Rigorous Curriculum Design

WS/FCS

Unit Planning Organizer

Subject(s) Social Studies Conceptual Lenses Grade/Course Fourth  Change Unit of Study Early exploration and colonization  Colonialism Unit Title “Coming to the Carolinas”  Human - Environmental Pacing 10-12 days 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 human- environment interactions modified and adapted the environment. Student will develop an understanding of  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) Unit Essential Question(s)  When groups move into an area, existing  How do new groups moving in to an area groups may experience change. bring about change to existing groups?  Colonies may be established political,  What are the political social or economic social or economic reasons. reasons that might lead to colonization?  Interactions of people and their physical  How do exploration, colonization, and environment impact historical events and settlement patterns impact human- issues such as exploration, colonization environmental interactions? and patterns of settlement. Essential State Standards

Priority Objectives Supporting Objectives

 4. H.1.1 Summarize the change in  4. H.1.3 Explain how people, events and cultures, everyday life and status of developments brought about changes to indigenous American Indian groups in communities in various regions of North North Carolina before and after European Carolina. exploration.  4. G.1.2 Explain the impact that human  4. H.1.2 Explain how and why North activity has on the availability of natural Carolina was established. resources in North Carolina.  4.G.1.3 Exemplify the interactions of  4. C&G.1.3 Explain the influence of the various peoples, places and cultures in colonial history of North Carolina on the terms of adaptation and modification of the governing documents of our state. environment

“Unpacked” Concepts “Unpacked” Skills COGNITION (students need to know) (students need to be able to do) (RBT Level) □ The types of government, □ Summarize changes in □ Summarize language, food, shelter, and everyday life of American □ Explain cultural traditions of various Indian groups in North American Indian groups. Carolina before and after □ Changes in the culture, exploration. everyday life and status of □ Explain how North Carolina American Indian groups after was settled. the arrival of Europeans. □ Explain why North Carolina □ The English monarchy was established. sponsored attempts at □ Exemplify human colonization along the North environmental interactions Carolina coast. during the period of □ Key individuals played a role in exploration and colonization. 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. Essential Vocabulary Enrichment Vocabulary  Proprietary colony   Royal colony  Adapt  Modify  Human environment interaction

H G C E C Unit “Chunking” Essential Factual Suggested Lesson & Enduring Content Essential Questions & Understandings G

Characteristics of Government, What are the 4.H. various American language, food, characteristics of 1.1 Indian groups shelter, and cultural various American Indian groups indigenous to traditions of: indigenous to North North Carolina.  Algonquin Carolina? What are the 4.H.  Iroquois common features 1.1  Siouan between the  Tuscarora American Indian  Occaneechi groups?  Tutelo  Waxhaw  Catawba  Cherokee Changes to  Culture How did European 4.H. American Indian  Status explorers impact the 1.1 groups before and  Everyday life culture, status, and after European everyday life of exploration American Indian groups? Role of English  Roanoke Island Why did the English 4.H. monarch and key  The Lost Colony monarchy sponsor 1.2 individuals in the  Sir Walter attempts at colonization of Raleigh colonization along North Carolina.  Queen the coast of North Carolina? Elizabeth How did significant 4.H.  John White historical figures 1.2  Ralph Lane contribute to the  King Charles II establishment of  Lords North Carolina? Proprietors How and why did 4.H.  Proprietary North Carolina 1.2 colony begin as a  Royal colony proprietary colony  Political, social, but later became a and economic royal colony? reasons for What were the 4.H. colonization political, social, and 1.2 economic reasons that led to exploration and colonization of North Carolina?

How American  Adaptations and How did American 4.G.1. Indians and modifications by Indians adapt and 3 European America Indians modify the environment to meet explorers  Adaptations and modifications by their needs? interacted with the European How did European 4.G.1. environment of explorers explorers adapt and 3 North Carolina modify the environment to meet their needs? In what ways did the 4.G.1. environmental 3 interactions of European explorers impact American Indian groups?

Sub Concepts

HISTORY GEOGRAPHY CIVICS & GOVERNMENT ECONOMICS CULTURE Language Objective EXAMPLES

 Key Vocabulary LO: SWBAT define and explain the terms

 Language Functions LO: SWBAT explain how

 Language Skills LO: SWBAT read two passages and identify the similarities and differences between the two. (Reading passages should be chosen/modified in accordance with the LEP students’ zone of proximal development).

 Grammar and Language LO: SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing

 Lesson Tasks LO: SWBAT read and summarize a and explain this summary to a group.

 Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer (Thinking Map© multi-flow map) analyzing and identifying the causes and effects of (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy).

Historical Thinking and Geography Skill Resources ○ “Straight Ahead” □“Uphill” ∆“Mountainous” Historical Thinking Geography Skills

. General Unit Resources

○ “Straight Ahead” □“Uphill” ∆ “Mountainous” ○

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). Performance Assessments

Item # Formative Task Description Assessments

Summative Assessment

4  Culminatin g Task Performance Task #1: Scoring Guide for Performance Task #1

Advanced Proficient Progressing Beginning

Student includes all of the  Student includes of Student includes of “Proficient” criteria PLUS an the “Proficient” criteria in the “Proficient” criteria in example of higher level written response. written response. thinking. For example:

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives.

Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.

Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.

Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching needed to correct misconceptions or reach understanding. P erformance Task #2: Scoring Guide for Performance Task #2

Student includes all of the   “Proficient” criteria PLUS

Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching needed to correct misconceptions or reach understanding. Performance Task #3: Scoring Guide for Performance Task #3

Student includes all of the Student includes of the Student includes of “Proficient” criteria PLUS an “Proficient” criteria in written the “Proficient” criteria in example of higher level response. written response. thinking. For example:

1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re- teaching needed to correct misconceptions or reach understanding. Unit 2 Culminating Performance Task: Scoring Guide for Culminating Performance Task:

Student includes all of the  Student includes of the Student includes “Proficient” criteria PLUS an required “Proficient” items the required “Proficient” example of higher level and has only minor issues items and has multiple thinking. For example: with the quality criteria in issues with the quality written response. criteria in written response. Unit Reflection

What worked well? What didn’t work well?

Suggestions for Change