Unit #: 1
Subject(s): Social Studies
Grade(s): 4
Designer(s): Rebecca Mathews, Elizabeth Short
STAGE 1 – DESIRED RESULTS
Unit Title: Pre-Colonial Era and Colonization
Transfer Goal(s):
 Students will be able to independently use their learning to identify that different groups of people contribute to society in unique and diverse ways.
Enduring Understandings:
Students will understand that…
 Cultures are unique and have specialized governments, language,
traditions, food, artistic expressions, and religious beliefs.
 Various cultures and people interact with the environment in different
ways.
 Cultural transformations happen as new groups move into an area.
Students will know:
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Key Terminology: Cultural heritage, cultural groups, culture, colony,
royal colony, proprietary colony, natural resources
The types of government, art, language, food, shelter, and cultural
traditions of various American Indian and immigrant groups in NC
(Algonquain, Irouquois, Siouan, Tuscarora, Occaneechi, Tutelo, the
Waxhaw, Catawba, and Cherokee,).
The development of regions in NC was based on the settlement
patterns of different cultural groups (Moravians, Scotch-Irish, African
Americans); as well as, American Indian groups.
How the culture, everyday life and status of American Indian groups
changed after the arrival of Europeans.
The reasons why England explored and colonized NC (political,
social, religious, and economic reasons).
Why the English Monarchy sponsored attempts at colonization along
the NC coast (Roanoke Island and The Lost Colony).
The impact of certain European Settlers (Sir Walter Raleigh, Joel
Lane, John Lawson) on Native American peoples of NC and their
culture.
How and why NC began as a proprietary colony but later became a
royal colony.
Essential Questions:
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Is it necessary to adapt and modify your environment in order to
survive?
What happens when cultures collide?
Why do people move?
Students will be able to:
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Compare the types of government, language, food, shelter, and
cultural traditions of various American Indian and immigrant groups.
Compare how the various cultural groups’ settlements affected
regional development in NC.
Explain how various cultural groups use art to showcase their heritage
and beliefs.
Analyze and explain how everyday life and status of American Indian
groups changed after the arrival of Europeans.
Identify reasons the English Monarchy sponsored attempts at
colonization along the NC coast (Roanoke Island and The Lost
Colony).
Identify influential European Settlers and their impact on American
Indian groups of NC (Sir Walter Raleigh, Queen Elizabeth, John
White, Ralph Lane, King Charles II, Lords Proprietors)
Explain why England explored and colonized NC.
Explain how the Indians, Europeans, and Africans used their natural
resources to shape the NC environment.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/12/2016
1
Unit #: 1
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Subject(s): Social Studies
Grade(s): 4
Designer(s): Rebecca Mathews, Elizabeth Short
How the role of agriculture encouraged settlement and expansion.
Natural resources are crucial for economic and social life in North
Carolina
How American Indians, Europeans, and Africans have shaped the NC
Environment (axes and fire to clear farmland, lumber to build ships
and houses, reshaping southern swamps)
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/12/2016
2
Unit #: 1
Subject(s): Social Studies
Grade(s): 4
Designer(s): Rebecca Mathews, Elizabeth Short
STAGE 1– STANDARDS
Essential Standards
4.C.1
4.H.1
4.G.1
4.H.1
Clarifying Objectives
Explain how the settlement of people from various cultures
4.C.1.1
affected the development of regions in NC (languages, food,
Understand the impact of various cultural groups on North
and traditions).
Carolina.
Explain how the artistic expression of various groups
4.C.1.2
represents the cultural heritage of NC.
Summarize the change in cultures, everyday life, and status of
4.H.1.1
indigenous American Indian groups in NC before and after
Analyze the chronology of key historical events in North
European exploration.
Carolina history.
4.H.1.2
Explain how and why NC was established.
Exemplify the interactions of various peoples, places, and
4.G.1.3
cultures in terms of adaptation and modification of the
Understand how human, environmental, and technological
environment.
factors affect the growth and development of North Carolina.
Explain the impact that human activity has on the availability
4. G.1.2
of natural resources in NC.
Secondary Embedded Standard(s)
Explain how people, events, and developments brought about
4.H.1.3
changes to communities in various regions of NC.
Analyze the chronology of key historical events in North
Carolina history.
Analyze NC’s role in major conflicts and wars from the Pre4.H.1.4
Colonial period through Reconstruction.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/12/2016
3
Unit #: 1
Subject(s): Social Studies
Performance Tasks:
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Grade(s): 4
Designer(s): Rebecca Mathews, Elizabeth Short
STAGE 2 – ASSESSMENT EVIDENCE
Other Evidence:
Colonial Culture Showcase
o Students will explore NC culture by researching American
Indian group or immigrant group that settled in NC.
Students will create a product to showcase the group’s
culture.
4th grade SS Unit: History of NC
o Students will write newspaper articles from the perspective
of a settler, American Indian, or African American using
accurate historical facts and details.
The Lost Colony of Roanoke
o Students will identify theories concerning the disappearance
of the colonists from Roanoke. They will conduct research
and write a play or readers theatre including dialogue.
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American Indian Writing Prompt and Rubric
Click here to access the resources above.
Performance Task Social Studies Rubric
Click here to access the resources listed above.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/12/2016
4
Unit #: 1
Subject(s): Social Studies
Grade(s): 4
Designer(s): Rebecca Mathews, Elizabeth Short
STAGE 3 – RESOURCES FOR THE LEARNING PLAN
District Resources:
Supplemental Resources:
When designing the learning plan, these resources are intended to be a
These are considered additional resources that are recommended by the
primary resource used by all teachers.
Curriculum Writing Teams. Those resources with an asterisk (*) may be
purchased by each individual school.
 Discovery Education
o Intro to NC
o Exploring our Past: People of the Woodlands
 Timeline
o Historic Episodes: Roanoke Island
 NC History Timeline
o The Colony of North Carolina
 Lost Colony
 NCES 4th Grade Social Studies Culture
 Colonial Settlements
 NC as a Proprietary to Royal Colony
 Royal Colonies
 Proprietary Colonies
 NC Arts Trails
Considerations for Differentiating Instruction (AIG, EL, EC, etc.):
These resources are intended to be used when differentiating instruction to meet the varied needs of students in your classroom.
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None at this time.
Adapted from Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Last revision 7/12/2016
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