Assess the impact of geography on the settlement and developing economy of the Carolina colony.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 7❏ Setting the Stage, PE/TE p. 7❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Vocabulary Visuals, TE p. 6
❏ Reading Study Guide with Additional Support, URB pp. 7–8
❏ Vocabulary Practice, URB p. 25
On Level
❏ Section 1: North Carolina’s Land Regions, PE/TEpp. 7–10
❏ Reading Study Guide, URB pp. 1–2
❏ Skillbuilder: Reading a Map, URB p. 26
Gifted & Talented and Pre-AP
❏ Relief Maps, TE p. 8
English Learners
❏ Pronounce and Preview, TE p. 6
❏ Word Relationships, TE p. 8
❏ RSG in Spanish, URB pp. 13–14
❏ RSG with Additional Support, in Spanish, URB pp. 19–20
❏ Vocabulary Practice, URB p. 25
All Students
❏ Introduce the Essential Question, TE p. 4❏ Connect to the Essential Question, TE p. 10❏ Talk About It—Small-Group Discussion: Coming “unglued”/Pinning down the Banks, TE p. 8❏ Think, Pair, Share—Small-Group Activity: Heading inland to the Coastal Plain, TE p. 8❏ Reader, Recorder, Reporter—Small-Group Activity: The Piedmont/The Mountains, TE p. 9❏ Connect to U.S. History: The Appalachians and Appalachia, TE p. 10❏ More About: Shipwrecks in the Outer Banks, TE p. 8; The Fall Line, TE p. 9
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
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2 Lesson PlansCore Lesson Plan: Section 1.1
North Carolina in the American ExperienceChapter 1, The Geography of North Carolina
CH
AP
TER
1
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Transparency: Map of North Carolina Geographic Regions, TB TT26
❏ Transparency: Essential-Question Graphic: The Geography of North Carolina, TB TT35
❏ Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History
❏ Power Presentations DVD-ROM: Map: “Regions of North Carolina”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Tiered Activity: Create an auditory tour of North Carolina’s geographical features, TE p. 9
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 10❏ Section Quiz, URB p. 27❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 30
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 19
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners identify the features of each of North Carolina’s land regions
Activity: Group Reading
1. Organize students into four groups.
2. Assign each group one of North Carolina’s land regions: Mountain, Piedmont, Coastal Plain, and Tidewater.
3. Students in the Coastal Plain and Tidewater groups should study the information under the heading “Heading inland to the Coastal Plain.” Students in the Piedmont group should study the information under the heading “The Piedmont.” Students in the Mountain group should study the information under the heading “The Mountains.”
4. Have each group study its assigned section and create a list of the features that characterize its particular region. Then, have each group share its list with the rest of the class.
SECTION 1.1: NORTH CAROLINA’S LAND REGIONS, CONTINUED
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3North Carolina in the American ExperienceChapter 1, The Geography of North Carolina
Lesson PlansCore Lesson Plan: Section 1.2
CH
AP
TER 1
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Taking Notes, PE/TE p. 11 North Carolina Competency Goal
1.01. Assess the impact of geography on the settlement and developing economy of the Carolina colony.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 11❏ Setting the Stage, PE/TE p. 11❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Reading Study Guide with Additional Support,URB pp. 9–10
❏ Vocabulary Practice, URB p. 25
On Level
❏ Section 2: North Carolina’s Climate and Weather, PE/TE pp. 11–14
❏ Reading Study Guide,URB pp. 3–4
English Learners
❏ RSG in Spanish, URB pp. 15–16
❏ RSG with Additional Support, in Spanish, URB pp. 21–22
❏ Vocabulary Practice, URB p. 25
All Students
❏ Connect to the Essential Question, TE p. 14❏ Think, Pair, Share—Small-Group Activity: Location, TE p. 11; Winds, TE, p. 13❏ Reader, Recorder, Reporter—Small-Group Activity: Altitude, TE p. 12❏ Talk About It—Small-Group Discussion: Precipitation, TE p. 12❏ Connect to U.S. History: The Effects of Wind, TE p. 14❏ Think as a Geographer, TE p. 12❏ Historical Spotlight: Hurricane Hazel, TE p. 13
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
CORE LESSON PLAN
North Carolina’s Climate and WeatherSECTION
1.2
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4 North Carolina in the American ExperienceChapter 1, The Geography of North Carolina
Lesson PlansCore Lesson Plan: Section 1.2
CH
AP
TER
1
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Power Presentations DVD-ROM: Chart: “Record Low Temperatures”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Connect to Language Arts: Hurricane Safety Pamphlets, TE p. 12
❏ Connect to Science: Relative Humidity Measurements, TE p. 12
❏ Tiered Activity: Describe the effects of wind in North Carolina, TE p. 13
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 14❏ Section Quiz, URB p. 28❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 31
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 19
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners understand the elements of North Carolina’s climate
Activity: Chalkboard Chart
1. Draw on the board a four-column chart with the headings “Location,” “Altitude,” “Precipitation,” and “Winds.”
2. Guide students through the section, helping them summarize how each element contributes to North Carolina’s unique climate.
3. Have four student volunteers record the information in the chart on the board. Have students copy the chart into their notebooks for use when studying.
SECTION 1.2: NORTH CAROLINA’S CLIMATE AND WEATHER, CONTINUED
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5North Carolina in the American ExperienceChapter 1, The Geography of North Carolina
Lesson PlansCore Lesson Plan: Section 1.3
CH
AP
TER 1
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Taking Notes, PE/TE p. 15 North Carolina Competency Goal
1.01. Assess the impact of geography on the settlement and developing economy of the Carolina colony.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 15❏ Setting the Stage, PE/TE p. 15❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Reading Study Guide with Additional Support, URB pp. 11–12
❏ Vocabulary Practice, URB p. 25
On Level
❏ Section 3: North Carolina’s Natural Resources, PE/TE pp. 15–17
❏ Reading Study Guide, URBpp. 5–6
English Learners
❏ RSG in Spanish, URB pp. 17–18❏ RSG with Additional Support, in
Spanish, URB pp. 23–24❏ Vocabulary Practice, URB p. 25
All Students
❏ Connect to the Essential Question, TE p. 16❏ Talk About It—Small-Group Discussion: Soil, TE p. 15; Rocks and minerals/Plants and wildlife, TE p. 16❏ Think, Pair, Share—Small-Group Activity: Water—offshore and inland, TE p. 17❏ Think as a Historian, TE p. 16
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
CORE LESSON PLAN
North Carolina’s Natural ResourcesSECTION
1.3
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6 North Carolina in the American ExperienceChapter 1, The Geography of North Carolina
Lesson PlansCore Lesson Plan: Section 1.3
CH
AP
TER
1
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Power Presentations DVD-ROM: Map: “Principal Rivers of North Carolina”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Tiered Activity: Create a display of North Carolina resources, TE p. 16
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 17❏ Section Quiz, URB p. 29❏ Chapter Assessment, PE/TE pp. 18–19❏ Chapter Test (Levels A, B, C), URB pp. 33–44❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: • Section Quiz • Chapter Test (Forms A, B, C)
Reteaching
❏ Reteaching Activity, URB p. 32
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 19
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners identify North Carolina’s natural resources
Activity: Resource Dictionary
1. Have students skim the section and identify unfamiliar or diffi cult words related to North Carolina’s natural resources. Write these words on the board.
2. Provide students with dictionaries, and have them work with partners to fi nd the defi nition for each word.
3. As students share their defi nitions, record them on the board. Students should record the defi nitions in their notebooks and refer to them as they reread the section.
SECTION 1.3: NORTH CAROLINA’S NATURAL RESOURCES, CONTINUED
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7Lesson PlansCore Lesson Plan: Section 2.1
North Carolina in the American ExperienceChapter 2, American Indians in North America and North Carolina
CH
AP
TER 2
CORE LESSON PLAN
The First People of North AmericaSECTION
2.1
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Connect to the Essential Question, PE/TE p. 20❏ Connect to U.S. History, PE/TE p. 21❏ Time Line Discussion, PE/TE p. 21❏ Differentiated Vocabulary: Predicting ABCs,
PE/TE p. 22❏ Reading Strategy: Categorizing, PE/TE p. 22❏ Taking Notes, PE/TE p. 23
North Carolina Competency Goal
1.02. Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 23❏ Setting the Stage, PE/TE p. 23❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Photo Vocabulary, TE p. 22; Describing Features, TE p. 24
❏ Reading Study Guide with Additional Support, URB pp. 49–50
❏ Vocabulary Practice, URB p. 61
On Level
❏ Section 1: The First People of North Carolina, PE/TE pp. 23–27
❏ Reading Study Guide, URB pp. 45–46
❏ Skillbuilder: Using Secondary Sources, URB p. 62
English Learners
❏ Pronounce and Preview, TE p. 22
❏ Punctuation and Print Cues, TE p. 24
❏ RSG in Spanish, URB pp. 53–54❏ RSG with Additional Support, in
Spanish, URB pp. 57–58❏ Vocabulary Practice, URB p. 61
All Students
❏ Introduce the Essential Question, TE p. 20❏ Connect to the Essential Question, TE p. 27❏ Talk About It—Small-Group Discussion: The Pacifi c Northwest, TE p. 24; The Eastern Woodlands, TE p. 26❏ Think, Pair, Share—Small-Group Activity: The Desert Southwest, TE p. 25❏ Reader, Recorder, Reporter—Small-Group Activity: The Plains, TE p. 26❏ Across Cultures, TE p. 24❏ Connect to U.S. History: Native American Language Groups, TE p. 26; Buffalo Reach Near-Extinction, TE p. 27❏ More About: The Makah Potlatch, TE p. 24; The Anasazi in Chaco Canyon, TE p. 25; Hunting Buffalo, TE p. 26
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
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8 Lesson PlansCore Lesson Plan: Section 2.1
North Carolina in the American ExperienceChapter 2, American Indians in North America and North Carolina
CH
AP
TER
2
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Transparency: Mississippian Warrior, TB TT1❏ Transparency: Native American Lifeways, TB TT17❏ Transparency: Essential-Question Graphic:
American Indians in North America and North Carolina, TB TT36
❏ Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History
❏ Power Presentations DVD-ROM: Map: “Selected North American Cultural Groups, c. 1600”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Connect to Language Arts: Native American Legends, TE p. 25
❏ Connect to Math: Native American Housing Models, TE p. 25
❏ Tiered Activity: Write a journal entry from the point of view of an early Native American, TE p. 26
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 27❏ Section Quiz, URB p. 63❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 65
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 35
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners identify the characteristics of different Native American groups
Activity: Paired Reading
1. Draw the following graphic organizer on a transparency, the board, or a whiteboard.
2. Have students work in pairs to reread the section and identify the features of the Native American groups that are discussed: the Makah, the Hohokam, the Anasazi, the Pawnee, and the Iroquois.
the Makah the Hohokam the Anasazi the Pawnee the Iroquois
SECTION 2.1: THE FIRST PEOPLE OF NORTH AMERICA, CONTINUED
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9North Carolina in the American ExperienceChapter 2, American Indians in North America and North Carolina
Lesson PlansCore Lesson Plan: Section 2.2
CH
AP
TER 2
CORE LESSON PLAN
The First North CaroliniansSECTION
2.2
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Taking Notes, PE/TE p. 30 North Carolina Competency Goal
1.02. Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 30❏ Setting the Stage, PE/TE p. 30❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Reading Study Guide with Additional Support, URB pp. 51–52
❏ Vocabulary Practice, URB p. 61
On Level
❏ Section 2: The First North Carolinians, PE/TE pp. 30–33
❏ Reading Study Guide, URB pp. 47–48
Gifted & Talented and Pre-AP
❏ Mound Builder Mysteries, TE p. 31
English Learners
❏ Punctuation and Print Cues, TE p. 31
❏ RSG in Spanish, URB pp. 55–56
❏ RSG with Additional Support, in Spanish, URB pp. 59–60
❏ Vocabulary Practice, URB p. 61
All Students
❏ Connect to the Essential Question, TE p. 33❏ Talk About It—Small-Group Discussion: “A well-shap’d clean-made People,” TE p. 31❏ Think, Pair, Share—Small-Group Activity: Patterns of life, TE p. 32❏ Reader, Recorder, Reporter—Small-Group Activity: Leaving a mark on the land, TE p. 32❏ Connect to U.S. History: Competition Among Native Americans, TE p. 32❏ Think as a Geographer, TE p. 33❏ Historical Spotlight: The Mound Builders, TE p. 31
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
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10 North Carolina in the American ExperienceChapter 2, American Indians in North America and North Carolina
Lesson PlansCore Lesson Plan: Section 2.2
CH
AP
TER
2
SECTION 2.2: THE FIRST NORTH CAROLINIANS, CONTINUED
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Power Presentations DVD-ROM: Map: “Native Americans of North Carolina 1500”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Tiered Activity: Create a mural depicting the Native Americans of North Carolina, TE p. 32
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 33❏ Section Quiz, URB p. 64❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)❏ Test Generator CD-ROM: • Section Quiz • Chapter Test (Forms A, B, C)
Reteaching
❏ Reteaching Activity, URB p. 66
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 35
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners understand how the Native Americans of North Carolina produced crafts and used natural resources
Activity: Student Teaching
1. Organize students into two groups.
2. Have the fi rst group read the section and list the different crafts the Native Americans of North Carolina produced. Have the second group read the section and list the different natural resources the Native Americans of North Carolina used.
3. Have each group teach their fi ndings to the rest of the class.
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11North Carolina in the American ExperienceChapter 3, European Exploration of North America and North Carolina
Lesson PlansCore Lesson Plan: Section 3.1
CH
AP
TER 3
CORE LESSON PLAN
European Exploration of North AmericaSECTION
3.1
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Connect to the Essential Question, PE/TE p. 38❏ Connect to U.S. History, PE/TE p. 39❏ Time Line Discussion, PE/TE p. 39❏ Differentiated Vocabulary: Defi nition Mapping,
PE/TE p. 40❏ Reading Strategy: Analyzing Causes and Effects,
PE/TE p. 40❏ Taking Notes, PE/TE p. 41
North Carolina Competency Goals
1.03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.
1.04 Evaluate the impact of the Columbian Exchange on the cultures of America Indians, Europeans, and Africans.
1.05 Describe the factors that led to the founding and settlement of the American colonies, including religious persecution, economic opportunity, adventure, and forced migration.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 41❏ Setting the Stage, PE/TE p. 41❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Finding Terms and Names, TE p. 40
❏ Making Inferences, TE p. 42
❏ Cause and Effect, TE p. 45
On Level
❏ Section 1: European Exploration of North America, PE/TE pp. 41–47
❏ Reading Study Guide, URB pp. 79–80
Gifted & Talented and Pre-AP
❏ Interpretive Essays, TE p. 42
❏ Warfare Research, TE p. 43
English Learners
❏ Pronounce and Preview, TE p. 40
❏ Prefi xes, TE p. 43❏ Comprehension,
TE p. 45
All Students
❏ Introduce the Essential Question, TE p. 38❏ Connect to the Essential Question, TE p. 47❏ Talk About It—Small-Group Discussion: The Columbian Exchange, TE p. 44; Verrazano continues
northward, TE p. 46❏ Reader, Recorder, Reporter—Small-Group Activity: Missionaries spread Catholicism, TE p. 43❏ Think, Pair, Share—Small-Group Activity: Dividing the world/Spain builds an empire, TE p. 42; The slave
trade begins, TE p. 44; Seeking a northwest passage, TE p. 45❏ Roleplay Your Answer—Small-Group Activity: Cortés conquers Mexico/Pizarro conquers Peru, TE p. 42❏ Historical Spotlight: Martin Waldseemüller’s 1507 World Map, TE p. 41
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
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12 Lesson PlansCore Lesson Plan: Section 3.1
North Carolina in the American ExperienceChapter 3, European Exploration of North America and North Carolina
CH
AP
TER
3
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Transparency: Essential-Question Graphic: European Exploration of North America and North Carolina, TB TT37
❏ Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History
❏ Power Presentations DVD-ROM: Map: “The Columbian Exchange”
❏ Power Presentations DVD-ROM: Map: “Search for the Northwest Passage”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Connect to Science: Research Diseases, TE p. 44❏ Connect to Language Arts: Persuasive Writing,
TE p. 44❏ Tiered Activity: Draw conclusions about
Europeans’ and Native Americans’ impressions, TE p. 46
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 47❏ Section Quiz, URB p. 97❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 99
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/ TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/ TE pp. S10–S37
❏ Standards-Based Assessment, PE/ TE p. 55
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners understand the vocabulary related to the European exploration of North America
Activity: Vocabulary Preview
1. Have students reread the section and identify any terms that are unfamiliar or challenging.
2. Lead a discussion in which students offer descriptions or defi nitions of these words. Then ask student volunteers to use each word in a sentence.
3. Have students work in pairs to record a description or defi nition of each word in a “Word Journal.” Encourage students to use their “Word Journal” when studying.
SECTION 3.1: EUROPEAN EXPLORATION OF NORTH AMERICA, CONTINUED
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13North Carolina in the American ExperienceChapter 3, European Exploration of North America and North Carolina
CH
AP
TER 3
Lesson PlansCore Lesson Plan: Section 3.2
CORE LESSON PLAN
Europeans Reach North CarolinaSECTION
3.2
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Taking Notes, PE/TE p. 48 North Carolina Competency Goals
1.03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.
1.05 Describe the factors that led to the founding and settlement of the American colonies, including religious persecution, economic opportunity, adventure, and forced migration.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 48❏ Setting the Stage, PE/TE p. 48❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Sequencing Events, TE p. 50
On Level
❏ Section 2: Europeans Reach North Carolina, PE/TE pp. 48–53
Gifted & Talented and Pre-AP
❏ Early Cartography, TE p. 49
English Learners
❏ Idioms, TE p. 49❏ RSG in Spanish, URB
pp. 89–90
All Students
❏ Connect to the Essential Question, TE p. 53❏ Talk About It—Small-Group Discussion: France challenges Spain in Florida/The Spanish win control of
Florida, TE p. 51; Pedro de Coronas lands at Currituck Sound, TE p. 52❏ Reader, Recorder, Reporter—Small-Group Activity: Vásquez de Ayllón lands at Cape Fear/Vásquez de Ayllón’s
expedition moves south, TE p. 50; Pardo explores mountains of North Carolina/Spain gives up, TE p. 53❏ Think, Pair, Share—Small-Group Activity: Ponce de León explores Florida for Spain/Ponce de León claims
Florida for Spain, TE p. 49❏ Roleplay Your Answer—Small-Group Activity: De Soto lands in Florida/De Soto reaches North Carolina and
the Mississippi, TE p. 50❏ Historical Spotlight: The Gulf Stream, TE p. 49❏ Connect to U.S. History: St. Augustine, TE p. 52❏ Think as a Historian, TE p. 51❏ More About: Ponce de León, TE p. 49
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
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14 North Carolina in the American ExperienceChapter 3, European Exploration of North America and North Carolina
CH
AP
TER
3
Lesson PlansCore Lesson Plan: Section 3.2
SECTION 3.2: EUROPEANS REACH NORTH CAROLINA, CONTINUED
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Power Presentations DVD-ROM: Map: “Ponce de León’s Exploration”
❏ Power Presentations DVD-ROM: Map: “De Soto’s Travels”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Connect to Math: Mileage Calculations, TE p. 51❏ Connect to Language Arts: Explorer Eulogies,
TE p. 51❏ Tiered Activity: Create picture books depicting
explorers’ travels, TE p. 52
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 53❏ Section Quiz, URB p. 98❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)❏ Test Generator CD-ROM: • Section Quiz • Chapter Test (Forms A, B, C)
Reteaching
❏ Reteaching Activity, URB p. 100
Test Practice & Review
❏ Guide to North Carolina Test of EOG Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Standardized Tests, PE/TE pp. S10–S37❏ Standards-Based Assessment, PE/TE p. 55
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners differentiate among the people who explored North Carolina
Activity: Explorer Chart
1. Draw the following chart on a transparency, the board, or a white board.
2. Guide students through the section, identifying each of the explorers discussed.
3. Have students work in small groups to complete the graphic organizer with information about each of the explorers.
Juan Ponce de León
Lucas Vásquez de Ayllón
Hernando de Soto
Jean Ribaut
Pedro Menéndez
Pedro de Coronas
Juan Pardo
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15North Carolina in the American ExperienceChapter 4, English Attempts to Colonize North Carolina
Lesson PlansCore Lesson Plan: Section 4.1
CH
AP
TER 4
CORE LESSON PLAN
The Amadas and Barlowe ExpeditionSECTION
4.1
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Connect to the Essential Question, PE/TE p. 56❏ Connect to U.S. History, PE/TE p. 56❏ Time Line Discussion, PE/TE p. 57❏ Differentiated Vocabulary: Knowledge Rating,
PE/TE p. 58❏ Reading Strategy: Categorizing, PE/TE p. 58❏ Taking Notes, PE/TE p. 59
North Carolina Competency Goals
1.03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.
1.05 Describe the factors that led to the founding and settlement of the American colonies, including religious persecution, economic opportunity, adventure, and forced migration.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 59❏ Setting the Stage, PE/TE p. 59❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Audio Vocabulary, TE p. 58❏ Reading Study Guide with
Additional Support, URB pp. 119–120
❏ Vocabulary Practice, URB p. 137
On Level
❏ Section 1: The Amadas and Barlowe Expedition, PE/TE pp. 59–61
❏ Reading Study Guide, URB pp. 113–114
❏ Skillbuilder: Summarizing, URB p. 138
English Learners
❏ Pronounce and Preview, TE p. 58
❏ RSG in Spanish, URB pp. 125–126
❏ RSG with Additional Support, in Spanish, URB pp. 131–132
❏ Vocabulary Practice, URB p. 137
All Students
❏ Introduce the Essential Question, TE p. 56❏ Connect to the Essential Question, TE p. 61❏ Reader, Recorder, Reporter—Small-Group Activity: Early English Colonies, TE p. 59❏ Roleplay Your Answer—Small-Group Activity: Amadas and Barlowe /A friendly welcome, TE p. 60❏ Think, Pair, Share—Small-Group Discussion: Report to Raleigh/Recognition from the Queen, TE p.60❏ Connect to U.S. History: Barlowe’s Accounts, TE p. 60❏ More About: Manteo and Wanchese, TE p. 61
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
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16 Lesson PlansCore Lesson Plan: Section 4.1
North Carolina in the American ExperienceChapter 4, English Attempts to Colonize North Carolina
CH
AP
TER
4
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Transparency: Essential-Question Graphic: English Attempts to Colonize North Carolina, TB TT38
❏ Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Tiered Activity: Write a picture-book biography of Sir Walter Raleigh, TE p. 60
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 61❏ Section Quiz, URB p. 139❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 142
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 71
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners understand England’s role in the exploration of North Carolina
Activity: Group Summaries
1. Organize students into fi ve groups, and assign each group one of the sections under the red headings:Early English coloniesAmadas and BarloweA friendly welcomeReport to RaleighRecognition from the queen
2. Ask each group to read and summarize the main points of its section.3. Have each group present its summary to the class. Then lead the class in a discussion of what England
gained from the Amadas and Barlowe expedition.
SECTION 4.1: THE AMADAS AND BARLOWE EXPEDITION, CONTINUED
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17North Carolina in the American ExperienceChapter 4, English Attempts to Colonize North Carolina
Lesson PlansCore Lesson Plan: Section 4.2
CH
AP
TER 4
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Taking Notes, PE/TE p. 62 North Carolina Competency Goals
1.03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.
1.05 Describe the factors that led to the founding and settlement of the American colonies, including religious persecution, economic opportunity, adventure, and forced migration.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 62❏ Setting the Stage, PE/TE p. 62❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Action Charts, TE p. 63❏ Reading Study Guide with
Additional Support, URB pp. 121–122
❏ Vocabulary Practice, URB p. 137
On Level
❏ Section 2: Ralph Lane Colony, PE/TE pp. 62–65
❏ Reading Study Guide, URB pp. 115–116
English Learners
❏ Multiple-Meaning Words, TE p. 63
❏ RSG in Spanish, URB pp. 127–128
❏ RSG with Additional Support, in Spanish, URB pp. 133–134
❏ Vocabulary Practice, URB p. 137
All Students
❏ Connect to the Essential Question, TE p. 65❏ Talk About It—Small-Group Discussion: Roanoke Island, TE p. 63❏ Reader, Recorder, Reporter—Small-Group Activity: Voyage of the colonists, TE p. 62; Abandoning the
colony/Achievements of the colony, TE p. 64❏ Roleplay Your Answer—Small-Group Activity: Trouble for the colonists, TE p. 64
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
CORE LESSON PLAN
Ralph Lane ColonySECTION
4.2
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18 North Carolina in the American ExperienceChapter 4, English Attempts to Colonize North Carolina
Lesson PlansCore Lesson Plan: Section 4.2
CH
AP
TER
4
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Power Presentations DVD-ROM: Map: “Roanoke Colony 1585”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Tiered Activity: Create a bulletin-board display of the accomplishments of the Roanoke settlement, TE p. 64
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 65❏ Section Quiz, URB p. 140❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 143
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 71
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners identify the diffi culties and achievements of the Ralph Lane Colony
Activity: Diffi culties and Achievements Chart
1. Draw the following chart on a transparency, the board, or a white board.
2. Have students work in pairs to complete the chart with information about each heading. Call on volunteers to share their answers with the class.
Diffi culties Achievements
SECTION 4.2: RALPH LANE COLONY, CONTINUED
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19North Carolina in the American ExperienceChapter 4, English Attempts to Colonize North Carolina
Lesson PlansCore Lesson Plan: Section 4.3
CH
AP
TER 4
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Taking Notes, PE/TE p. 66 North Carolina Competency Goals
1.03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.
1.05 Describe the factors that led to the founding and settlement of the American colonies, including religious persecution, economic opportunity, adventure, and forced migration.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 66❏ Setting the Stage, PE/TE p. 66❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Reading Study Guide with Additional Support, URB pp. 123–124
❏ Vocabulary Practice, URB p. 137
On Level❏ Section 3: The Lost Colony,
PE/TE pp. 66–69
❏ Reading Study Guide, URB pp. 117–118
English Learners
❏ RSG in Spanish, URB pp. 129–130
❏ RSG with Additional Support, in Spanish, URB pp. 135–136
❏ Vocabulary Practice, URB p. 137
All Students
❏ Connect to the Essential Question, TE p. 69❏ Talk About It—Small-Group Discussion: White’s departure in 1587/White’s return in 1590, TE p. 67; White
tries to search for the Lost Colony, TE p. 69❏ Reader, Recorder, Reporter—Small-Group Activity: The John White Colony/Events at the colony, TE p. 66❏ Think as a Historian, TE p. 67❏ Connect to U.S. History: The “Other” Lost Colony, TE p. 67; The Lumbee and the Lost Colonists, TE p. 68
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
CORE LESSON PLAN
The Lost ColonySECTION
4.3
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20 North Carolina in the American ExperienceChapter 4, English Attempts to Colonize North Carolina
Lesson PlansCore Lesson Plan: Section 4.3
CH
AP
TER
4
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Connect to Language Arts: Write Mysteries of the Lost Colony, TE p. 67
❏ Connect to Science: Compare Navigational Technology, TE p. 67
❏ Tiered Activity: Create and enact a play about the Lost Colony, TE p. 68
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 69❏ Section Quiz, URB p. 141❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)❏ Test Generator CD-ROM:
• Section Quiz• Chapter Test (Forms A, B, C)
Reteaching
❏ Reteaching Activity, URB p. 144
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 71
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners sequence the events concerning the Lost Colony
Activity: Guided Time Line
1. Have students reread the section and identify dates mentioned in the text. Record these dates on a transparency, the board, or a white board.
2. Ask students to put these dates in the correct order. Plot these dates on a time line you draw on a transparency, the board, or a white board.
3. Finally, have students provide a brief description of each event on the time line.
SECTION 4.3: THE LOST COLONY, CONTINUED
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21North Carolina in the American ExperienceChapter 5, England’s Colonies and Factors in Colonization
Lesson PlansCore Lesson Plan: Section 5.1
CORE LESSON PLAN
Jamestown and Economic Opportunity
CH
AP
TER 5
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Connect to the Essential Question, PE/TE p. 72❏ Connect to U.S. History, PE/TE p. 73❏ Time Line Discussion, PE/TE p. 73❏ Differentiated Vocabulary: Predicting ABCs,
PE/TE p. 74❏ Reading Strategy: Analyzing Causes and Effects,
PE/TE p. 74❏ Taking Notes, PE/TE p. 75
North Carolina Competency Goals
1.05 Describe the factors that led to the founding and settlement of the American colonies, including religious persecution, economic opportunity, adventure, and forced migration.
3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 75❏ Setting the Stage, PE/TE p. 75❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Terms in Context,TE p. 74
❏ Reading Study Guide with Additional Support, URB pp. 165–166
❏ Vocabulary Practice, URB p. 189
On Level
❏ Section 1: Jamestown and Economic Opportunity, PE/TE pp. 75–78
❏ Reading Study Guide, URB pp. 157–158
❏ Skillbuilder: Using Primary Sources, URB p. 190
Gifted & Talented and Pre-AP
❏ Tobacco and Economics, TE p. 76
❏ Challenge Activity: Write a fi rsthand account of life in Jamestown, TE p. 77
English Learners
❏ Pronounce and Preview, TE p. 74
❏ Comprehension: Connection, TE p. 76
❏ RSG in Spanish, URB pp. 173–174
❏ RSG with Additional Support, in Spanish, URB pp. 181–182
All Students
❏ Introduce the Essential Question, TE p. 72❏ Connect to the Essential Question, TE p. 78❏ Think, Pair, Share—Small-Group Activity: Jamestown is settled/The new colony faces trouble, TE p. 76;
Colonists fi nd a voice, TE p. 78❏ Reader, Recorder, Reporter—Small-Group Activity: Strong leaders emerge/Trade in tobacco, TE p. 77❏ Roleplay Your Answer—Small-Group Activity: New colonists arrive in Jamestown/The fi rst Africans arrive,
TE p. 77
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
SECTION
5.1
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22 Lesson PlansCore Lesson Plan: Section 5.1
North Carolina in the American ExperienceChapter 5, England’s Colonies and Factors in Colonization
CH
AP
TER
5
SECTION 5.1: JAMESTOWN AND ECONOMIC OPPORTUNITY, CONTINUED
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Transparency: John Smith Takes a Prisoner, TB TT2
❏ Transparency: Essential-Question Graphic: England’s Colonies and Factors in Colonization, TB TT39
❏ Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History
❏ Power Presentations DVD-ROM: Map: “Jamestown 1607”
❏ Power Presentations DVD-ROM: Graph: “Tobacco Shipped from Jamestown to England 1615–1630”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Tiered Activity: Write a fi rsthand account of life in Jamestown, TE p. 77
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 78❏ Section Quiz, URB p. 191❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 195
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 97
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners understand the factors that caused the diffi culties faced by the early settlers of Jamestown
Activity: Cause-and-Effect Chart
1. Divide students into pairs.2. Instruct each pair to select a problem faced by the early settlers of Jamestown. Then have students
complete a cause-and-effect chart similar to the one above, citing factors that contributed to the problem.3. After all pairs have completed their charts, lead the class in a brief discussion focusing on the different
causes and effects students examined.
Problems Faced by Jamestown Settlers
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23North Carolina in the American ExperienceChapter 5, England’s Colonies and Factors in Colonization
Lesson PlansCore Lesson Plan: Section 5.2
CH
AP
TER 5
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Taking Notes, PE/TE p. 79 North Carolina Competency Goals
1.05 Describe the factors that led to the founding and settlement of the American colonies, including religious persecution, economic opportunity, adventure, and forced migration.
3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 79❏ Setting the Stage, PE/TE p. 79❏ PowerPresentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ RSG with Additional Support, URB pp. 167–168
❏ Identify Details, TE p. 80
❏ Analyzing Differences, TE p. 83
❏ Vocabulary Practice, URB p. 189
On Level
❏ Section 2: The New England Colonies, PE/TE pp. 79–85
❏ Reading Study Guide, URB pp. 159–160
Gifted & Talented and Pre-AP
❏ Colonial Fashion Comparisons, TE p. 80
❏ Comparing Thanksgiving, TE p. 81
❏ Describing Types of Government, TE p. 83
❏ Challenge Activity: Create advertisments that promote a colony, TE p. 84
English Learners
❏ RSG in Spanish, URB pp. 175–176
❏ RSG with Additional Support, in Spanish, URB pp. 183–184
❏ Culture: Clarify, TE p. 81
❏ Vocabulary Practice, URB p. 189
All Students
❏ Connect to the Essential Question, TE p. 85❏ Think, Pair, Share—The Mayfl ower sails to North America/Leaders sign the Mayfl ower Compact, TE p. 80;
Colonists meet Native Americans/The “great migration,” TE p. 81❏ Roleplay Your Answer—Small-Group Activity: The Massachusetts Bay Colony/John Winthrop leads the
Puritans, TE p. 82
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
CORE LESSON PLAN
The New England ColoniesSECTION
5.2
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24 North Carolina in the American ExperienceChapter 5, England’s Colonies and Factors in Colonization
Lesson PlansCore Lesson Plan: Section 5.2
CH
AP
TER
5
SECTION 5.2: THE NEW ENGLAND COLONIES, CONTINUED
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Transparency: European Colonies, 1650,TB TT18❏ Power Presentations DVD-ROM: Map:
“Massachusetts Bay Colony and Plymouth Colony 1630”
❏ Power Presentations DVD-ROM: Map: “Triangular Trade 1700s”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Connect to Language Arts: Puritan Handbook, TE p. 82
❏ Connect to Civics: Voting Rights, TE p. 82❏ Tiered Activity: Create advertisements that
promote a colony, TE p. 84
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 85❏ Section Quiz, URB p. 192❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 196
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 97
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners distinguish between Puritans and Separatists
Activity: Venn Diagram
1. Draw the following Venn diagram on a transparency, the board, or a white board.2. Have students work in pairs to fi ll in information about each group in the respective circle. Information that
both groups share fi ts into the overlapping area.
Puritans Separatists
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25North Carolina in the American ExperienceChapter 5, England’s Colonies and Factors in Colonization
Lesson PlansCore Lesson Plan: Section 5.3
CH
AP
TER 5
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
SECTION
5.3CORE LESSON PLAN
The Middle Colonies
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Taking Notes, PE/TE p. 88 North Carolina Competency Goal
1.05 Describe the factors that led to the founding and settlement of the American colonies, including religious persecution, economic opportunity, adventure, and forced migration.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 88❏ Setting the Stage, PE/TE p. 88❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Reading Study Guide with Additional Support, URB pp. 169–170
❏ Mapping Colonies, TE p. 89
❏ Vocabulary Practice, URB p. 189
On Level
❏ Section 3: The Middle Colonies, PE/TE pp. 88–91
❏ Reading Study Guide, URB pp. 161–162
Gifted & Talented and Pre-AP
❏ Challenge Activity: Write an illustrated biography of William Penn, TE p. 90
English Learners
❏ RSG in Spanish, URB pp. 177–178
❏ RSG with Additional Support, in Spanish, URB pp. 185–186
❏ Suffi xes, TE p. 89❏ Vocabulary Practice,
URB p. 189
All Students
❏ Connect to the Essential Question, TE p. 91❏ Talk About It—Small-Group Discussion: New York is sparsely settled/New Jersey grows quickly, TE p. 90❏ Think, Pair, Share—Small-Group Activity: The French and the Dutch settle in North America, TE p. 88; The
Middle Colonies prosper, TE p. 91❏ Roleplay Your Answer—Small-Group Activity: All faiths are accepted in Pennsylvania, TE p. 90❏ Reader, Recorder, Reporter—Small-Group Activity: New Amsterdam is established/New Amsterdam
becomes New York, TE p. 89❏ Connect to U.S. History: New York City, TE p. 89❏ More About: William Penn, TE p. 90
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26 North Carolina in the American ExperienceChapter 5, England’s Colonies and Factors in Colonization
Lesson PlansCore Lesson Plan: Section 5.3
CH
AP
TER
5
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Tiered Activity: Write an illustrated biography of William Penn, TE p. 90
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 91❏ Section Quiz, URB p. 193❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 197
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 97
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners understand the factors that led to the founding and settlement of Pennsylvania
Activity: RAFT Exercise
RAFT (Role, Audience, Format, Topic) is a writing tool that directs students to look at a topic from a different perspective. After students have read about the founding of Pennsylvania, have them take on the Role of William Penn, who will try to entice Europeans (the Audience) to settle in his new colony. Students should choose the Format of an advertisement, in which they give reasons why readers should move to Pennsylvania—the Topic.
SECTION 5.3: THE MIDDLE COLONIES, CONTINUED
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27North Carolina in the American ExperienceChapter 5, England’s Colonies and Factors in Colonization
Lesson PlansCore Lesson Plan: Section 5.4
CH
AP
TER 5
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
SECTION
5.4CORE LESSON PLAN
The Southern Colonies
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Taking Notes, PE/TE p. 92 North Carolina Competency Goals
1.06 Identify geographic and political reasons for the creation of a distinct North Carolina colony and evaluate the effects on the government and economics of the colony.
3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 92❏ Setting the Stage, PE/TE p. 92❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Reading Study Guide with Additional Support, URB pp. 171–172
❏ Reading for Specifi c Information, TE p. 93
❏ Vocabulary Practice, URB p. 189
On Level
❏ Section 4: The Southern Colonies, PE/TE pp. 92–95
❏ Reading Study Guide, URB pp. 163–164
Gifted & Talented and Pre-AP
❏ Challenge Activity: Create a three-dimensional model depicting plantation life, TE p. 94
English Learners
❏ RSG in Spanish, URB pp. 179–180
❏ RSG with Additional Support, in Spanish, URB pp. 187–188
❏ Vocabulary: Idioms, TE p. 93
❏ Vocabulary Practice, URB p. 189
All Students
❏ Connect to the Essential Question, TE p. 95❏ Talk About It—Small-Group Discussion: A haven for Catholics is founded/Carolina becomes North Carolina
and South Carolina, TE p. 92; Plantation owners and slaves lived very different lives, TE p. 95❏ Think, Pair, Share—Small-Group Activity: Southerners lived off of the land/Ways of life in North and South
Carolina differed, TE p. 94❏ Reader, Recorder, Reporter—Small-Group Activity: The last colony grows slowly, TE p. 93❏ Connect to U.S. History, TE pp. 93, 94❏ Historical Spotlight: The Middle Passage, TE p. 94
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28 North Carolina in the American ExperienceChapter 5, England’s Colonies and Factors in Colonization
Lesson PlansCore Lesson Plan: Section 5.4
CH
AP
TER
5
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Power Presentations DVD-ROM: Map: “The 13 British Colonies 1763”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Tiered Activity: Create a three-dimensional model depicting plantation life, TE p. 94
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 95❏ Section Quiz, URB p. 194❏ Chapter Assessment, PE/TE p. 96–97❏ Chapter Test (Forms A, B, C), URB pp. 199–210❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)❏ Test Generator CD-ROM: • Section Quiz • Chapter Test: Forms A, B, C
Reteaching
❏ Reteaching Activity, URB p. 198
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 97
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners understand conditions on the Middle Passage
Activity: Free Writing
1. Free-writing sessions engage students and explore their background knowledge. Tell students to examine the illustration of the Middle Passage on page 94 of their textbook, as well as other illustrations you may wish to provide. Tell them to look closely for details.
2. After students have examined the illustrations, have them write in their journals what they can learn about the Middle Passage from the pictures. Emphasize that there are no wrong answers to the question.
SECTION 5.4: THE SOUTHERN COLONIES, CONTINUED
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29North Carolina in the American ExperienceChapter 6, North Carolina: A Southern Colony
Lesson PlansCore Lesson Plan: Section 6.1
CH
AP
TER 6
CORE LESSON PLAN
A Proprietary ColonySECTION
6.1
1. ENGAGE Read for Understanding TIME: min. (10–40 min.)
❏ Connect to the Essential Question, PE/TE p. 100❏ Connect to U.S. History, PE/TE p. 101❏ Time Line Discussion, PE/TE p. 101❏ Differentiated Vocabulary: Defi nition Mapping,
PE/TE p. 102❏ Reading Strategy: Sequencing Events, PE/TE p. 102❏ Taking Notes, PE/TE p. 103
North Carolina Competency Goal
1.06 Identify geographic and political reasons for the creation of a distinct North Carolina colony and evaluate the effects on the government and economics of the colony.
2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 103❏ Setting the Stage, PE/TE p. 103❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN Instruct TIME: min. (10–30 min.)
Struggling Readers & Inclusion
❏ Identifying Terms in Context, TE p. 102
❏ Reading Study Guide with Additional Support, URB pp. 217–218
❏ Sequencing Events, TE p. 104
❏ Mapping Regions, TE p. 105
On Level
❏ Section 1: A Proprietary Colony, PE/TE pp. 103–107
❏ Reading Study Guide, URB pp. 211–212
❏ Skillbuilder: Finding Main Ideas, URB p. 236
Gifted & Talented and Pre-AP
❏ Persuasive Speeches, TE p. 105
❏ Challenge Activity: Compare Carolina government to U.S. government today, TE p. 106
English Learners
❏ Pronounce and Preview, TE p. 102
❏ RSG in Spanish, URB pp. 223–224
❏ RSG with Additional Support, in Spanish, URB pp. 229–230
❏ Key Academic Vocabulary, TE p. 104
All Students
❏ Introduce the Essential Question, TE p. 100❏ Connect to the Essential Question, TE p. 107❏ Talk About It—Small-Group Discussion: Government is established, TE p. 105; Political parties develop,
TE p. 107❏ Think, Pair, Share—Small-Group Activity: Carolana, TE p. 103❏ Reader, Recorder, Reporter—Small-Group Activity: The Lords Proprietors/The fi rst counties, TE p. 104❏ Connect to U.S. History: Charles II and Colonial Trade, TE p. 104❏ More About: Carolana, TE p. 104; Edenton, North Carolina, TE p. 106
PE = Pupil’s EditionTE = Teacher’s Edition
URB = Units 1–3 Resource BookTB = Transparency Book
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30 Lesson PlansCore Lesson Plan: Section 6.1
North Carolina in the American ExperienceChapter 6, North Carolina: A Southern Colony
CH
AP
TER
6
SECTION 6.1: A PROPRIETARY COLONY, CONTINUED
4. EXTEND Enrich TIME: min. (10–40 min.)
Integrated Technology
❏ Transparency: Essential-Question Graphic: North Carolina: A Southern Colony, TB TT40
❏ Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History
❏ Power Presentations DVD-ROM: Table: “The Lords Proprietors of Carolina”
❏ Power Presentations DVD-ROM: Map: “Carolinas and Virginia 1663–1729”
❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material❏ Resources2Go USB drive: All worksheets and
editable lesson material
Interdisciplinary and Tiered Activities
❏ Tiered Activity: Compare Carolina government to U.S. government today, TE p. 106
5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)
Core Assessment
❏ Section Assessment, PE/TE p. 107❏ Section Quiz, URB p. 237❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: Section Quiz
Reteaching
❏ Reteaching Activity, URB p. 240
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9
STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)
Objective: To help English learners understand the government and political parties of early Carolina
Activity: Compare/Contrast Matrix
1. Divide students into pairs. Have each pair work together to complete the following compare/contrast matrix about the government and political parties in early Carolina (PE pp. 105–107).
2. After students have completed the matrices, ask them to speculate about which party dominated which house of the Assembly, and why.
Upper House Lower House
What was each house named?How did one become a member?
Prerogative party Popular party
Who belonged to the party?What did the party believe?
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