Unit Overview: History and Culture

Social Studies – 4 th Grade - Unit Overview: Geography and Environmental Literacy, Culture

Objectives:

4.G.1 Understand how human, environmental, and technological factors affect the growth and development of North Carolina. 4.G.1.1 Summarize the changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape). 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina. 4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment. 4.G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina’s citizens, past and present.

4.C.1 Understand the impact of various cultural groups in North Carolina 4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina. 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina. Essential Questions:

 How has North Carolina’s population changed since statehood?

 How has transportation in North Carolina changed since statehood?

 How has the landscape of North Carolina changed since statehood?

 How has communication changed since North Carolina became a state?

 How have people impacted North Carolina’s natural resources in each region?

 How have people adapted to the changes in North Carolina’s environment?

 How has technology impacted the citizens of North Carolina over time?

 How have people from various cultures influenced the development of North Carolina’s regions?

 In what ways do the arts of various groups represent the cultural heritage of North Carolina?

Assessment:

Assessment should be done throughout the unit, as you see student understanding of concepts through class discussion. Short quizzes can be given at any appropriate time within the unit, based on the essential question of the lesson. Some quizzes are embedded within the unit, but these can be altered at teacher discretion. By the end of the unit, students should be able to answer all of the essential questions listed above. The goal is the understanding of concepts rather than memorization of facts.

*NOTE: All note-taking sheets can be copied and hole-punched for students to keep in an organized binder or folder. Since many resources are online, this will be a way to help students refer back to any part of the unit if necessary.

**NOTE: Any time a lesson calls for chart paper to share responses with the class, substitution of SMART tools, Power Points, Prezis, or other computer-based publishing is encouraged if possible. Standard Essential Question Lesson Teacher Preparation Assessment

Day 1 4.G.1.1 Summarize the How has North Carolina’s Read text lesson and look Prepare to project map Observation from student changes that have population changed since at population data in a and chart. Know discussions. occurred in North Carolina statehood? map and in a chart. discussion points when since statehood reading map/chart. (Ex: (population growth, Where did NC’s transportation, population grow the communication, most? When was there a landscape. boom in NC population?).

Day 2 4.G.1.1 Summarize the How has transportation in Visit NC maps website. Use of laptops or You may collect handout changes that have North Carolina changed Review maps and discuss. computer lab is ideal. for assessment. occurred in North Carolina since statehood? Give students handout since statehood and either copy or project (population growth, articles, or have students transportation, work on laptops or in communication, computer lab. landscape.

Day 3 4.G.1.1 Summarize the How has the landscape of Read lesson in text and/or Internet access needed Completion of page 28 in changes that have North Carolina changed research NC topography and a copy of NC outline text and/or completion of occurred in North Carolina since statehood? and natural resources to map for activity. map with correct labels. since statehood create map. (population growth, transportation, communication, landscape.

Day 4 4.G.1.1 Summarize the How has communication With guided discussion, Copy graphic organizer for Completion of graphic changes that have changed since North students brainstorm ways each student organizer. occurred in North Carolina Carolina became a state? North Carolinians have since statehood communicated over time (population growth, transportation, communication, landscape.

Standard Essential Question Lesson Teacher Preparation Assessment

Day 5-6 4.G.1.2 Explain the impact How have people Show and discuss PDF Print a copy of PDF for you Several options that human activity has on impacted North Carolina’s from NCDENR titled to highlight important throughout PDF. the availability of natural natural resources in each “North Carolina’s Natural information to discuss – resources in North region? Network” particularly from pages 3-9 Carolina. for discussion. Decide which, if any, follow up activities you want to do for assessment, independent or small group work.

4.G.1.3 Exemplify the How have people adapted Using “North Carolina’s Print a copy of PDF for you Several options interactions of various to the changes in North Natural Network” page 10, to highlight important throughout PDF. peoples, places and Carolina’s environment? discuss mixed-use information to discuss – cultures in terms of developments and land particularly on page 10 for adaptation and conservation. discussion. Decide which, modification of the if any, follow up activities environment. you want to do for assessment, independent or small group work. Day 7 4.G.1.4 Explain the impact How has technology Read and discuss Unit 8. Prepare discussion Completion of text page of technology impacted the citizens of Lesson 2 in Harcourt SS questions. 264 (communication, North Carolina over time? text. transportation, inventions, etc.) on North Carolina’s citizens, past and present.

Day 8 Social Studies: Integrated Project Gather books, articles, See Rubric for project. 4.G.1.1 websites, or other Day 9 4.G.1.2 research materials for 4.G.1.3 project. You may have to Day 10 ELA: schedule extra computer Day 11 RI4.9 lab (or laptop use) time. RI4.10 Day 12 FS4.4a Options include grouping W4.4 students for sharing of W4.9a information and W4.9b resources. Decide on W4.10 groups according to your SL4.1a class needs. SL4.1c SL4.1d L4.3a L4.6 Day 13 4.C.1 Understand the How have people from Students will work in Harcourt SS text and Completion of graphic -14 impact of various cultural various cultures jigsaw groups to read and leveled books needed or organizer and sharing of groups in North Carolina influenced the record information on use of articles from information. development of North various types of NC internet to help students Carolina’s regions? culture, then share locate information. information with groups/class. Day 15 4.G.1.1 All Assessment Days Distribute assessment and Assessment -16 4.G.1.2 rubric. 4.G.1.3 4.G.1.1 Day 16- 4.C.1.2 Explain how the In what ways do the arts Introduce Final Project Distribute project NC Culture Fair Research 20 artistic expression of of various groups assignment and rubric. various groups represents represent the cultural the cultural heritage of heritage of North Have NC culture books North Carolina. Carolina? available for research. Ask students to bring materials for project (or supply materials needed)

Day 17 4.C.1.2 Explain how the In what ways do the arts Students follow project Have NC culture books NC Culture Fair Writing artistic expression of of various groups guidelines to write about available for research. various groups represents represent the cultural their chosen craft. the cultural heritage of heritage of North Students will plan and Ask students to bring North Carolina. Carolina? draft a piece about their materials for project (or craft. supply materials needed). Meet with students as needed.

Day 18 4.C.1.2 Explain how the In what ways do the arts Students follow project Have NC culture books NC Culture Fair Writing artistic expression of of various groups guidelines to write about available for research. various groups represents represent the cultural their chosen craft. the cultural heritage of heritage of North Students will edit, revise Ask students to bring North Carolina. Carolina? piece about their craft. materials for project (or supply materials needed)

Meet with students as needed.

Day 19 4.C.1.2 Explain how the In what ways do the arts Students follow project Have NC culture books NC Culture Fair Publish artistic expression of of various groups guidelines to write about available for research. various groups represents represent the cultural their chosen craft. the cultural heritage of heritage of North Students will publish craft Ask students to bring North Carolina. Carolina? writing and begin creating materials for project (or craft. supply materials needed)

Meet with students as needed.

Day 20 4.C.1.2 Explain how the In what ways do the arts Students will create craft Supervise and assist Craft Created (see rubric) artistic expression of of various groups with NC culture theme. students as they create various groups represents represent the cultural craft. the cultural heritage of heritage of North North Carolina. Carolina?

** OPTIONAL – Have students complete the research/writing at school, but create craft at home. Then, Day 20 can be a “North Carolina Culture Fair” where students can display projects and writing for others to see (in the hall, media center, display case, etc.).

Depending on the needs of your students, possible vocabulary words for instruction. Word Wall activities link on CMAPP under Elementary Social Studies Resources. Examples: Frayer Model, Give One/Get One, Word of the Day, Write About It …etc

Word Definition

population pop·u·la·tion [pop-yuh-ley-shuhn] noun 1. the total number of persons inhabiting a country, city, or any district or area natural resource noun 1. Something, such as a forest, a mineral deposit, or fresh water, that is found in nature and is necessary or useful to humans

transportation trans·por·ta·tion noun 1. the act of transporting. 2. the state of being transported. communication com·mu·ni·ca·tion noun 1. the act or process of communicating; fact of being communicated. 2. the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs. locomotion lo·co·mo·tion noun 1. the act or power of moving from place to place. industrialists in·dus·tri·al·ist noun 1. a person who owns or is involved in the management of an industrial enterprise Adjective 2. of, pertaining to, or characterized by industrialism suburban sub·ur·ban adjective 1. pertaining to, inhabiting, or being in a suburb or the suburbs of a city or town. 2. characteristic of a suburb or suburbs. sus·tain·a·bil·i·ty noun 1. the ability to be sustained, supported, upheld, or confirmed. sustainability 2. Environmental Science - the quality of not being harmful to the environment or depleting natural resources, and thereby supporting long-term ecological balance: The committee is developing sustainability standards for products that use energy. technology tech·nol·o·gy 1. the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science. culture cul·ture noun 1. the quality in a person or society that arises from a concern for what is regarded as excellent in arts, letters, manners, scholarly pursuits, etc.

festival fes·ti·val noun 1. a day or time of religious or other celebration, marked by feasting, ceremonies, or other observances

pottery pot·ter·y noun, 1. ceramic ware, especially earthenware and stoneware. tourism tour·ism noun 1. the activity or practice of touring, especially for pleasure. 2. the business or industry of providing information, accommodations, transportation, and other services to tourists. 3. the promotion of tourist travel, especially for commercial purposes. quilting quilt·ing noun 1. the act of a person who quilts. 2. material for making quilts.

clogging clog·ing verb 1. To do a clog dance.

bluegrass blue·grass noun 1. Country music, played on unamplified string instruments, especially with an emphasis on the banjo. Cited from www.dictionary.com Day 1

Since 1789, North Carolina’s population has expanded and diversified

Concepts:

Change, Population

Resources:

Article: http://www.ncpedia.org/population

Harcourt Social Studies book: Unit 5, Lesson 1

Map: Historic and Projected population 1790-2030 http://www.npg.org/states/nc.htm

Chart of population in 2000 http://ncmuseumofhistory.org/fko/booklet/page6.htm - population

Process:

 Read and discuss NCPedia article: Population and or/read and discuss Unit 5, lesson 1 from Harcourt Social Studies book

o Pay particular attention to concentration of population in the different regions – discuss with students

 Display historic population map that shows growth over time. o Discuss the reasons why the state has grown (improvements in transportation, business oriented state government, enterprise of industrialists, etc.)

 Another display of census information that shows state population since statehood in another way.

Optional Activity/Discussion (if time permits):

 Explore the growth of Wake County’s population over time at http://www.wakegov.com/planning/population/default.htm

Since becoming a state in 1789, North Carolina’s transportation has changed.

Concepts:

Change, Transportation

Resources:

Lesson taken from: http://www.lib.unc.edu/dc/ncmaps/car_k12.html The lesson is best done in the computer lab or with laptops. If not available, use a laptop/projector and read the articles together.

Process:

1. Ask students to name what they think the most life-changing invention of the 20th century was. List their answers on the board, and try to encourage them to think of inventions from the beginning of the century (such as the telephone rather than the computer). 2. Remind students what transportation was like in the 19th century, when people typically used horses or railroads to travel. Have a short discussion about what life was like because of those modes of transportation. Ask them to imagine what the first car must have seemed like to a person living in 1910. 3. Play the Documenting the American South excerpt from Ralph Waldo Strickland's conversation in which he describes seeing an automobile for the first time, in 1910. To find the excerpt, go to the Ralph Waldo Strickland interview website, click on the mp3, and fast-forward to minute 21:13. The excerpt runs about a minute and a half. http://docsouth.unc.edu/sohp/H-0180/menu.html 4. For the next portion of the lesson, students chould have their own computers. Give them a copy of the handout and ask them to read the following two Web sites giving a history of the impact of the automobile on America  The Invention of the American Vacation: The Automobile http://xroads.virginia.edu/~ug02/barnes/hford.html  The History of the Automobile http://l3d.cs.colorado.edu/systems/agentsheets/New-Vista/automobile/history.html 5. If the readability of the sites is too difficult, summarize the contents using this PowerPoint presentation. 6. The handout asks them to answer questions about the Web sites and then to use two North Carolina maps from NC Maps to analyze the effect the car had on the state.

Assessment: You may collect the handout for assessment. It is best to discuss their answers after they are finished. How the Car Changed North Carolina Name ______

A Worksheet Prepared for Use with North Carolina Maps: http://www.lib.unc.edu/dc/ncmaps/

From your reading, name three important ways the invention of the automobile changed the lives of people living in America: a.______b.______c.______

Go to the NC Maps Web site: http://dc.lib.unc.edu/u?/ncmaps,341

This is a map from 1872 showing railroad paths through North Carolina. Towns shown in bold along the railroad tracks were most easily traveled to. For each of the towns below, circle the name if it was accessible by railroad.

Asheville Greensborough Winston Ashborough

Wadesborough Charlotte Greenville Wilmington

3. The more railroad tracks that ran through a town, the bigger the town was. Name the two biggest towns in North Carolina in 1872. a.______b.______

4. Go to the NC Maps Web site: http://dc.lib.unc.edu/u?/ncmaps,937This is a map from 1920 showing highways paved or cut through North Carolina. The lines on the map are the roads, and the bigger the name of the town, the bigger the town was. Name three towns that people could use roads to get to that they couldn't take a train to in 1872. a.______b.______c.______

5. Just like with railroads, the bigger the town was, the more roads led in and out of it. According to the 1920 map, what are the two biggest towns in 1920? a.______b.______

6.Why do you think Asheville is so much bigger on the 1920 map than the 1872 map? What do people usually go to Asheville for?

7.How did the invention of the automobile change the lives of people in North Carolina? Where could they travel that they couldn’t before? What towns prospered because people had cars?

North Carolina Maps is a comprehensive, online collection of historic maps from the North Carolina State Archives, North Carolina Collection at UNC-Chapel Hill, and Outer Banks History Center. North Carolina Maps is made possible by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act asadministered by the State Library of North Carolina. Visit North Carolina Maps online at http://www.lib.unc.edu/dc/ncmaps. Day 3

Since becoming a state in 1789, North Carolina’s geography has changed.

Concept:

Change, Natural Resources

Resources:

Harcourt Social Studies: Unit 1, Lesson 4

Blank map of NC

Internet access

Process:

Read and discuss lesson, paying particular attention to how the land is modified for use or to reach resources.

Using maps, books, and the internet, have students create and label a map of North Carolina with topography and natural resources.

Map can be found here: http://www.netstate.com/states/maps/images/nc_outline.gif

Assessment

 Lesson 4 Review – Harcourt text page 28

 Completed topography map with labeled natural resources Day 4

Advances in technology offer opportunities and new problems

Concept:

Change, Communication

Resources:

Harcourt Social Studies text Unit 8, Lesson 1

Graphic organizer

Process:

Read and discuss lesson in Harcourt text.

Have students brainstorm ways we communicate on graphic organizer. Encourage them to “start at the beginning” going back to when North Carolina was first settled until present time. Have them fill in the graphic organizer with your guidance.

Students may work in groups for discussion and brainstorming.

Have students share their charts to promote further discussion of ways we communicate.

Time permitting, have students predict new ways to communicate in the future

Assessment:

Completion of graphic organizer. Communication in North Carolina

Type of How did it work? Benefits Challenges Communication Communication in North Carolina Teacher Guide

Type of How did it work? Benefits Challenges Communication People told the message to Message was easy to understand Message was often changed with Word of Mouth others to pass on each retelling (exaggerated or incorrect) Letters were delivered to the ship Provided written documentation Took a long time. If something Ships based on the ship’s destination for families and businesses happened to the ship, letters weren’t delivered Railroad Letters were delivered to cities or Faster than ships and could Deliveries could only happen towns based on train stops deliver without waterways where the trains stopped Telegraph Signals were sent over wires by Delivered messages very quickly Needed electricity and someone electrical signals who understood the code Roads Letters were carried via horse, Letters could be delivered to Could take a long time depending wagon or cars (later) places that did not have a railway on quality of roads Radio/Television News and information is Information is relayed to the Require electricity broadcast over the “air” masses very quickly Telephone Voices were transmitted over People could speak to each other Sometimes more than one person wires across miles used a line and calls weren’t private Air Planes deliver packages and Packages and letters could be Could be costly letters across great distances delivered anywhere in a matter of hours Satellite/Cell phone Object orbits earth that receives Instantaneous communication Poor signals due to weather or information from earth and then communication tower location sends it back to a specific location Internet A network that links computers People use the internet for work, Safety of personal information around the world for the entertainment and to find and depending on network exchange of information and information from their homes speed, transfer of information ideas can be bogged down Day 5 -6

Human activity depletes natural resources

Concepts:

Population, Natural Resources

Resources:

Online PDF: http://www.onencnaturally.org/PDFs/00screen.pdf

Process:

Day 5: Read and discuss PDF pages 3-9

Day 6: Read and discuss PDF page 10

Assessment:

There are several activities throughout the PDF that allow for small group or individual activities to be completed in school for assessment or at home for enhanced activities. Day 7

Technology has an impact on the growth and development of a state.

Concepts:

Change, Transportation, Population, Communication, Natural Resources

Resources:

Harcourt SS text - Unit 8. Lesson 2

Process:

Read and discuss Unit 8, lesson 2.

Assessment:

Correct completion of p. 264 in text. Days 8-12

Assessment / Integration of ELA and SS

Concepts:

Change, Transportation, Population, Communication, Natural Resources

Resources:

Computer access for each student

Media center time for researching

Copy of project directions and rubric

Process:

Distribute project direction packet to each student. Explain to students that they will be taking what they know about geography and growth of North Carolina and that they will be working in groups (teacher should assign groups for differentiation purposes).

Assessment:

Grade using rubric. Geography and Environmental Literacy Project

Name: ______Parent Signature: ______

Homeroom Teacher: ______Research Report Due Date: ______

Presentation Date: ______

You have just studied North Carolina’s geography and environment. Now, you are going to work on a group project where your group will share how humans have a negative or positive impact on our state. You will choose a place in a North Carolina region and learn how it has changed over time. You will include how the land has changed, how the interaction of people have influenced that place, how the environment has been modified, which natural resources are being used and what ways conservation can be practiced. Then, you are going to present your information using Power Point, Prezi, or any other presentation tool you have learned this year. Be creative!

 Part 1: Choose a place you’d like to research. Some examples include: rivers, coastal lands, parks, historic sites, cities  Part 2: Divide the researching tasks among your group. Your teacher will help you if you need it.  Part 3: Complete the attached graphic organizer to help you take notes from your research. Please be sure you are just taking notes and NOT copying information directly from your research. Notes do not have to be in complete sentences. Please fill in the sources of your information on the chart. Use another sheet of paper if you need more room.  Part 4: Once you have completed your plan meet with your group to share resources and discuss your plan. Add more information to your plan by using the new resources and information you learned from your group.  Part 5: Using your notes on the graphic organizer, complete a draft of your part IN YOUR OWN WORDS. The draft should have headings based on the topic of each slide.  Part 6: Have a writing conference with your teacher to edit and revise your draft.  Part 7: Publish a final copy by typing your research report according to your teacher’s directions.  Part 8: Present your report to the class.

**NOTE** This packet and your draft should be turned in along with your final copy of the report. Please staple in the following order (from top to bottom): Final copy, draft, packet. Notes for Geography and Environmental Literacy Project

Topic Who? Notes Sources

How has the land changed over time?

How has the interaction of people influenced the place?

How has the environment has been modified?

Natural Resources and Conservation

How are people a negative and a positive influence on the place? Presentation Plan for Geography and Environmental Literacy Project

Title How the land changed over time How the interaction of people have influenced the place

How the environment has been modified Natural Resources and Conservation How people are a negative and a positive influence

Sources Used Rubric for Geography and Environmental Literacy Project – Part 1

ELA Standard Grade

Read the research RI4.10 - By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W4.9a- Draw evidence from literary or informational texts to support analysis, reflection and research.

FS4.4a - Read grade-level text with purpose and understanding.

Plan SL4.1a - Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL4.1c - Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

SL4.1d - Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Draft W4.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

RI4.9 - Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Edit and Revise L4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

L4.3a - Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely.

Publish W4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Rubric for Geography and Environmental Literacy Project – Part 2 Social Studies Standard Grade

How the land changed over 4.G.1.1 Summarize the changes that have occurred in North Carolina since statehood time (population growth, transportation, communication, landscape.

How the interaction of 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in people have influenced the North Carolina. place

How the environment has 4.G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of been modified adaptation and modification of the environment.

Natural Resources and 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in Conservation North Carolina.

How people are a negative 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in and a positive influence on North Carolina. the place

Presentation Rubric for Geography and Environmental Literacy Project – Part 3

Technology Standard Grade

Quality of Presentation SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Enhancements to SL.4.5. Add audio recordings and visual displays to presentations when appropriate to Presentation enhance the development of main ideas or themes.

Day 13 - 14 Beliefs, values, and culture impact characteristics of a region.

Concept:

Culture, Diversity, Values and Beliefs

Resources:

Harcourt SS Book: Unit 6 – lessons 1, 2, 3

Harcourt Leveled Readers: North Carolinians, A Musical Heritage, and North Carolina Crafts

Food: http://www.visitnc.com/journeys/articles/famous-nc-flavors/1/north-carolina-s-famous-foods Arts and Crafts: Piedmont: http://www.ncarts.org/freeform_scrn_template.cfm?ffscrn_id=341& - Mountain: http://www.ncarts.org/freeform_scrn_template.cfm?ffscrn_id=340& - Coastal Plain: http://www.ncarts.org/freeform_scrn_template.cfm?ffscrn_id=342& Music: A Month of NC Music – http://www.ourstate.com/north-carolina-music/ (this site has video of all different types of NC music) http://ncmuseumofhistory.org/collateral/MakingMusic.pdf Storytelling: http://ncpedia.org/culture/stories/stories-storytellers

Process:

Day 13: Create six groups of students (for jigsaw) and provide each group with a copy of the above articles and/or Harcourt SS resources. Have each group complete their part of the graphic organizer.

Day 14: Students should share with their table or groups can share with class. All students should be writing notes to complete the graphic organizer as students share. When students are sharing, they can use any technology resources to show/play samples of what is on their graphic organizers.

Assessment

Completion of graphic organizer. Culture in North Carolina Regions

Mountain Piedmont Coastal Plain

Music/Dancing

Arts/Crafts

Storytelling

Celebrations Culture in North Carolina Regions Teacher Guide

Mountain Piedmont Coastal Plain

Western barbeque (tomato-based Krispy Kreme Eastern barbeque (vinegar-based) sauce) Barbeque (eastern and western) Pepsi Food Cheerwine Texas Pete Mount Olive Pickles Wine making/Wineries Hardee’s

Bluegrass and folk, Fiddle, Clogging, Blues, Folk, rock metal, jazz, punk blues square dancing Music/Dancing

blacksmithing, woodcarving, pottery making, gourd carving, jewelry making using crystal, weaving, pottery throwing, banjo, furniture construction or guitar enamel, gold and silver, boat clay, drawing, glass, iron, metals, making, glassblowing or weaving, building, pottery making, heirloom Arts/Crafts photography, printmaking, textiles, hand-spinning of yarn or fabrication chair making, glassblowing, and wood of custom jewelry blacksmithing, decoy carving, seascape painting, basket making and model shipbuilding Folktales folktales Pirate tales Grandfather tales Storytelling

Grandfather Mountain Highland Fiesta del Pueblo Peanut Festival Games and Gathering of Scottish Grecian Festival Watermelon Festival Clans Strawberry Festival Celebrations/Festivals Seafood Festival Assessment: Geography and Culture

Name ______Date ______

On another sheet of paper, answer the following questions by paraphrasing your notes. Be sure to write complete sentences with examples and support.

Standards Questions Grade

1. North Carolina has gone through many changes since statehood. Choose either population, transportation, 4.G.1.1 landscape, or communication to write a paragraph explaining how the state has changed in this way.

4.G.1.2 2. How have people impacted North Carolina’s natural resources in each region?

4.G.1.3 3. How have people adapted to the changes in North Carolina’s environment?

4.G.1.4 4. How has technology impacted the citizens of North Carolina over time?

4.C.1.1 5. How have people from various cultures influenced the development of North Carolina’s regions?

4.C.1.2 6. In what ways do the arts of various groups represent the cultural heritage of North Carolina?

Scoring Rubric

Student answered question correctly with evidence, examples and support. Response paragraph constructed with a clear main idea and supporting 4 details. Student was able to connect ideas/concepts to other areas of social studies.

Student answered question correctly with some evidence, examples and support. Response paragraph constructed with a clear main idea and 3 supporting details.

Student answered question correctly, but with little evidence, examples and support. Or, response may not be completely correct, but has an 2 attempt of support that is correct.

1 Student answered question incorrectly without evidence, examples and support. Response paragraph is not complete.

Final Project: North Carolina Culture Name ______Due Date ______

Project ______Parent Signature______

You have spent the past few weeks learning about North Carolina culture. The final part of this unit requires you to write about a part of North Carolina culture and then create a craft, perform a demonstration, make a display board, or reenact a story about the part of NC culture you choose. You may choose: quilting clogging storytelling food music pottery jewelry-making basket-making festivals weaving wood-carving

You may also choose a topic that is not on this list, but your teacher must approve it. Follow the steps below for completing your project.

Step 1: Choose a topic and create research questions that will help you learn the history of your topic and help you teach others about your topic.

Step 2: Use the writing process to write a research paper about your topic. Be sure to organize your writing in a logical way and use headings.

Step 3: Create a craft, perform a demonstration, make a display board, or reenact a story about your topic.

Step 4: Be prepared to share your knowledge at the NC Culture Fair.

Use the attached planning sheet and rubric to help you develop your research questions, complete your project, and prepare for your presentation.

**NOTE: This packet and your draft should be turned in along with your final copy of the report. Please staple in the following order (from top to bottom): Final copy, draft, packet.

Planning Sheet Topic Question(s) Notes

Region

History of Craft

The craft today

“How to”

Tools, materials, supplies

Resources Rubric

SS Standard Description Grade 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina. ELA Standards Description Grade

L4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L4.2d Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Spell grade-appropriate words correctly, consulting references as needed.

L4.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely.

RI4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

SL4.3 Identify the reasons and evidence a speaker provides to support particular points.

SL4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.

SL4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

W4.2a Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections: include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

W4.2e Provide a concluding statement or section related to the information or explanation presented.

W4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)

W4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.