Unit 1: New Faces, New Places

NC ESSENTIAL STANDARDS:

8.H.1.1: Construct charts, graphs, and historical narratives to explain particular events or issues.

8.H.1.2: Summarize the literal meaning of historical documents in order to establish context.

8.H.1.3: Use primary and secondary sources to interpret various historical perspectives.

8.H.1.4: Use historical inquiry to evaluate the validity of sources used to construct historical narratives (e.g. formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence).

8.H.3.1: Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island).

8.H.3.3: Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States.

8.G.1.1: Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.

8.G.1.2: Understand the human and physical characteristics of regions in North Carolina and the United States (e.g. physical features, culture, political organization and ethnic make-up).

8.G.1.3: Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g. environmental disasters, infrastructure development, coastal restoration and alternative sources of energy).

8.E.1.1: Explain how conflict, cooperation, and competition influenced periods of economic growth and decline (e.g. economic depressions and recessions).

8.C.1.1: Explain how influences from Africa, Europe, and the Americas impacted North Carolina and the United States (e.g. Columbian Exchange, slavery and the decline of the American Indian populations).

8.C.1.2: Summarize the origin of beliefs, practices, and traditions that represent various groups within North Carolina and the United States (e.g. Moravians, Scots-Irish, Highland Scots, Latinos, Hmong, Africans, and American Indians)

8.C.1.3: Summarize the contributions of particular groups to the development of North Carolina and the United States (e.g. women, religious groups, and ethnic sectors such as American Indians, African Americans, and European immigrants).

8.C&G.2.3: Explain the impact of human and civil rights issues throughout North Carolina and United States history.

GENERALIZATIONS:

Cultural Influences, Individuals & Groups: Analyze the cultural influences of individuals and groups and their impact on the development of the colonies and North Carolina.
Migration; Innovation: Evaluate the impact that migration had on the development of innovation in the colonies.

LEARNING TARGETS:

I can identify and explain the economic, geographic, religious, and political motives for European exploration in North America and North Carolina.
I can compare and contrast the successful and unsuccessful attempts at english colonization in the New World.
I can inventory the geographic, economic, and social differences between the foundation and development of the three major regions of the English colonies in North America.
I can categorize the distinguishing traits of the different groups of settlers in the colonies – focusing on the economic, social, and political differences.
I can explain how influences from Africa, Europe, and the Americas impacted the development of North Carolina and the United States.
I can identify the social, environmental, and political adaptations that settlers adopted in response to their migration to the American Colonies.

CRITERIA FOR SUCCESS:

I will create a chart to explain motives for European exploration, with examples.
Using primary source documents, I will identify and summarize motives for exploration and settlement.
Using a variety of sources (primary & secondary), I will organize criteria that would be useful to construct historical narratives for different groups of colonial settlers.

VOCABULARY:

UNITED STATES:

Columbus
Vespucci
Triangular Trade
3 G’s: God, Gold, Glory (European motivation for Exploration)
Columbian Exchange
Jamestown
Massachusetts
New England Colonies
Middle Colonies
Southern Colonies
Charter
Puritans
Pilgrims
Mayflower Compact
English Bill of Rights
Town Meetings
Representative Government
House of Burgesses
Slavery
Native Americans
Sectionalism
Mercantilism

NORTH CAROLINA:

Roanoke (Lost Colony)
Sir Walter Raleigh
Great Wagon Road
Moravians
Quakers
Lords Proprietors
John White
NC Regions: Tidewater, Coastal Plain, Piedmont, Mountains
Highland Scots
Migration patterns influence sectional differences

TUESDAY AUGUST 27

COTD # 9 CARTERET

GROUP NOTICING SET UP – FIRST BLOCK ONLY
HAND IN: NC REGIONS BROCHURES
BRAINPOP: Sign up for accounts; Class codes to join are – FIRST BLOCK: play9170; SECOND BLOCK: field1974; THIRD BLOCK: vein9654; FIFTH BLOCK: shop7286
INTRODUCE ESSENTIAL QUESTION FOR CHAPTER 1: How did Native Americans, Europeans, and Africans contribute to the growth of North Carolina during its earliest days?
INTRODUCE VOCABULARY for UNIT 1: NEW FACES, NEW PLACES –Vocabulary Unit 1: New Faces, New Places (36 terms) – SAVE THIS LIST TO YOUR DESKTOP!!
READING: NC JOURNEYS – CHAPTER 1 LESSON 1: THE FIRST PEOPLE p. 20-32
ASSIGN: Create Vocabulary Maps for 5 of the 8 terms (your choice) listed on p. 20: atlatl, elite, indigenous, matrilineal, migrate, nomad, provincial, tribute.
ASSIGN: Review Questions #1-8 p. 32 DIRECTIONS: RESTATE question in the answer. Write in COMPLETE SENTENCES; use SPECIFIC DETAIL & FACTS from the reading to SUPPORT what you write/say. SPELLING, GRAMMAR and PUNCTUATION ALWAYS COUNTS.
HOMEWORK: Study Quizlet for Unit 1: New Faces, New Places

WEDNESDAY AUGUST 28

COTD # 10 NEW HANOVER