WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
Fourth
Early exploration and colonization
“Coming to the Carolinas”
10-12 days
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Conceptual Lenses
Change
Colonialism
Human - Environmental
interactions
Unit Overview
The points of focus in this unit include the changes to Native Indian groups before and after
European exploration, the reasons for colonization of North Carolina, and how humanenvironment interactions modified and adapted the environment. Student will develop an
understanding of:
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Characteristics of various American Indian groups indigenous to North Carolina.
Changes to the culture, status, and everyday life of American Indian groups as a result of
European exploration.
The role of the English monarchy in the establishment of North Carolina as a colony.
Key individuals who played a role in colonization.
How American Indian groups and European explorers adapted to and modified the
environment.
Unit Enduring Understanding(s)
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When groups move into an area, existing
groups may experience change.
Colonies may be established political,
social or economic reasons.
Interactions of people and their physical
environment impact historical events and
issues such as exploration, colonization
and patterns of settlement.
Unit Essential Question(s)
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How do new groups moving in to an area
bring about change to existing groups?
What are the political social or economic
reasons that might lead to colonization?
How do exploration, colonization, and
settlement patterns impact humanenvironmental interactions?
Essential State Standards
Priority Objectives
Supporting Objectives
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4. H.1.1 Summarize the change in cultures,
everyday life and status of indigenous
American Indian groups in North Carolina
before and after European exploration.
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4. H.1.3 Explain how people, events and
developments brought about changes to
communities in various regions of North
Carolina.
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4. H.1.2 Explain how and why North
Carolina was established.
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4.G.1.3 Exemplify the interactions of
various peoples, places and cultures in
terms of adaptation and modification of the
environment.
4. G.1.2 Explain the impact that human
activity has on the availability of natural
resources in North Carolina.
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4. C&G.1.3 Explain the influence of the
colonial history of North Carolina on the
governing documents of our state.
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“Unpacked” Concepts
(students need to know)
The types of government,
language, food, shelter, and
cultural traditions of various
American Indian groups.
Changes in the culture,
everyday life and status of
American Indian groups after
the arrival of Europeans.
The English monarchy
sponsored attempts at
colonization along the North
Carolina coast.
Key individuals played a role in
the establishment of North
Carolina.
How and why North Carolina
began as a proprietary colony
but later became a royal
colony.
How American Indians and
Europeans shaped the North
Carolina environment.
“Unpacked” Skills
(students need to be able to do)
• Summarize changes in
everyday life of American
Indian groups in North
Carolina before and after
exploration.
• Explain how North Carolina
was settled.
• Explain why North Carolina
was established.
• Exemplify human
environmental interactions
during the period of
exploration and colonization.
COGNITION
(RBT Level)
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Understanding
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Essential Vocabulary
Adapt
Modify
Human Environment Interaction
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Enrichment Vocabulary
Proprietary Colony
Royal Colony
Enrichment Factual Content
H
Unit “Chunking”
& Enduring
Understandings
Characteristics of
various American
Indian groups
indigenous to
North Carolina.
Changes to
American Indian
groups before and
after European
exploration.
Role of English
monarch and key
individuals in the
colonization of
North Carolina.
Essential Factual
Content
Suggested Lesson
Essential Questions
G
C
&
G
Government,
language, food,
shelter, and cultural
traditions of:
• Algonquin
• Iroquois
• Siouan
• Tuscarora
• Occaneechi
• Tutelo
• Waxhaw
• Catawba
• Cherokee
• Culture
• Status
• Everyday life
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Roanoke Island
The Lost Colony
Sir Walter
Raleigh
Queen
Elizabeth
John White
Ralph Lane
King Charles II
Lords
Proprietors
Proprietary
What are the
characteristics of
various American
Indian groups
indigenous to North
Carolina?
1.1
What are the
common features
between the
American Indian
groups?
1.1
How did European
explorers impact the
culture, status, and
everyday life of
American Indian
groups?
1.1
Why did the English
monarchy sponsor
attempts at
colonization along
the coast of North
Carolina?
1.2
How did significant
historical figures
contribute to the
establishment of
North Carolina?
1.2
E
C
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How American
Indians and
European
explorers
interacted with the
environment of
North Carolina.
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colony
Royal colony
Political, social,
and economic
reasons for
colonization
Adaptations and
modifications by
America Indians
Adaptations and
modifications by
European
explorers
How and why did
North Carolina
begin as a
proprietary colony
but later became a
royal colony?
1.2
What were the
political, social, and
economic reasons
that led to
exploration and
colonization of
North Carolina?
1.2
How did American
Indians adapt and
modify the
environment to meet
their needs?
1.3
How did European
explorers adapt and
modify the
environment to meet
their needs?
1.3
In what ways did the
environmental
interactions of
European explorers
impact American
Indian groups?
1.3
Rules and Conflict Resolution
Resources
Web Sites/Games/Blogs:
Learn 360 Videos:
Books:
General Unit Resources
“Straight Ahead”
“Uphill”
“Mountainous”
Additional resources will be listed here as unit development continues.
Additional resources will be listed here as unit development continues.
Additional resources will be listed here as unit development continues.
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).