grade 4 unpacking document

NORTH CAROLINA UNPACKING DOCUMENT FOR GRADE 4

The Unpacking Documents for North Carolina K-12 Social Studies Standards were created in collaboration with teachers, NCDPI leadership, andmembers of the NCDPI Social Studies team. These documents are intended to supplement the standard course of study and provide acomprehensive understanding for the teaching of the standards and objectives. The explanations and examples in this document are intended to behelpful in the planning of local curriculum and classroom instruction.

This document will provide:

● Inquiry Strand: the State Board of Education approved indicators for inquiry● Standard: the State Board of Education approved standard(s) for a strand● Objective: the State Board of Education approved objectives for teaching and learning● Mastery of the Objective: a description of how the student should be able to demonstrate mastery of the objective● Students will Understand: understandings that students should be able to arrive at as a result of the instruction● Students will Know: information the student should know● Example Topics: possible content and/or topic ideas that can be used to teach the objective● Example Formative Assessments: possible tasks that can be used to gauge student understanding of the objective

The example topics and example formative assessments provided with each objective are:

● Content examples for instruction that help to build student knowledge and understanding of the objective● Sample assessment activities to gauge learning that may be used to determine whether students are meeting the learning objective● Examples to enhance the student’s ability to make connections across other disciplines and in the real world● Recommendations, with the understanding that PSUs retain local control to determine curriculum

The example topics and example formative assessments provided with each objective are:

● Not meant to be an exhaustive list● Not meant to be content that must be taught all at once● Not a checklist for basic recall or memorization● Not a checklist for assessment for each objective● Not intended to reflect summative assessment items

The Social Studies Glossary of Instructional Terms has been designed to be a tool to provide educators with words and phrases that represent the big, overarching concepts, and ideas that teachers need to know and understand in order to effectively teach the revised Social Studies Standards: View the Glossary of Instructional Terms

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https://www.dpi.nc.gov/glossary-instructional-terms-fall-2021-implementation

Inquiry Strand

The inquiry process for each grade and course within the North Carolina Social Studies Standard Course of Study asks students to inquire, thinkcritically, evaluate sources, use evidence, communicate, and solve problems. Students are asked to practice the skills embedded in the inquiryprocess on a regular basis throughout instruction; these skills should also be combined into an inquiry project at least once during the year orsemester.

Inquiry 3-5The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 3-5 grade band. Teachersshould be encouraged to use these indicators in every grade level.

Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 5, students will havebeen exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to inquiryindicators in each grade.

Category Indicator

Compelling Questions I.1.1 Identify content required to provide an answer to compelling questions.I.1.2 Construct compelling questions that promote inquiry with peers.

Supporting Questions I.1.3 Understand how responses to supporting questions provide responses to compelling questions.I.1.4 Construct and respond to supporting questions that help answer compelling questions with peers.

Gathering and EvaluatingSources

I.1.5 Understand academic and domain-specific words in sources to create responses to compellingquestions.I.1.6 Organize relevant information from primary and secondary sources using the origin, authority,structure, credibility, reliability, and context of the sources to guide the selection.

Developing Claims and UsingEvidence

I.1.7 Construct claims in response to compelling and supporting questions.I.1.8 Accurately use information from sources when making claims.I.1.9 Make inferences from information in sources.

Communicating Ideas I.1.10 Construct responses to compelling questions with specific claims and information fromteacher-provided sources.

Taking Informed Action I.1.11 Identify ways to address problems related to the compelling question.

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The time period and focus for this course is from pre-colonial through the present day.

Unpacking the Behavioral Science ObjectivesStandard 4.B.1 Understand ways in which values and beliefs have influenced the development of North Carolina’s identity as a stateOverarching Concepts: Values, Beliefs, Development

Objective Mastery of theObjective

Students WillUnderstand Students Will Know Example Topics Examples of Formative

Assessment4.B.1.1 Explainhow traditions,social structure,and artisticexpression havecontributed tothe uniqueidentity of NorthCarolina

Students must beable to demonstrateknowledge andunderstanding ofhow traditions,social structure, andartistic expressionhave influenced theidentity of NorthCarolina.

Artistic expressions areoften used to express thevalues, traditions, andreligious beliefs of aculture

Diverse cultures arevaluable to thedevelopment of a society

A region’s heritage canoften be recognized bythe artistic expressions,social structure, andtraditions of itsinhabitants

Examples of artisticexpression and traditionsfrom various groups inNorth Carolina

Examples of ways socialstructures have influencedthe identity of NorthCarolina

How the development ofregions in North Carolinawas shaped by the cultureof various diverse groups

Artistic Expressions● Music

○ Bluegrass○ Cherokee

Music○ Gospel○ Ballad○ Singing○ Blues○ Shape note○ Singing○ Jazz○ Hip-hop

● Dances○ Shag○ Clogging○ Flatfoot

dancing○ Square dancing○ Dances from

variousAmericanIndian tribes

● American Indianpottery and baskets

● Wood and stonecarving

● Beadwork● Appalachian

folklore and crafts● Seagrove pottery

Students create amuseum mural thatillustrates the way inwhich American Indiancommunities of NorthCarolina have influencedthe culture in theircommunity.

Students are giveninformation about aNorth Carolina festivalor fair and create avisual presentation(poster, google slides,etc.) that highlights theelements of the fair andclearly states how thefestival or fair hasinfluenced the identityof North Carolina.

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● Quilting● Woodworking and

furniture making

Traditions● Festivals● Fairs● Religious

celebrations &observances

● Languages● Foods● Highland games● Holiday traditions

Social structures● Life on plantations● Small farm culture● Indentured servants● Enslaved people● American Indian● Daily life in North

Carolina regions○ Colonial era○ Civil War○ Civil Rights era

● Life of Womenduring the Colonialera or Civil War○ Coastal○ Piedmont○ Mountain



Assessment4.B.1.2 Explainhow the valuesand beliefs of

Students must beable to demonstrateknowledge and

Values, beliefs, andpractices of variouscultures influence the

Examples of the values andbelief systems thatindigenous, religious, and

Moravians

African Americans

Students read about 3North Carolina culturesand write a newspaper

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variousindigenous,religious, andracial groupshave contributedto thedevelopment ofNorth Carolina

understanding ofhow the values andbeliefs of variousgroups haveinfluenced thedevelopment ofNorth Carolina,paying specificattention to racial,religious, andindigenous groups.

development of a society

Values, beliefs, andtraditions of the pastinfluence the present andfuture cultural norms of asociety

racial groups contributed tothe development of NorthCarolina

The various culturalpractices, values, and beliefsystems of the indigenouspopulations before contactwith other cultural groups

How the cultural practices,values, and belief systemsof indgenous populationsinfluenced the way of life ofAfricans and Europeans

How the cultural practices,values, and belief systemsof African peoplecontributed to thedevelopment of NorthCarolina

Latinx

American Indians inNorth Carolina● The Eastern Band of

Cherokee Indians● Haliwa-Saponi● Lumbee Tribe● Meherrin Sappony● Occaneechi Band of

the Saponi Nation● Waccamaw Siouan● Scots Irish● Highland Scots● English● Quakers● Germans● French Huguenots● Hmong● Montagnard

article explaining howeach culture contributedto the development ofNorth Carolina.

Students study the lifeof the Eastern Band ofCherokee Indiansbefore and after contactwith other culturalgroups. Students thendesign a museumexhibit with artifactsand artifact descriptionsthat demonstrates theirfindings of howindigenous populationimpacted thedevelopment of NorthCarolina.

Unpacking the Civics and Government ObjectivesStandard 4.C&G.1 Understand the role of citizens in local and state governmentOverarching Concepts: Role, Citizens, Government



Assessment4.C&G.1.1Compare theroles andresponsibilitiesof state electedleaders

Students must beable to discuss thesimilarities anddifferencesbetween the rolesof state electedleaders.

Students must be

Elected leaders areresponsible forrepresenting the political,economic, social, andcultural concerns of theirconstituents

Effective leadershipoften requires

The various roles of electedleaders in North Carolina

The various responsibilitiesof elected leaders in NorthCarolina

Examples of electedleaders in each of the three

Roles of executive,judicial, and legislativebranches

Responsibilities ofexecutive, judicial, andlegislative branches

Checks and balances

Students create a tripleVenn Diagram thatcompares the roles andresponsibilities of theexecutive, judicial, andlegislative branches.

After studying the rolesof the current members

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able to discuss thesimilarities anddifferencesbetween theresponsibilities ofstate electedleaders.

collaboration amongindividuals and groupswithin the government

Decisions of the stategovernment may dictatethe policies of localgovernment andinteractions with federallaw

branches of stategovernment State Supreme Court

General Assembly

of each of the threebranches, studentsselect two currentelected leaders fromwithin the same branchand complete a DoubleBubble Thinking map inorder to demonstratetheir understanding ofthe similarities anddifferences betweendifferent positionswithin the same branchof government.



Assessment4.C&G.1.2Summarize theways in whichwomen,indigenous,religious, andracial groupsinfluence localand stategovernment

Students must beable to demonstratethe ability to create asummary or abstractof the ways localand stategovernments havebeen influenced bywomen, indigenous,religious, and racialgroups.

Values and religiousbeliefs may shape thegoverning documents ofa state

Democratic governmentsmay provideopportunities for thevoices of all individualsto be heard

The decisions of leadersare often shaped by theactions of citizens andthe interrelationshipbetween governmentalagencies

Various ways that women,indigenous, religious, andracial groups influence localgovernment

Various ways that women,indigenous, religious, andracial groups influencestate government

Voting

Petitioning government

Campaign for policiesand politicians

Run for office

Lobbying

Volunteering

Being an informed citizen

Voting for amendmentsto the N.C stateconstitution

Protesting

Students read an articleabout women whoinfluenced state andlocal government inNorth Carolina. Basedon the article, studentscreate a newspaperheadline thatsummarizes theinfluence of thosewomen. Thisassessment can bedone with indigenous,religious, or racialgroups as well.

Students read an articleabout how variousgroups influenced stateand local governmentand then create a

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Writing to a campaign● Letters● Editorials

Membership inorganizations that impactgovernment policies &decisions

campaign poster with aslogan that summarizesthe movement.



Assessment4.C&G.1.3Differentiatebetween rightsandresponsibilitiesreflected in theNorth CarolinaConstitution

Students must beable to makedistinctionsbetween variousrights and theresponsibilities ofcitizens enumeratedin the NorthCarolinaConstitution.

The rights andresponsibilities of citizensmay be outlined in thewritten constitution of astate or nation

Participating in civic life isoften necessary for thehealth and success of astate

Examples of rights thatcitizens have in NorthCarolina

Examples ofresponsibilities that citizenshave in North Carolina

Rights● Rights listed in the

North CarolinaConstitution○ 1776○ 1868○ 1971

● Voting

Responsibilities● Respecting the law● Being informed and

attentive to publicissues

● Being informedabout candidates

● Paying taxes● Registering to vote

and voting● Serving on a jury

when summoned● Obeying laws and

ordinances

The teacher provides alist of rights andresponsibilities reflectedin the North CarolinaConstitution. Studentscreate a tree map thatpoints out anddifferentiates the rightsand responsibilities ofcitizens in the stateconstitution.

The teacher providesstudents with aninfographic of rights andresponsibilities of NorthCarolina. Studentsdistinguish what isrelevant in theinfographic as it relatesto the rights andresponsibilities of NorthCarolina citizens.

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Unpacking the Economics ObjectivesStandard 4.E.1 Understand how economic decisions and resources affect the economy of North CarolinaOverarching Concepts: Economic Decisions, Resources, Economy



Assessment4.E.1.1 Explain theways in whichscarcity impactseconomic decisionsin North Carolina

Students must beable to explain howeconomic decisionsare impacted byscarcity in NorthCarolina.

Business and personaleconomic decisions areoften determined by theavailability of goods andservices in a region

Competition amongbuyers may result inhigher prices, andcompetition amongsellers may result inlower prices

Opportunity cost requirespeople to makeeconomic choices

Examples of scarcity’simpacts on economicdecisions

How businesses makedecisions based onscarcity and choice inNorth Carolina

Examples of NorthCarolina businessesthroughout history● Cotton● Tobacco● Grains/rice● Clock & watch

makers● Banking● Mining/forging● Food services● Paper mills● Textile mills● Timber● Furniture● Entertainment

Supply

Demand

Scarcity

Business choices● Choosing to

continue ordiscontinuecertain products

● Expanding ordownsizing thebusiness

The teacher givesstudents 5 scenarios ofproduct scarcity in NorthCarolina. Students thenexplain how eachscenario impactedeconomic decisions of abusiness.

The teacher givesstudents a list of itemsthat were scarce andexamples of businessdecisions that weremade during theCOVID-19 pandemic.Students match thescarce items with theexamples of how thescarcity impacted thebusiness decisions.

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Assessment4.E.1.2 Explainfactors that haveled to economicgrowth and declinefor North Carolina’smajor industries

Students must beable to demonstratean understanding ofthe causes that ledto economic growthin North Carolinaover time.

Students must beable to demonstratean understanding ofthe causes that ledto economic declinein North Carolinaover time.

Positive incentives andnegative consequencesdrive economic behaviorin a market economy

Availability of resourcesand human capitalinfluence economicgrowth or decline

Industry and trade areimportant factors thatimpact economic growthand decline

Examples of factors thatimpact economic growth inNorth Carolina

Examples of factors thatimpact economic declinein North Carolina

The ways in which factorsinfluence economic growthor decline in North Carolina

Possible industries● Timber and

naval stores incolonial NorthCarolina

● Agriculture/cash crops

● Railroads● Textile mills● Furniture

industry● Tobacco

industry● Military in North

Carolina● Research

Triangle● Banking industry● Food services

○ Grocerystores

● Tourism industry● NASCAR● Healthcare

industry

Possible factors● Innovation● Health● Natural disasters● National and

regional trends● Pandemics● Population of an

area● Production costs● Availability of

Students demonstratetheir understanding ofthe basics ofcompetition in a MarketEconomy by explainingvarious choices that twoNorth Carolina grocerystore chains could makein order to convinceconsumers to shop withthem instead of theircompetitor. Studentsthen explain howcompetition betweentwo businesses withinthe same industryimpacts economicgrowth and decline inNorth Carolina. This canbe adapted by replacingthe grocery stores withtwo competingbusinesses within thesame industry of NorthCarolina.

Students explain hownatural disasters (forestfires, drought,hurricanes, etc.)impacted or could haveimpacted industriesthroughout the NorthCarolina regions(Christmas tree farms,tobacco farms, cottonfarms, timber industry,

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resources etc.) and how thisimpacts the economicgrowth and decline ofthe industry chosen.



Assessment4.E.1.3 Explainways in whichfactors ofproduction areinfluenced by theavailability ofresources in NorthCarolina

Students must beable to demonstrateknowledge andunderstanding ofhow the availabilityof resourcesimpacts the factorsof production.

The availability ofresources in a region mayaffect the goods andservices that areproduced

Changes in the economymay impact levels ofemployment andproduction

Examples of how theavailability of resourcesimpacts factors ofproduction

Examples of the resourcesneeded to produce variousgoods and services

Factors of Production● Land● Labor● Capital● Entrepreneurship

North Carolinaindustries andservices that could beinfluenced byavailability ofresources● Agriculture● Finished goods

and services● Lumber● Fishing industry● Textile mills● Tourism

○ Sportingevents

○ Coastalbeaches

○ Skiing in themountains

● Furniture● Fisheries in the

tidewater● IT/technology in

the Triangle Area● Hog and chicken

Students read aboutvarious North Carolinaindustries. On a map ofNorth Carolina, studentsplot where lumber isgrown, fish is caught,and other resources arelocated. Students thenexplain how thoseresources are spreadaround the state andhow the availability ofthese resources impactsproduction from variousindustries.

After studying theimpact of the availabilityof resources on thefactors of production,students address thefollowing scenario: Acompany wants to builda factory in a NorthCarolina county that hasa population of less than10,000 people. Thecompany knows that itwill need at least 15,000people to work in thefactory. Explain what

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farming

Resources● People● Wages● Materials● Location

resources are needed,whether or not theseresources are available,what factors ofproduction may beimpacted and whatdecisions that companymay have to make inorder to open theirfactory.

Standard 4.E.2 Understand the impact of personal financial decisionsOverarching Concepts: Impact, Personal Financial Decisions



Assessment4.E.2.1 Explain theway in whichpersonal financialdecisions, such asspending andsaving, may affecteveryday life

Students must beable to demonstrateknowledge andunderstanding ofhow decisions onspending and savingimpact the lives ofindividuals.

Personal financialdecisions can havebenefits andconsequences oneveryday life

Opportunity cost mayinfluence the financialdecisions of individuals

A personal budget canlead to informeddecisions on spendingand saving

Examples of how peoplespend and save money

How personal spendingand saving decisionsimpact an individual’s life

How to create a budgetthat reflects the interactionof financial resources andpersonal economicchoices

Investing

Price shopping(comparing costs atdifferent places, etc.)

Savings account atbank

Saving cash at home

Budget

Spending money onneeds

Spending money onwants

Saving for future vsspending right now

Delayed gratification

Students write a diaryentry about saving up tobuy something theywant and explain howtheir decisions onspending or savingmoney will impact theirability to purchase theitem.

The teacher givesstudents variousscenarios aboutspending and saving.After examining eachscenario, students writean explanation thatdemonstrates theirunderstanding of howspending and savingaffect everyday life.

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Interest

Loans get paid back

Borrowing

Debt

Credit

Saving

Budgeting



Assessment4.E.2.2 Exemplifyoutcomes ofpositive andnegative financialdecisions

Students must beable to use materialpresented to them tocome up with newexamples of theimpact of positivefinancial decisions.

Students must beable to use materialpresented to them tocome up with newexamples of theimpact of negativefinancial decisions.

Personal financialdecisions can havebenefits andconsequences oneveryday life

Opportunity cost mayinfluence the financialdecisions of individuals

Needs and wants oftendetermine howindividuals choose tospend their income

Examples of outcomes ofpositive financial decisions

Examples of outcomes ofnegative financialdecisions

Examples of how peoplespend their income andconsequences of thosespending choices

Needs vs. wants

Debt

Opportunity cost

Positive financialdecisions & outcomes● Saving money● Investing● Budgeting● Paying bills on

time

Negative financialdecisions● Overspending● Late/missed

payments forbills

The teacher gives eachstudent the same “yearlysalary” amount.Students then make alist of their needs and alist of their wants.Students use their liststo create a budget forthe items by looking uphow much these itemscost. Each time thestudents decide to usemoney on an item fromtheir lists, they willsubtract that amountfrom their total salary,using a spreadsheet.Students explain if eachof their choices was apositive financialdecision or a negative

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financial decision andprovide a potentialoutcome for each.

Students are given 3budget scenarios thatportray differentspending choices.Students determine ifthey think the choiceswithin each scenariowere positive ornegative financialchoices. For eachscenario, studentsgenerate a list ofpossible positiveoutcomes and negativeoutcomes based on thechoices made.

Unpacking the Geography ObjectivesStandard 4.G.1 Understand the role geography has played in the development of North CarolinaOverarching Concepts: Geography, Development, North Carolina



Assessment4.G.1.1 Comparethe developmentof variousgeographicregions in NorthCarolina usinggeographic toolsandrepresentations

Students must beable to discuss thesimilarities anddifferencesbetween theregions of NorthCarolina usinggeographic tools.

Geographic tools canallow individuals toexamine the growth andexpansion of the variousregions of a state

Maps can help peopleunderstand the changesin environment andpopulation over time

Similarities in thedevelopment of thegeographic regions ofNorth Carolina

Differences in thedevelopment of thegeographic regions ofNorth Carolina

Examples of the physicalfeatures of North CarolinaAgriculture/farming

Fishing

Tourism

Functional regions● Research Triangle Park

(RTP)

Students are givenimages from twodifferent regions ofNorth Carolina.Students are then giventwo additional picturesfrom the same tworegions, butrepresenting a laterdate. Students use aVenn Diagram to

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● North Carolina’s GlobalTransPark

● Charlotte area bankinghub

● Movie industry● Casinos & gambling

Formal regions● The State Capitol● Military installations● Textile industry● Forestry industry● Tobacco industry (past

and present)● Lumber industry● Furniture industry● Logging in rivers

Vernacular regions● Outer Banks● Appalachia● Blue Ridge/Bluegrass● The Highlands● Tidewater

compare thedevelopment they seein the two regions ofNorth Carolina overtime.

Students use Censusdata from two differentregions of NorthCarolina to comparehow the two regions'populations developeddifferently over thespan of 100 years.



Assessment4.G.1.2Exemplify theways in whichmovement ofpeople, goodsand ideas hasimpacted thedevelopment ofNorth Carolinausing maps andother geographic

Students must beable to use materialpresented to themto come up withnew examples ofways movement ofpeople, goods, andideas haveimpacted thedevelopment ofNorth Carolina.

Geographic tools canallow individuals toexplore the movement ofpeople, goods, and ideas

The transportation andcommunication ofgoods, people, and ideasoften leads to changes inthe geographicdevelopment of a state

Examples of geographictools

How to use map, globes,and other geographic tools

Examples of geographicmovement of people

Examples of how goodsmove geographically

Globe

Compass

GIS System

Map

Evolutions intransportation● Roads

The teacher showsstudents maps thatshow the location oftextile mills, tobacco,etc. in North Carolina.At the same time, theteacher pairs thosemaps with a map ofrailroads in NorthCarolina from similartime periods in order to

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toolsExamples of how ideasmove geographically

Examples of how themovement of people,goods, and ideas havehelped North Carolinadevelop

● Canals● Railroads● Airports

Migration and immigration

Where various languageshave been historicallyspoken● English● Cherokee● Spanish

Agriculture

Changes to landscapefollowing natural disasters

Trail of Tears route on amap

Gold Rush

Biotechnology

Lumber

Pirates

Underground Railroad

show the role thattransportation played inthe economicdevelopment of theseindustries during thatera. Students thencome up with newexamples of howtransportation hasimpacted thedevelopment of NorthCarolina.

Students role play asthe owner of a businessin North Carolina.Students are given abusiness name, a city inwhich their business islocated, and theproduct they produce.Using a topographicalmap of North Carolina,students annotate whatwould need to bedeveloped for theirbusiness tosuccessfully move theirgoods to theirconsumers (highways,railroads, airports, etc.).Students write aone-paragraphsummary explaining theimpact of thosedevelopments on theirbusiness.

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Assessment4.G.1.3Summarize thereasons forforced andvoluntarymigration to,from, and withinNorth Carolina

Students must beable to demonstratethe ability to createa summary orabstract of thecauses of forcedmigration to, from,and within NorthCarolina.

Students must beable to demonstratethe ability to createa summary orabstract of thecauses of voluntarymigration to, from,and within NorthCarolina.

The migration andimmigration of people tovarious places in a stateor nation can be voluntaryor forced

Migration andimmigration patterns areoften determined byenvironmental, economic,and societal changes

Reasons why peoplemigrate (both forced andvoluntary) to NorthCarolina

Reasons why peoplemigrate (both forced andvoluntary) from NorthCarolina

Reasons why peoplemigrate (both forced andvoluntary) within NorthCarolina

Indian Removal Act

Slavery

Indentured servants

The Great Migration

Natural disasters

Employment opportunities

Education

Immigration from othernations

Great Wagon Road

Religious freedom

Trail of Tears

North Carolina Gold Rush

Underground Railroad

Industrialization

Urban migration

Reservations

Agricultural opportunities

Students read about theTrail of Tears. Studentsuse a version of the 5W’s (e.g., Who wasinvolved? Whathappened? Where did ithappen? When did ithappen? How did ithappen/What was theresult of the event?) towrite a 2-3 sentencesummary thatdemonstrates theirunderstanding of thereasons for the Trail ofTears.

Students read an articleregarding the decisionor experiences of aperson or group ofpeople choosing toleave North Carolinaand migrate to otherplaces in the UnitedStates during a timeperiod determined bythe teacher orconnected to the topicbeing studied. Thestudents create anewspaper headlinethat summarizes thereasons for the forcedor voluntary migration.

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Unpacking the History ObjectivesStandard 4.H.1 Understand the role of various people, events, and ideas in shaping North CarolinaOverarching Concepts: Role, People, Events, Ideas, North Carolina



Assessment4.H.1.1 Explain howthe experiences andachievements ofminorities,indigenous groups,and marginalizedpeople havecontributed tochange andinnovation in NorthCarolina

Students must beable to demonstratehow the experiencesof various groupshave contributed tochange andinnovation in NorthCarolina, payingspecific attention tominorities,indigenous groups,and marginalizedpeople.

Students must beable to demonstratehow theachievements ofvarious groups havecontributed tochange andinnovation in NorthCarolina, payingspecific attention tominorities,indigenous groups,and marginalizedpeople.

Marginalized groupsoften contribute tochange and innovationin communitiesdespite limitedopportunities forsocial mobility

The traditions andpractices of variousgroups play a role incontributing to thecultural diversity of thevarious regions of astate

The experiences andachievements ofpeople with differentcultural backgroundsoften shape thedevelopment of acommunity

The lives of people in astate may be improvedby the innovations andachievements ofdiverse groups ofpeople

Examples of howminorities, indigenousgroups, and marginalizedpeople contributed to thedevelopment of NorthCarolina communities

How the different ethnicand religious groupsimpact the economic,political, and culturaldevelopment of NorthCarolina communities

Individuals● Wright Brothers first

flight at Kitty Hawk● Ella Baker formed

Student NonviolentCoordinatingCommittee

● Pauli Murray becamefirst AfricanAmerican womanEpiscopal Priest

● John Chavis foughtfor the ContinentalArmy and opened aprivate school forboth whites andblacks

● Sarah and AngelinaGrimke advocatedfor abolition

● Charlotte HawkinsBrown founded thePalmer Institute

Groups● Wilmington 10● Migrant workers● Greensboro Four● American Indians in

North Carolina○ The Eastern

Band of

Students write a pitchfor a Netflix seriesstarring marginalizedpeople from animportant period oftime. Students shouldidentify the character,contribution, and impactthe group had on NorthCarolina.

After learning about theGreensboro Four,students write anarticle explaining howthe Greensboro Foursparked the sit-inmovement.

After reading AfricanAmericans and theRevolution fromNCpedia, studentscreate a museumexhibit explaining howthe achievements ofAfrican Americansduring theRevolutionary Warcontributed to changein North Carolina.

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CherokeeIndians

○ Haliwa-Saponi○ Lumbee Tribe

● Women workersduring World War Iand World War II

● Royal Ice CreamSit-In (Durham)



Assessment4.H.1.2 Summarizethe changing rolesof women,indigenouspopulations, andracial groupsthroughout thehistory of NorthCarolina

Students must beable to demonstratethe ability to create asummary or abstractof how the roles ofwomen, indigenouspopulations, andracial groupschanged over time inNorth Carolina.

The laws and policiesof a state or regionoften impact the rolesof groups orindividuals in variousways

As individuals andgroups work to acquirefreedom and equality,their roles within astate may change

Examples of how the roleand status of women havechanged in North Carolinaover time

Examples of how the roleand status of indiengeouspopulations have changedin North Carolina over time

Examples of how the roleand status of racial groupshave changed in NorthCarolina over time

Penelope Barker &Edenton Tea Party

North Carolina Settlementof Freedmen during theCivil War

Rise of Latinxpopulation(s)

Reservation movement

Women entering theworkforce

Lillian Exum Clement

Maya Angelou

Lorreta Lynch

Beverly Perdue

Ella Baker

Dolley Madison

After reading an articleabout how women’sroles in North Carolinahave changed overtime, students useimages and shortcaptions to create aGoogle slideshow. Theslideshow should serveas a summary of howtheir roles havechanged over time.

After reading an articleabout the changingroles of AmericanIndians in NorthCarolina, studentscreate a newspaperheadline thatsummarizes how theirroles have changedthroughout history.

Students learn aboutthe roles of African

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Elizabeth Dole

Migrant workers

Greensboro Four

American Indians in NorthCarolina● The Eastern Band of

Cherokee Indians● Haliwa-Saponi● Lumbee Tribe● Meherrin Sappony● Occaneechi Band of

the Saponi Nation● Waccamaw Siouan

Hmong

Civil Rights Movements

Americans in NorthCarolina during theRevolutionary War.After reading AfricanAmericans and theRevolution fromNCpedia, students writea 3 -5 sentencesummary of howAfrican Americans’roles changed after thewar.



Assessment4.H.1.3 Explain theways in whichrevolution, reform,and resistance haveshaped NorthCarolina

Students must beable to demonstratehow the causes ofrevolution, reform,and resistance haveshaped NorthCarolina.

Students must beable to demonstratehow the effects ofrevolution, reform,and resistance haveshaped NorthCarolina.

When governmentactions are contrary tothe will of the people,citizens may takeactions contrary toideas of government

Citizens play a key rolein the governance ofdemocratic societies

Individuals and groupsmay protest anddemand equaltreatment which can

Examples of historical andcontemporary revolutionsthat have shaped NorthCarolina

Examples of historical andcontemporary reformsthat have shaped NorthCarolina

Examples of historical andcontemporary resistancethat has shaped NorthCarolina

Wright Brothers

Adoption of Amendmentsto North CarolinaConstitution

North Carolina EqualSuffrage AssociationCivil Rights● Greensboro Sit-In

Black Wall Street

Wilmington Ten

Students assume therole of a person livingduring a specific eventstudied. Students writea letter to the editor of alocal newspaper aboutthat event (a boycott, aprotest, etc.). Students’letters should clearlyidentify the issue,explain the causes ofthe issue, and how theissue shaped NorthCarolina.

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lead to reforms thatcan transform society

The demand for social,political, or economicchange can lead toresistance, revolution,or societal reform.

Wilmington Race Riot

Boycotts

Protests

Rights

Resistance

Revisions to the StateConstitution

Abolition

Marches/demonstrations

Halifax Resolves

Mecklenburg Resolves

Revolutions in technology

Revolutions incommunication

Revolutions intransportation

Students create astoryboard of theevents that took placewith the GreensboroFour. The storyboardsshould depict theimpact these four hadon shaping thedirection of NorthCarolina.

Students are assigneda reform movementthat took place in NorthCarolina. Studentsexplain the causes ofthat movement and theimpact that movementhad on North Carolina.



Assessment4.H.1.4 Summarizethe role NorthCarolina has playedin major conflictsand eventsthroughout thehistory of America

Students must beable to demonstratethe ability to create asummary or abstractof the role NorthCarolina has playedin major conflicts

A state may or may notmake a decision tobecome involved in thepolitical or economicconflicts that may takeplace on a nationallevel

North Carolina’s role inmajor conflicts and wars

The role that variousgroups and individualsplayed in major conflictsand wars

Cherokee War, battle overthe Tennessee Valley

Revolutionary War

Battle of Moore’s CreekBridge

Students read primaryand secondary sourcesabout the Edenton TeaParty. After reading,students create astoryboardsummarizing the role

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and events overtime. The role a state plays in

national conflicts maydepend on the state’spolitical, economic, orsocial climate

The position NorthCarolina took in majorpolitical conflicts

Battle of Alamance

Civil War

Civil Rights

Bennett Place

World War I

World War II

Swann v.Charlotte-MecklenburgBoard of Education

Battle of GuilfordCourthouse

U-Boats on Outer Banks

Tuscarora War

Military installationsaround the state

North Carolina played inprotest of the Tea Act.

Students read aboutSwann v. Charlotte -Mecklenburg Board ofEducation and write atweet of 250 charactersor less thatsummarizes the roleNorth Carolina played indesegregation.



Assessment4.H.1.5 Use primaryand secondarysources to comparemultipleperspectives ofvarious historicalevents in NorthCarolina

Students must beable to describe thesimilarities anddifferencesbetween variousperspectives ofevents that haveoccurred in history.

Historical events orissues can beunderstood throughinformation fromvarious sources

Interpreting multiplehistorical perspectivesis necessary to

Examples of significanthistorical events in NorthCarolina

How perspective canaffect the way a historicalevent is interpreted

Historical maps

Photographs

Graphs

Charts

Newspaper articles

The teacher givesstudents primary andsecondary sources onthe AmericanRevolution. Studentswrite a shortnewspaper articlecomparing theperspectives of

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Students must beable to use primaryand secondarysources to masterthis objective.

understanding the past

The credibility ofhistorical sources mustbe examined in order toensure accuracy andappropriateness

Diary entries

Original texts of historicaldocuments

Song lyrics relevant tohistorical time periods

Events● Civil War battles● Revolutionary War

battles● Wright Brothers● Queen Anne’s

Revenge● Piracy● Edenton Tea Party● Greensboro Sit-Ins● Indian removal● Integration of

schools● Civil Rights

Movements● The Roanoke or Lost

Colony● Tuscarora War

Loyalists and Patriotsduring the AmericanRevolution using theprimary sourcedocuments.

The teacher providesstudents with primaryand secondary sourcesabout the IndianRemoval Act thatforced the Cherokeefrom their homes inNorth Carolina.Students compare thevarious perspectives ofthe removal and write a3-5 sentencecomparison.



Assessment4.H.1.6 Explain thesignificance ofhistorical symbolsin North Carolinafrom variousperspectives

Students must beable to demonstratethey understand thesignificance of whysymbols areinterpreted fromvariousperspectives.

A community’s valuesand biases areevidenced by what itchooses tomemorialize

People often usesymbols to exemplify

The various symbols thatwere chosen to representthe culture and history ofNorth Carolina

Different perspectives ofthe historical significanceof various symbols in

State Seal

Historic Markers/historicalsites

Governor’s mansion

State Capitol

Students select a NorthCarolina state symbol,monument, statue, orbuilding representing aperson or significantevent from theRevolution. Studentsthen write a present-day

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the culture and historyof places

Symbols often carrydifferent meanings to avariety of differentcultures

North CarolinaNorth Carolina LegislativeBuilding

State flag

Statues

Lighthouses

Wright BrothersMuseum/memorial

Various state symbols

newspaper article thatdiscusses how loyalistsand patriots of the timewould have felt towardthis symbol, monument,statue, building, etc.The article should alsoportray the significanceof the person/event andwhy it is somethingNorth Carolina haschosen to honor today.

Students learn abouthistoric Halifax and itsrole in the undergroundrailroad. Students takeon the role of someoneplanning a speech to begiven at a special eventto honor thesignificance of Halifaxto North Carolina.Students write aspeech thatdemonstrates thevarious perspectivesand importance ofhistoric Halifax.

After learning about theState Seal, studentswrite a brief paragraphdescribing theimportance of the sealto various groups withinNorth Carolina.

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