Unit Overview – Third Grade – History

3.H.1 - Understand how events, individuals and ideas have influenced the history of local and regional communities.

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

3.H.2 - Use historical thinking skills to understand the context of events, people and places.

3.H.2.1 Explain change over time through historical narratives. (events, people and places) 3.H.2.2 Explain how multiple perspectives are portrayed through historical narratives.

Essential Questions:

Why do people move? How might places change over time? How might technology cause change over time?

Essential Understandings:

Why did European settlers come to the Americas? How did the arrival of the settlers affect the indigenous people who already lived here? Why was Wake County formed? When? How did moving the capital to Raleigh change Wake County? How did the building of railroads change Wake County? How did combining the Raleigh City schools and the Wake County schools change our county? How did building RTP change Wake County?

Essential Vocabulary:

*Day indicated is the day the vocabulary word is introduced. Please continue to use these words in conversation throughout the unit.

County – Day 1 Tuscarora – Day 2 – The original (indigenous) people of Wake County Explorers – Day 4 – People who travel to search for, or discover, new places. Ancestors – Day 4 – People from our families who lived long ago. Settlers – Day 4 – A person who moves to a new area, usually with few inhabitants. John Lawson – Day 5 – The first colonist to arrive in Wake County. Joel Lane – Day 7 – The man who sold some of his land to form Raleigh as our new state capital. Sir Walter Raleigh – Day 7 – The man who sent the explorers who first settled North Carolina

Assessment:

Assessment should be done throughout the unit, as you see student understanding of concepts through class discussion. Short quizzes can be given at any appropriate time within the unit, based on the essential understandings of the lesson. Several quizzes are embedded within the unit, but these can be altered at teacher discretion. By the end of the unit, students should be able to answer all of the essential questions and understandings listed above. The goal is student understanding of concepts rather than memorization of facts. Essential questions are intended to be concept based and enduring through K-12.

At the end of the unit, students will complete a project as a final assessment. Students will need access to the links used throughout the unit. It may be helpful to add links to your class website or blog as you use them, and leave them accessible for the duration of the unit.

Essential Question Lesson Teacher Preparation AssessmentDay 1 What is a county?

Where do I live?(Introductory

questions – required background knowledge)

This lesson will provide students with geographical perspective related to where they live. This is vital:

before students can understand the history and government (quarter 2) of their county, they must

understand what a county is.

Access Google Earth or alternative maps. Make sure Google Earth has been

downloaded on your computer and that it is working correctly.

None

Day 2 N/A Students will learn about the original inhabitants of Wake County by studying the Tuscarora people and

creating a poster that demonstrates their understanding of Tuscarora culture.

Access projector for viewing or make copies of handout.

Copy notetaking handout for each student

NoneDay 3

Day 4 Why did the European explorers and settlers

come to America?

Students will watch a video explaining a brief history of exploration and settlement of the US.

Access video via. Discovery Streaming or other means, or access a picture book that

will teach the same content and vocabulary.

None

Day 5 Why did the European settlers

move into the area where the Tuscarora

lived?

How did the arrival of the settlers affect

the indigenous people who already

lived here?

Students will listen to the teacher read an article about the impact settlers had on the Tuscarora. Students will discuss the essential questions in

terms of the Tuscarora in Wake County.

Read article ahead of time and decide on the best method for sharing with students.

None

Day 6 Students will begin to understand that different people can have a different experience with an

event depending on their point of view, and that this can lead to conflict. Students will write a

journal entry from the point of view of either a member of the Tuscarora or a European settler,

and will then share and discuss with a student who wrote about the opposite perspective.

Assign roles to students so that half of the class will write from the role of Tuscarora, and half will write from the role of Settler.

Listen to student discussion to assess

understanding of the different

perspectives of the Tuscarora vs. settlers

Day 7 How did moving the capital to Raleigh

change Wake County?

Students will learn the reasons legislators moved the capital city to Raleigh, despite claims that

“Wake County was the Wilderness” by listening to their teacher read an article called “A Capital in the

Wilderness”.

Read article ahead of time and plan think aloud and discussion for your class.

Make copies of student version of article (optional)

Day 8 Students will understand how Raleigh has changed over time by observing maps of Raleigh throughout

history.

Provide students with iPads, laptops, or computers for navigating links and observing photographs. This could be done whole class on the projector, but students will get more perspective if they are allowed to investigate

on their own.

How did moving the capital to Raleigh

change Wake County? – Mini-

Assessment

Day 9 How did the building of railroads change

Students will learn about how transportation improvements made moving to and traveling to

Print copies of photographs for groups, access projector and computer for displaying

How did the building of railroads change Day 10

Wake County? Raleigh and Wake County easier by reading an article and observing maps and photographs taken

throughout history.

maps. Make copies of article for each student or pair of students.

Wake County?Mini-Assessment

Day 11 Background Information

Students will learn about the Civil Rights Movement in the context of the Greensboro Sit In.

Students will watch a short video that contains interviews with the students who participated.

They will then think and write about the different perspectives of the African Americans and Whites

during this time.

Access method for viewing video clip.Make copies of handout for each pair of

students.

None

Day 12 How did combining the Raleigh City

schools and the Wake County schools

change our county?

Students will learn that during the Civil Rights Movement we had two separate school systems

that were later combined. Students will think and write about how combining the school systems

changed Wake County.

Access method for viewing article – this article cannot be printed and must be

viewed online!

Day 13 How did building RTP change Wake County?

Students will learn about how and why RTP was built by watching a video. This may be done all in one day (1 hour) or split into two class periods.

Access method for viewing video How did building RTP change Wake

County?Day 14

Day 15 How did building RTP change Wake County?

Students will look at census data maps to gain understanding of how Wake County’s population

has changed over time. (1970-2000)

Access iPads, Computers, or laptops for students to use – at least one per pair

How did building RTP change Wake

County?Day 16 Application –

How did building RTP affect the families in

our class?

Students will collect and share data about when and why their families came to Wake County, and

will then graph the data the class collects.

Students will need to collect data from their families before this day!

None

Day 17 All unit questions Students will show their understanding of the history of Wake County by creating a timeline of

events that were important in our county.

Make copies of project sheet for each student.

Provide students with materials necessary for creating their projects.

Preview Level 4 Opportunity, and consider using this extension instead of presenting

projects on Day 20 (decision should be based on the needs of your individual class.)

Timeline Project will serve as a final assessment of

student understanding.

Day 18Day 19Day 20

Day 1 – What is a County?

Concepts:

Resources:

Google Earth and a Computer/Projector setup Alternative – World, US, State, and County maps to display for students

Process:

1. To get students thinking, put the following words on the board: Continent, Country, State, County, City. Give students several minutes with a partner to discuss this new vocabulary. Allow a few students to share previous knowledge about what these words might mean.

2. Display North America in Google Earth for students to see. Ask students if they know what they are looking at. Explain to students that this body of land is called a continent.

3. Ask students if they know why the yellow lines show up on the map. (They mark the boundaries of countries). Ask if students can identify any of the countries they see.

4. Type United States into the search bar. Google Earth should zoom in around the United States. You should now be able to see purple lines. Ask students if they know what these lines might mean. (State Boundaries). Ask students at their tables to come up with some names of states. Allow 5-6 students to come up to the front and type in a state that they think is in the United States (you will need to help with spelling). It is okay if students choose something that is not a state at this point. For example, if someone says Mexico, this is a great opportunity to show them that Mexico is actually a country. When you type Mexico in to the search window it should be clear to students that it is a country because it has a yellow outline, just like the US did. This is also true with cities. Students should see if they incorrectly identify a city as a state that it zooms in too far and that city is a part of a state.

5. If the students have not already identified this, ask students what state we live in. Type North Carolina into the search bar. Ask students if there is anything we can type into the search bar to get any closer. Guide students toward choosing Wake County. Type this into the search bar. Identify the green lines as lines that separate counties.

6. Explain to students that each state is divided into counties, and that each county is made up of towns and cities. Ask students to identify towns and cities that make up our county.

7. Give students their notes handout for today. With a partner, allow students to fill in the notes from what they just learned. Have students keep these papers to reference later (this will help to begin teaching study skills).

8. On the back, have students complete this statement (write on the board for them to copy):

I live in _______________________________(city/town), which is in _____________________ county, which is in the state of ___________________________ which is on the continent ______________________________.

Where Do I Live – Vocabulary Name _______________________________________

Add the vocabulary from today to the pictures below: Continent, Country, State, County

Day 2 -3 – The Tuscarora People

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources:

http://www.bigorrin.org/tuscarora_kids.htm - Computers to access (preferred method, so students can navigate the website and go to additional links) or printed copies of this website

Construction Paper, Markers

Process:

1. Review vocabulary from yesterday – Country, State, County, City – Ask students: are the lines we saw yesterday real lines? Guide students to understanding that these lines are called boundaries, and that they are not real “lines” on the ground, but are created by groups of people to mark the land, usually so that we know who controls that land. Students should also know that boundaries can move and change over time.

2. Ask students: Who were the first people to live in North America? Guide students to understanding that the original (indigenous) people who lived here are those we usually call “Native Americans”, and that they lived here for a long time before the settlers moved here from Europe. It may be helpful to show students on the globe where Europe is, so that they can visualize that they lived in a different area.

3. Tell students that the people who originally lived in Wake County were the Tuscarora. Today, students will learn more about the culture and history of the Tuscarora.

4. Reading about the Tuscarora: Option 1 – Students should work with a partner to access the link above. Allow students 15-20 minutes to investigate the website and write down 5-8 interesting things they learned about the Tuscarora.

5. Reading about the Tuscarora: Option 2 – Make copies of the Tuscarora information sheets for each group of 5 students. Students should participate in a jigsaw activity. Give each group a set of information sheets, one page for each student. The 6 th page (Clothing) can be used for advanced students, or can be used as an example before you begin. Reading about the Tuscarora: Students should read their section, and then teach about what they read to their group.

6. After reading the article, students should create a poster that demonstrates their understanding of the Tuscarora people. They may include information and illustrations that are interesting to them about the culture of the Tuscarora. This project will start on Day 2 and continue into Day 3.

7. Once students have had an opportunity to complete their posters, allow students to share their work either in a small group of 4-5 students, or whole class.

8. Pass out the note-taking sheet to students. Have students keep this sheet in a safe place so that it can be added to as new information is introduced. Add the first definition today - Tuscarora

Where do the Tuscarora live?

The Tuscarora Indians originally lived in North Carolina. But in the early 1700's, many Tuscarora were killed or

enslaved by the British during the Tuscarora War. Most of the survivors moved to New York to live with their

northern relatives, the powerful Iroquois Confederacy. Most Tuscarora Indians today live in New York state or

across the border in Ontario, but there are some Tuscarora people still living in the Carolinas.

Selection adapted from http://www.bigorrin.org/tuscarora_kids.htm

What language do the Tuscaroras speak?

Most Tuscarora people speak English today, but some Tuscaroras also speak their native Tuscarora language. Tuscarora is a

complex language with many sounds that are unlike the sounds in English. If you'd like to know a few easy Tuscarora words, "chwe'n"

(pronounced similar to chweh-n) is a friendly greeting, and "nyeahweh" (pronounced similar to nyah-winh) means 'thank you.'

Today Tuscarora is an endangered language because most children aren't learning it anymore. However, some Tuscarora

people are working to keep their language alive.Selection adapted from http://www.bigorrin.org/tuscarora_kids.htm

What were Tuscarora homes like in the past?

Iroquois longhouse sketch

The Tuscarora people lived in villages of longhouses, which were large wood-frame buildings covered with sheets of elm bark.

Tuscarora longhouses were up to a hundred feet long, and each one housed an entire clan (as

many as 60 people.) Today, longhouses are only used for ceremonial purposes. The Tuscaroras live in modern houses and apartment buildings, just

like you.

Selection adapted from http://www.bigorrin.org/tuscarora_kids.htm

How do Tuscarora Indian children live, and what did they do in the past?

Cornhusk dolls

They do the same things any children do--play with each other, go to school and help around the house. Many Tuscarora children

like to go hunting and fishing with their fathers. In the past, Indian kids had more chores and less time to play, just like early

colonial children. But they did have cornhusk dolls, toys, and games, such as one game where kids tried to throw a dart

through a moving hoop. Lacrosse was a popular sport among Tuscarora boys as it was among adult men.

Selection adapted from http://www.bigorrin.org/tuscarora_kids.htm

What are Tuscarora arts and crafts like?

Tuscarora beadwork

Beadwork, basketry and wood-carving are the most common Tuscarora crafts. The Tuscarora also crafted

wampum out of white and purple shell beads. Wampum beads were traded as a kind of currency, but they were

more culturally important as an art material. The designs and pictures on wampum belts often told a story or

represented a person's family.

Selection adapted from http://www.bigorrin.org/tuscarora_kids.htm

What was Tuscarora clothing like? Did they wear feather headdresses and face paint?

Tuscarora clothing

Tuscarora boots

Tuscarora men wore breechcloths with leggings. Tuscarora women wore wraparound skirts with shorter leggings. Unlike other Iroquois tribes, Tuscarora Indian men wore

shirts, which were traditionally made from hemp. Tuscarora women often wore a long tunic called an overdress. The Tuscaroras usually wore moccasins on their feet. In colonial

times, the Tuscarora tribe adapted European costume like cloth shirts and blouses, decorating them with beadwork and ribbon applique.

The Tuscaroras didn't wear long headdresses like the Sioux. Men wore traditional Iroquois headdresses, which were feathered caps with a different insignia for each tribe. (The

Tuscarora headdress is made of turkey feathers with no eagle feathers sticking up from it.) Women sometimes wore special beaded tiaras. In times of war, Tuscarora men often shaved their heads except for a scalplock or a crest down the center of their head--the style known as a roach, or a "Mohawk." Sometimes they would augment this hairstyle

with splayed feathers or artificial roaches made of brightly dyed porcupine and deer hair. Otherwise they wore it long and loose or plaited into a long braid. The Tuscaroras

sometimes painted their faces and bodies with red, black and white designs. After moving to New York, Tuscarora men began to wear tattoos like other Iroquoians.

Today, some Tuscarora people still wear moccasins or a beaded shirt, but they wear modern clothes like jeans instead of breechcloths... and they only wear feathers in their

hair on special occasions like a dance.

Selection adapted from http://www.bigorrin.org/tuscarora_kids.htm

Important Vocabulary – History of Wake County

Tuscarora –

Explorers –

Ancestors –

Settlers –

John Lawson –

Sir Walter Raleigh –

Joel Lane -

Day 4 – European Exploration and Settlement

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources:

Moving to America: Then and Now – Discovery Streaming – Also available (for purchase) - http://www.schoolvideos.com/product/A5403 If video viewing is not a possibility at your school, an appropriate picture book may be used instead to guide discussion

Process:

1. Put the following vocabulary words on the board. Ask students to discuss what they know already about these words: Explorers, Ancestors, Settlers2. Watch the video Moving to America: Then and Now with students. This video provides an overview of how our country has become so diverse,

beginning with Native Americans and then discussing exploration, settlement, and emigration. Stop as necessary to discuss as the video progresses, or discuss after the video is over, the essential question for today: “Why did the explorers and settlers come to America?”

3. If the video is not available for viewing at your school, choose an appropriate picture book to read to the class and discuss instead. Make sure the book you choose will provide students with information required to answer today’s essential question. Books will vary based on what is available at your school.

4. Add to the note-taking sheet from yesterday – Explorers, Ancestors, and Settlers

Day 5 – Settlement affects the Tuscarora

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources:

Picture – Avenues of Early Settlement The Hemp Gatherers - http://www.raleighpublicrecord.org/opinion/2009/02/01/the-hemp-gatherers/ Copies of the adapted version of The Hemp Gatherers for student use (optional) Projector to display the article and pictures (optional).

Process:

1. Give each pair of students a copy of the picture “Avenues of Early Settlement”, or display on the projector so all students can see. 2. Ask students to observe the picture and discuss what they think it shows. Allow students about 3-4 minutes for discussion. 3. Guide students to observe that the arrows show where the settlers moved. Point out that all settlers started at the coast (that is where their ships

brought them) and then moved inward. Ask students to think about the following: “Why do you think settlers moved south and west?4. Read the article: The Hemp Gatherers to the class. This article should not be read independently, as it is a challenging text. You may choose to read the

entire article from the website, or the shorter adapted version. Stop for discussion throughout. Please read the article ahead of time so that you can make instructional decisions for your specific class. Understanding of the essential question is the goal.

5. Discuss with students the essential questions for today –“Why did the European settlers move into the area where the Tuscarora lived?” (to build plantations and set up farms) “How did the arrival of the settlers affect the indigenous people who already lived here?” (many of the Tuscarora became sick and died from diseases the settlers carried, it eventually led to the Tuscarora War, many were killed, and the remaining Tuscarora were forced to move to New York, where they joined with other Native American tribes.)

6. Add to student notes – John Lawson

The Hemp GatherersAdapted from “The Hemp Gatherers” By Kate Pattison http://www.raleighpublicrecord.org/opinion/2009/02/01/the-hemp-gatherers/

As Europeans began to colonize what would become North Carolina, Native American populations were in decline. Contact with European traders brought rampant disease.

The Tuscarora, which means “Hemp Gatherers,” had villages near Bath and New Bern and up the Neuse and Pamlico rivers into the North Carolina Piedmont. While Europeans tended to establish their settlements near old “Indian Towns,” the area which would become Raleigh was a thickly wooded and wild hunting ground for the Tuscarora.

It is believed that the first white person to visit the area that would become Raleigh was English surveyor John Lawson, in February, 1701.

It seemed to the Tuscarora living on the coast that every time John Lawson set off from his new home in Bath into the interior to survey, more and more English settlers arrived to set up plantations. These English neighbors did not like the Tuscarora hunting on their new lands, and the Tuscarora rarely received compensation for the land that was once theirs. Furthermore, the European traders were rough and often cheated the Tuscarora, and the worst of them sold Indians off to Charles Town as slaves, where they were then taken to plantations in the West Indies.

The breaking point for the Tuscarora came in 1710, when they petitioned the Pennsylvania governor to be allowed to relocate there. Five years earlier, Pennsylvania passed a law

outlawing the further import of Indian slaves from the Carolinas. The governor of Pennsylvania had one reservation, and asked the North Carolina governor to provide a statement of the Tuscarora’s “good behavior”, which Governor Hyde refused.

In the following weeks, the Tuscarora would attack European settlements throughout their former lands along the Neuse and Pamlico rivers. The North Carolina colony responded with their own attacks, raising militias and hiring help from Virginia and South Carolina. These skirmishes lasted into 1715, and became known as the Tuscarora War

Before the Tuscarora War, the Hemp Gatherers had a population of eight to ten thousand individuals. Fourteen hundred Tuscarora were killed over four years of fighting, and another thousand were enslaved and exported. The English colonists lost around two hundred people.

Over the next fifty years, the Tuscarora migrated north to join fellow Iroquois tribes in the Northeast, as many other Native Americans in North Carolina met similar fates from disease, warfare, and enslavement. The Piedmont was opened for white settlement, with numerous abandoned Indian settlements denoting the best agricultural lands. With old trading paths crossing near the cardinal boundaries of what would become Wake County, the future state capitol remained wooded, largely uninhabited, and thick with wildlife.

Day 6 – Different Perspectives

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources:

Notebook Paper

Process:

1. Review yesterday’s essential questions. Discuss the term “conflict” with students. What does that mean? Ask students to discuss with a partner a time when they have had a conflict with someone else. Why did it happen?

2. Tell students that usually when a conflict occurs, it is because two people have a different perspective on an event. This means that two people see the same event in a different way.

3. Today students are going to imagine that they are either a member of the Tuscarora tribe, or are a settler. Assign these roles to students so that there will be an equal number of each represented in your classroom.

4. Ask students to write a short paragraph explaining their point of view. Tuscarora may write about how it feels to have their land taken. Settlers may write about how it feels to be far from home and have nowhere to go. Explain to students that even though they may understand the other point of view, their writing should be only focused on their assigned role.

5. After students have had an opportunity to write, pair them up with someone who had the opposite role. Ask students to share their paragraphs with their partner, and then discuss how their perspectives are different.

6. Wrap up class by discussing the conflict that happened between the Tuscarora and the settlers, focusing on how the Tuscarora War affected both the Tuscarora and the settlers. If time allows, propose this question for pairs of students to discuss briefly: How would our county be different if the Tuscarora War had not happened?

Day 7-8 – Moving the Capital

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources: (If any links are broken, try a Google search of the link title)

“A Capital in the Wilderness” - http://www.learnnc.org/lp/editions/nchist-newnation/4352 Adapted version of “A Capital in the Wilderness” – Student Copies (optional) Photo Slideshow - http://www.bizjournals.com/triangle/news/2012/04/03/slideshow-historic-photos-of-raleigh.html?s=image_gallery Original Plan for Raleigh - http://www.learnnc.org/lp/media/uploads/2008/09/raleighplan1792.jpg Bird’s Eye View of Raleigh – 1872 - http://www.nps.gov/nr/travel/raleigh/BUILDINGS/Raleigh1872_BIG.jpg Google Map of Historic Downtown Raleigh - http://maps.google.com/maps/ms?

ie=UTF8&hl=en&msa=0&msid=202893039263329518822.0004a068f0254fc3f0ee7&t=h&ll=35.780421,-78.639885&spn=0.001963,0.004823&source=embed

http://en.wikipedia.org/wiki/Joel_Lane_House article about Joel Lane House and Joel Lane (Teacher Background Information)

Process:

1. Begin class by asking the students – what makes Raleigh a place that is important to North Carolina. Guide students to understanding that Raleigh is the capital of North Carolina. Tell students that this was not always the case. Before the capital was Raleigh, it had another location. See if students can guess (based on previous lessons) that the old capital must have been somewhere close to the ocean (this is where people lived first).

2. Read the article “A Capital in the Wilderness” to the students, pausing for discussion as necessary. Students should understand, after the reading, that when the capital was moved to Raleigh, there was nothing here and it was considered the “wilderness”. This will be important for understanding how moving the capital to Raleigh changed Wake County.

3. After reading this article, add to student notes about Joel Lane and Sir Walter Raleigh. (Possible Breakpoint)4. Students will now get an opportunity to see the change that has occurred in Raleigh over time. Allow students to view the original plan for Raleigh (link).

Providing access to computers for at least every 2 students will be helpful for this activity. 5. Ask students to view this map carefully for about 2-3 minutes, and point out anything they notice. At this point it will be very difficult for students to

identify any landmarks. 6. Students should now go to the Bird’s Eye View of Raleigh link. Make sure they open this in a new window so that they can go back and forth between the

maps. Ask students to view the map carefully for 2-3 minutes, and see if they can find any landmarks that they are familiar with. If you have this

projected, have students who identify a landmark come to the front to show what they found. Some landmarks students may be familiar with are the train station, the fairgrounds, and the Capitol building. If students do not notice these three places, point them out before moving on.

7. Open the Google Maps link next (new window). Give students 5-10 minutes to explore this site, comparing it to the first. They will probably want to go between all 3 maps so that they can compare.

8. After students have had time to view all 3 maps, lead a class discussion about the essential question – “How did moving the capital to Raleigh change Wake County”. Students should understand that moving the capital to Wake County gave people a reason to move there or travel there. As more people move to an area or travel to an area, businesses must open to provide for the needs of the people. The more people there are, the more businesses are required. After this class discussion students could be assessed at any time of their understanding of this concept by asking them to write a short paragraph to answer this question.

A Capital in the "Wilderness"Adapted from the article by Christy Allen, State Library of North Carolina, in From Crossroads to Capital: The Founding and Early History of Raleigh, NC

During the colonial period, North Carolina’s legislature was reluctant to designate a fixed seat of government. As a result, legislative sessions were held in various locations throughout the state which required a great deal of travel on the part of the legislators. Numerous attempts were made to establish a capital, but none proved successful.

Starting in 1766, New Bern served as the colony’s seat of government, and Tryon Palace was constructed to serve as the Governor’s residence. During the Revolution, however, the Palace was too much associated with royal government. Wary of invasion, the state government once again became migratory. In the years between 1715 and 1787, the legislature met at numerous locations throughout North Carolina including Queen Anne’s Creek, Edenton, Wilmington, Bath, New Bern, Kinston, Halifax, Smithfield, Hillsboro, Salem, Fayetteville, and Tarboro.

In 1787, the legislature voted that the Constitutional Convention (appointed to discuss the new federal constitution) should decide on the location of North Carolina’s state capital. The Constitutional Convention resolved that the capital be within ten miles of Isaac Hunter’s tavern in Wake County, and that the State Legislature was responsible for choosing the exact site. No further action was taken on this issue during the sessions from 1788 to 1791, because of opposition from those who claimed Wake County was “the wilderness” and could never develop into a city. In early 1792, advocates of the Wake County site finally garnered enough support within the General Assembly to establish a commission to identify land for the new city. The Assembly appointed another group to oversee the building of a state house for the new capital.

The commissioners gathered at Isaac Hunter’s residence in March of 1792, but soon adjourned to the nearby home of State Senator Joel Lane. About ten days later they voted to purchase 1,000 acres of Lane’s plantation for £1,378 to serve as the site for the new capital.

William Christmas, another senator and a surveyor by profession, drew the plan for Raleigh. Using a total of 400 acres, Christmas designated the axial center of the city as Union Square.

Flanking the corners of the center square were to be four four-acre squares or parks reserved for public purposes. These were named Caswell, Nash, Burke (for the state’s first governors) and Moore (in honor of Attorney General Alfred E. Moore).

The four main streets were named Halifax, New Bern, Fayetteville, and Hillsborough. These streets ran from the four sides of Union Square; the other 17 streets were named for the remaining judicial districts, the points of the compass, the commissioners themselves, and several other prominent citizens, including the former owner of the land. The remaining 276 acres were marked off in one-acre lots to be sold at public auction, with the proceeds used to build the capital and other public buildings.

William Christmas' 1792 plan for the capital. (Courtesy North Carolina State Archives. More about the map)

The name for the new capital was suggested by Governor Martin in honor of Sir Walter Raleigh, who was responsible for sending the first colonists to North Carolina.

Day 9-10 – How did they get here?

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources: (If any links are broken, try a Google search of the link title)

Article: “How Did We Get Here from There” - http://www.ncmuseumofhistory.org/collateral/articles/S06.advances.in.transportation.pdf http://ncmuseumofhistory.org/workshops/Antebellum%20NC/images/A&H_N81_7_156%20raleigh%20rr.jpg - Photograph – First Locomotive Running

into Raleigh – 1840 http://ncmuseumofhistory.org/workshops/Antebellum%20NC/images/A&H_N78_2_93_RR%20map%201856.jpg – Railroad Map of North Carolina http://ncmuseumofhistory.org/workshops/Antebellum%20NC/images/histfig7L.gif - Map of Internal Improvements 1776-1860 (background info or

something interesting to show students if time allows). Teacher Background Info – Street Cars/Trolleys in North Carolina (scroll to the section about Raleigh – this is what is pictured in the 1910 and 1913

photographs) http://www.cmhpf.org/development%20of%20streetcar%20systems.htm Photos of Fayetteville Street

o 1910 - http://en.wikipedia.org/wiki/File:Fayetteville_Street_Raleigh_1910.jpg o 1913 - http://ncpedia.org/raleigh o 1940 - http://kamcgoldrick.blogspot.com/2012/02/historical-artifacts.html o 1968 - http://digital.ncdcr.gov/cdm4/item_viewer.php?CISOROOT=/p15012coll12&CISOPTR=33&CISOBOX=1&REC=19 o Current - http://www.simong.com/artsmarttools/index.cfm?fuseaction=imageprintable&key=4337

Process:

1. Begin class by asking students what caused Raleigh to be formed and begin to grow. Ask students to discuss with a partner – How did people who wanted to come to the capital get here?

2. Pass out copies of today’s article – “How Did We Get Here from There?” – Depending on your class, you may wish to have them partner read this article, or you may want to read it to them while they follow along. After reading, discuss what students learned about how people were able to get to Raleigh during different time periods.

3. Show students the sketch of the first locomotive running into Raleigh – Ask students why they think this would have been a faster way to travel than in a wagon or on a plank road.

4. View the Railroad Map of North Carolina – Ask students what they notice about where the railroads are located. (Possible Breakpoint)

5. Assign students to groups of 3-4. Give each group a set of photographs. Ask students to see if they can put the photographs in order of time. Once groups have put the photos in order, show the correct order on the board, writing the year for each one. Lead discussion with students about how they determined what order the pictures should be in. Now would be a good time to discuss street cars/trolleys that can be seen in the first two photographs.

6. Assessment – Ask students to write a short paragraph answering the essential question – “How did the building of railroads change Wake County?” 7.

Day 11 – The Civil Rights Movement

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources: (If any links are broken, try a Google search of the link title)

Video – Woolworth Lunch Counter – Greensboro - http://www.youtube.com/watch?v=Xbbcjn4d1cE&feature=player_embedded#! Picture Book – Related to the Civil Rights Movement (Choose one appropriate for your class and teaching the context of what life was like during the civil

rights movement)

Process:

1. Review what students have learned so far about the growth of Wake County. Students should share understanding from previous lessons. 2. Ask students: What are rights? 3. Tell students that before the 1960s, some people had more rights than others. Ask if students have heard of the Civil Rights Movement. Introduce the

story that you have chosen to read to the class (this should relate to the civil rights movement, and is meant to provide some background information to students, but will not provide an in depth understanding). Pause for discussion as you read.

4. Tell students that this was a movement that affected the entire country, including North Carolina. In fact, one of the most famous protests occurred in Greensboro. Point out Greensboro on a map to show students where it is in relation to Wake County. Tell students that this is about an hour away from here.

5. Watch the video clip – Woolworth Lunch Counter (6 minutes). Tell students that this is a famous example of things that started to happen all over the country during this time. Point out that it was not only African Americans who protested, but also some people who were white. (This is an important distinction, to avoid the misconception that all white people believed in segregation).

6. Pass out the handout for today. Ask students to work with a partner to complete the handout. Students should try to imagine what it would be like to be an African American during this time, and what it would be like to be a white during this time. This may require some guidance from the teacher as necessary.

7. Allow groups to share, if time allows.

Multiple Perspectives – Civil Rights MovementWith your partner, imagine that you lived during the civil rights movement. In the boxes below, write about what life would have been like before and after.

Before the Civil Rights Movement After the Civil Rights Movement

African American

White

Day 12 – Results of the Civil Rights Movement in Wake County

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources: (If any links are broken, try a Google search of the link title)

Historic Wake County – Online Book – pg. 75-76 – This is not printable – Must be displayed on a projector or read from computer. http://books.google.com/books?id=jHHsjkVakHMC&pg=PA66&source=gbs_selected_pages&cad=3#v=onepage&q&f=false

Process:

1. Ask students to recall what they discussed yesterday regarding the civil rights movement. Ask students: How do you think Wake County might have changed after segregation wasn’t allowed anymore?

2. Read page 75 aloud to students, pausing to explain, reword, or discuss as necessary for your students. This will give students perspective to what it was like in Wake County before and after the Civil Rights Movement.

3. Tell students that in the 1970’s our schools changed. Before then, there were two school systems: the Raleigh City schools, and the Wake County schools. Tell students that you are going to read another page to them, and that while you read you want them to think about how Wake County changed when the school systems combined. Read pg. 76 to students (Integrating and Upgrading Public Education). Feel free to select only appropriate paragraphs for aiding student understanding – reading the entire article is not necessary.

4. Ask students to discuss with a partner – How would our schools be different today if the school systems had not combined?5. After students have had 4-5 minutes to discuss, students should respond to the essential question for today: “How did combining the city and county

schools change Wake County?” by writing a short paragraph. 6. Allow students to share if time allows.

Day 13-14– Building Research Triangle Park

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources: (If any links are broken, try a Google search of the link title)

Video –North Carolina’s Research Triangle Park (56 minutes) http://vimeo.com/11199745

Process:

1. Students will watch a video about the creation of Research Triangle Park. This video is long, and you may want to break the lesson into two class periods, but it contains valuable information and wonderful opportunities for discussion throughout.

2. As students watch, pause the video to explain or discuss as necessary. Students are likely to lose focus if this method of viewing is not used.

Key Talking Points:

What was North Carolina like before the RTP was built? (poor, agricultural, etc.)

Why did the founders of the RTP think that North Carolina would benefit from it?

How did school integration affect the building of RTP?

What are some reasons that companies decided to move to RTP?

Why do the companies in RTP work so closely with schools?

How has RTP changed life in North Carolina and Wake County?

Alternative Activity – If video viewing is not possible, or if time is limited, you can use this article about RTP instead. The article is written at an 8 th grade level, so please read to students. http://www.learnnc.org/lp/editions/nchist-recent/6177. The same talking points from above can be used, for the most part.

Day 15- Changing Population in Wake County

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources:

iPads, laptops, or computers 1 per pair of students at least Population Data - http://www.learnnc.org/lp/mapliner.php?id=nc-recent-census-maps

Process:

1. Ask students to discuss with a partner: What happened to Wake County’s population after RTP was built? (Lots of people moved here for new jobs) – You may need to point out to students which county Wake is as a reminder.

2. Have students access the above link. Give students 5 minutes to explore the website before you begin discussion.3. Ask students if they noticed anything while they were exploring. Allow 3-4 students to share observations. 4. Explain to students that this data shows changes in our State from 1970-2000. Ask students if they remember what happened close to 1970 that may

cause change in our county (RTP was built). 5. Explain to students that there are several different maps that they can look at by clicking on the drop-down menu. Go through each map one at a time,

explaining what data each shows. Give students several minutes to explore each map and make observations before discussing. You may wish to have students write down what they notice for each map.

6. If time is limited, focus on the Population Density, Percent Urban Population, Percent College Graduates, Percent High School Graduates, and Percent New Residents maps.

7. After discussion, ask students the essential question for today: How did building RTP change Wake County? (population increased, urban population increased, more students graduate from college, there are a lot more new residents (people who did not live here before). They can discuss this question verbally, or you can use this as an assessment by asking students to write a short paragraph.

Homework – (needed for tomorrow’s classwork)

Students should ask their parents why their family originally moved to Wake County and when. If it was for a job, have students write down what company asked them to move here, and whether it was a part of RTP. Students will be graphing this data tomorrow.

Day 16- Why does my family live here?

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources:

Graph Paper, Markers, Rulers

Process:

1. Students should come to class today knowing when and why their families moved to Wake County. 2. Begin by collecting data from students to form a class data table on the board. You will need to collect two separate sets of data: one set for when, and

another for why. In the “when” data, you may wish to collect by decade (1970-1980, 1980-1990, etc.). For the “why” data, you can begin a running list of reasons on the board, and then group them as appropriate. For simplicity, you may want to group those who moved here for a job by RTP jobs and Non-RTP jobs, rather than listing each individual company.

3. Once the data has been collected, ask students what they notice about the data. Allow 5-6 minutes of class discussion about what the data means. 4. Students should work with a partner to create graphs of this data. One partner can create a graph to show the “when” data, and the other can create a

graph to show the “why” data.

Day 17- 20 – Timeline of Wake County Project

Concepts:

3.H.1.1 Explain key historical events that occurred in the local community and regions over time. 3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. 3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions.

Resources:

Posterboard or Construction Paper (or technology resources) Access to links we have studied so far during this unit

Process:

1. As a final project and assessment, students will compile what they have learned about the history of Wake County to create a timeline. You may need to show students examples of what timelines look like if they have little previous exposure, especially regarding correct spacing. You may also need to give support to students who have a hard time beginning projects independently. Pass out the project sheet and go over instructions with students. Please feel free to modify this project to add technology or make it more appropriate for your class!

2. Students will have 3 days to work on these projects. Day 20 will be a day for presenting their timelines to the class. 3. In addition to this project, any of the essential questions used throughout the unit can be used for summative assessment. The goal is understanding of

these essential questions, not memorization of facts!

Optional Extension/Level 4 Opportunity – This can be done if students finish early, or if you prefer to do this over having students present on Day 20:

How do you think a light rail system will change Wake County?

Allow students to read this article and watch the video that goes with it. http://www.wral.com/news/local/story/11059619/

After reading and watching, students should think and write about the essential question above as an opportunity to show level 4 thinking. Students must back up their prediction with explanation based on the past of Wake County.

If you choose to do this activity whole class, you will most likely need to discuss as a class the pros, cons, and changes that could occur.

History of Wake County – Timeline ProjectYour task is to create a timeline of the history of Wake County, using your notes and the resources we have used so far in this unit.

You must include the following events:

Wake County’s first people were the Tuscarora -Before 1711 Tuscarora War - 1711 English and Scotch-Irish Settlers moved to Wake County from the north to start farms -1730s Wake County Formed -1771 Raleigh Becomes State Capital - 1793 Railroads were built- 1840 Research Triangle Park was built – 1965 For a level 4 – Add 1-2 additional events from the resources we used in class. You must complete the first 7 events before you begin working on this part

of the project!

Each event should include 1-2 sentences explaining how this event changed Wake County.

1 2 3 4Project is incomplete (less than 5

required events) or missing.Project contains only 5-6 of the

required events.

Project is messy or rushed.

Student was unable to complete this project without extensive teacher

support.

Project contains all 7 required events.

Project is neat, creative, and is an example of the student’s best work.

Student was able to work mostly independently, and asked questions

when he/she needed help.

Project contains all 7 required events, but also adds 1-2 additional events

that affected Wake County’s growth.

Project is neat, creative, and is an example of the student’s best work.

Student was able to work independently.