NC4TS-1

NC4TS-1

NORTH CAROLINA STUDIES WEEKLY
FOURTH GRADE

Standards Correlation

WEEKLY CURRICULUM MAP / STANDARDS CORRELATION

COVERS 100% Week 4
Resources 4.E.1, 4.E.1.3, 4.G.1.1, 4.G.1.2, 4.G.1.3, 4.G.1.4,
of
North Carolina History/Social 4.H.1, 4.H.1.3
Science content standards
Students will define natural, human and capital
FIRST QUARTER resources. They will identify North Carolina’s major
Week 1 natural resources, such as seafood. They will also
Where Are We? 4.C.1, 4.C.1.2, 4.G.1, 4.G.1.1, 4.G.1.2, learn about the relationship between natural and
human resources. Students will define ways to use
4.G.1.3, 4.H.1, 4.H.1.2 resources efficiently.

Students will use a globe to identify ways Week 5
to divide the Earth, such as by using the four Prehistoric North Carolinians 4.G.1, 4.G.1.3, 4.G.1.4,
hemispheres, the equator, the prime meridian, and
the North and South Poles. Students will define 4.H.1, 4.H.1.1, 4.H.1.3
relative and absolute location as they locate North
Carolina on a map. They will define physical features Students will study the first people in North
and identify those that are characteristic of North Carolina. They will learn what the land was like
Carolina. Students will also learn that inhabitants of here and how the early people survived. Students
North Carolina have changed the way the land looks will learn about the important tools used by ancient
by building homes, dams and farms. Carolinians, such as baskets, atlatls, and bows and
arrows. Students will also learn about the Three
Week 2 Sisters as corn, beans and squash, the three most
What a Great Place 4.E.1, 4.E.1.3, 4.G.1, 4.G.1.4, 4.H.1, important crops for the ancient people.

4.H.1.3 Week 6
Coastal Plains People 4.C.1, 4.C.1.2, 4.G.1, 4.G.1.3, 4.G.1.4,
Students will study the physical features of North
Carolina, such as the Blue Ridge Mountains and 4.H.1, 4.H.1.1, 4.H.1.3
the Atlantic Coastal Plains. Students will identify
the Mountain Region, the Piedmont Region and Students will study the Algonquian tribes of the
the Atlantic Coastal Plain as the three regions of coastal plains. They will identify things that were
North Carolina. Students will identify the defining characteristic of the tribes of this region, such as
characteristics of each. moccasins, wigwams, types of pottery and canoes.
Students will also study marriage traditions of the
Week 3 Algonquians, how family history was traced in these
Water 4.G.1, 4.G.1.2, 4.G.1.4, 4.H.1, 4.H.1.3 tribes and the religious beliefs they practiced.

Students will learn about North Carolina’s Week 7
coastline as the graveyard of the Atlantic due to all Piedmont Natives 4.C.1, 4.C.1.2, 4.H.1, 4.H.1.1, 4.H.1.3,
of the underwater shipwrecks. They will also learn
about North Carolina’s rivers as the main way for 4.H.1.4
transportation for early settlers. Students will use
a map to identify eight of North Carolina’s major Students will learn about differences and
rivers. similarities among four tribes of the Algonquian
nation. Students will learn the unique traditions and
characteristics of the Catawba, Tuscarora, Chowanoc
and Waxhaw tribes. They will also learn how each
of these tribes interacted with the early European
settlers.

NORTH CAROLINA STUDIES WEEKLY
FOURTH GRADE

Standards Correlation

WEEKLY CURRICULUM MAP / STANDARDS CORRELATION

SECOND QUARTER the British and Spanish during the time of early
Week 8 exploration of America. Students will learn about
Cherokee Nations 4.H.1, 4.H.1.1, 4.H.1.3, 4.H.1.4, 4.C.1, explorers such as De Soto, Raleigh and Vasquez.

4.C.1.2 Week 12
The Lost Colony 4.H.1, 4.H.1.2, 4.H.1.3
Students will learn about the Cherokee of North
Carolina. They will read a traditional Cherokee story Using the perspective of a detective story,
and will study Cherokee life. Students will learn students will study the lost colony of Roanoke. They
about their hunting and farming practices, the types will learn about important explorers involved in
of canoes they made, and the things they did for fun. the expedition, such as Philip Amadas and Arthur
They will also learn about hogans and the techniques Barlowe.
they used to build their homes.

Week 9 Week 13
Government 4.C&G.1, 4.C&G.1.1, 4.C&G.1.2, 4.C&G.1.3, The Carolina Charter 4.C.1, 4.C.1.1, 4.C&G.1, 4.C&G.1.3,

4.C&G.1.4, 4.C&G.2, 4.C&G.2.1, 4.C&G.2.2, 4.C&G.2.3, 4.H.1, 4.E.1, 4.E.1.3, 4.G.1, 4.G.1.3, 4.H.1, 4.H.1.2, 4.H.1.3, 4.H.2, 4.H.2.1
4.H.1.2, 4.H.1.3
Students will use an analogy with film production
Students will learn about some of the rights to study the early settlers of the Carolina Charter
provided by the Constitution, such as the right of 1663. They will learn about the motivations and
to privacy, freedom of speech and the notion of native countries of the settlers who came to America.
innocent until proven guilty. Students will learn Students will study trade between the colonists and
about state government and North Carolina’s American Indians and will learn about the first cities
constitution. They will study the three branches of Edenton and Bath.
of government and will learn the roles and
responsibilities of each. Students will learn the value Week 14
of checks and balances. Colonial Life—A Hard Life! 4.H.1, 4.H.1.3, 4.G.1,

Week 10 4.G.1.3, 4.G.1.4, 4.E.1, 4.E.1.3
Government Functions 4.C&G.1, 4.C&G.1.4, 4.G.1,
Students will study the hardships associated with
4.G.1.4 colonial life. They will study the jobs that helped
ease the hardships, such as the barrowman, the tinker
Students will define govern as they learn about and the rabbit woman. Students will also learn the
following the laws of the government. Students will role of slavery in colonial America.
also study government functions, such as protecting
the wilderness, building safe roads and paying for THIRD QUARTER
education. They will learn that government jobs are Week 15
those such as police officers, fire fighters and park Colonial Conflicts 4.H.1, 4.H.1.1, 4.H.1.3, 4.H.1.4
rangers.
Students will learn more about the difficulties
Week 11 of colonial life due to wars with American Indians
European Exploration 4.E.1, 4.E.1.3, 4.G.1, 4.G.1.4, 4.H.1, and piracy. They will study conflicts between the
colonists and American Indians. They will also learn
4.H.1.2 how Colonel John Barnwell achieved a period of
peace. Students will learn about the motivations of
Students will learn about interactions between pirates and the difficulty in punishing pirates from
American Indians and early European explorers. their crimes.
Students will also study the conflict between

NORTH CAROLINA STUDIES WEEKLY
FOURTH GRADE

Standards Correlation

WEEKLY CURRICULUM MAP / STANDARDS CORRELATION

Week 16 Morse, Christopher Sholes, Alexander Graham Bell
Colonial Unrest 4.H.1.2, 4.H.1.3, 4.G.1.3, 4.G.1.4, 4.E.2.2, and Guglielmo Marconi.

4.C.1.1 Week 20
Industry 4.H.1.3, 4.H.2.1, 4.G.1.1, 4.G.1.3, 4.G.1.4, 4.E.1.3
Students will learn that immigrants were drawn Students will study North Carolina’s main
to America from all over Europe. Students will also industries, such as agriculture, textile and chemical
learn that a group called the Regulators formed to industries. They will consider North Carolina’s role
fight unfair government control. Students will study in providing goods for the rest of the country through
the Battle of Almanac as the final conflict between industries like seafood and furniture industries.
the Regulators and the militia.
Week 21
Week 17 Resources 4.H.1.3, 4.H.2.1, 4.G.1.1, 4.E.1.1, 4.E.1.2, 4.E.1.3
First in Freedom 4.H.1.2, 4.H.1.3, 4.G.1.3, 4.G.1.4
Students will study North Carolina’s leading role Students will learn about the different kinds of
in the beginning of the Revolutionary War. They resources in their lives, (i.e., natural, human, and
will learn about the historic town of Halifax, North capital). They will discuss the roles of consumers and
Carolina and the Halifax Reserves as an initial step producers and the ways they depend on each other.
toward independence from England. Students will
also learn about the role of the North Carolina militia FOURTH QUARTER
in winning the first American victory at Moore’s Week 22
Creek Bridge. Buy, Buy, Buy! 4.E.1.1, 4.E.1.2, 4.E.2.1, 4.E.2.2

Week 18 Students will learn about the elements of supply
Transportation 4.H.1.3, 4.G.1.1, 4.G.1.4, 4.E.1.1, 4.E.1.3 and demand. Students will discover why scarcity
Students will study the history of transportation. impacts the price of a product, and why two items
They will learn about North Carolina’s first that seem very much alike, can have very different
steamboats and trains. They will also learn about costs.
the invention of the airplane by the Wright brothers
and the invention of the automobile by Henry Week 23
Ford. Students will learn about the role of semi- Spending, Borrowing and Saving 4.E.2, 4.E.2.1, 4.E.2.2
trucks as today’s main carrier of goods. They will
also consider transportation of the future and the Students will learn about the costs and benefits
possibilities of space travel. involved in the choices people make about using
their money. They will discuss spending, saving, and
Week 19 charitable donations.
Communication 4.H.1.3, 4.G.1.1, 4.G.1.4, 4.E.1.1, 4.E.1.3
Students will learn about main means of Week 24
communication in North Carolina today, such as Specialization and Interdependence 4.E.1, 4.E.1.1,
newspapers, TV stations and Internet websites.
Students will study the technology used in e-mail and 4.E.1.2, 4.E.1.3
telephone communication. Students will also learn
about some of the important inventors in the history Students will learn about specialization and
of communication. They will learn about Samuel how it improves production. They will discuss
interdependence among states and countries.

NORTH CAROLINA STUDIES WEEKLY
FOURTH GRADE

Standards Correlation

WEEKLY CURRICULUM MAP / STANDARDS CORRELATION

Week 25 in North Carolina. They will learn about the Folk
Religious Groups 4.C.1, 4.C.1.1, 4.G.1, 4.G.1.1, 4.H.1, Heritage Award and the Mattye Reed African
American Heritage Center as some of North
4.H.1.1, 4.H.1.3 Carolina’s acknowledgements of its great cultural
diversity. Students will learn about individuals who
Students will learn about the various religious are important to each of these cultures, including
beliefs of North Carolina’s citizens. Students will Dready Manning, Harriet Tubman, Oscar Wilson and
learn how groups such as the Moravians, the Society Jerry Wolfe.
of Friends, Jews and followers of the African
Methodist Episcopal Church came to live in North
Carolina. They will learn about the beliefs and values
of these various groups. Students will also learn
about the Five Faiths Project at the Ackland Art
Museum. They will learn that this project is designed
to display religious artwork as a way to help
people understand more about the five major world
religions. They will learn that these religions are
considered to be Buddhism, Christianity, Hinduism,
Islam and Judaism.

Week 26

Art, Music, and Crafts 4.H.1, 4.H.1.3, 4.C.1, 4.C.1.2
Students will learn about North Carolina’s
museums and concert halls. They will learn about
artists from North Carolina and the types of artwork
they create. Students will also learn about the types
of music that are popular in North Carolina, such as
blues, old-time string-band music and gospel music.

Week 27
Our Diverse Society 4.C.1, 4.C.1.1, 4.C.1.2, 4.G.1, 4.G.1.1,

4.H.1, 4.H.1.1, 4.H.1.3

Students will learn about various festivals
celebrated in North Carolina that commemorate the
array of cultures here. Students will define diversity
and study the diversity of North Carolina by learning
about African American, American Indian, Hispanic
and Asian cultures. They will learn the histories of
how these cultures came to live in North Carolina.

Week 28
Cultural Traditions 4.C.1, 4.C.1.1, 4.C.1.2, 4.G.1, 4.G.1.1,

4.H.1, 4.H.1.1, 4.H.1.3

Students will learn about folk, African American,
Cherokee and Scottish cultural traditions celebrated

6

North Carolina Studies Weekly Teacher Supplement Week 1

Where Are We?

SS Standards: 4.C.1, 4.C.1.2, 4.G.1, 4.G.1.1, 4.G.1.2, 4.G.1.3, 4.H.1, 4.H.1.2
ELA/Literacy Standards: RI4.1, RI4.10

Summary of This Week’s Lesson: Students will use a globe to identify ways to divide the Earth, such as by
using the four hemispheres, the equator, the prime meridian, and the North and South Poles. Students will
define relative and absolute location as they locate North Carolina on a map. They will define physical features
and identify those that are characteristic of North Carolina. Students will also learn that inhabitants of North
Carolina have changed the way the land looks by building homes, dams and farms.

Literature Links
“A Nutshell History of North Carolina” by Ben Fortson
“Backroads of North Carolina: Your Guide to Great Day Trips & Weekend Getaways” by Kevin Adams
“North Carolina: A History” by William S. Powell

Building Academic Vocabulary (BAV)

hemispheres relative location
features absolute location

inhabitants

Day 1 (30 minutes)

Page 1
Where in the World is North Carolina? and Philanthropy and Values
SS Standards: 4.C.1, 4.C.1.2, 4.G.1, 4.G.1.1
ELA/Literacy Standards: RI4.1, RI4.10

Vocabulary: intergalactic, cosmic, philanthropy, recognized

Lesson Tasks
• Introduce each of the vocabulary words that will be used in this publication. Display pictures of the words
and define each word as needed.
• Use the Words to Know Notebooks to write three of the vocabulary words with a brief, kid-friendly
definition accompanied by their illustrations of the words in the notebook.
• Have students look at the picture on the cover and discuss what they see. Can this help them predict what
they are going to read? Ask Question 1 below.
• Read the article on the cover of the publication.
• Reread the article again.
• After reading the article, ask Question 2 below. Have students think-pair-share to develop their answers. As
students share, chart student answers.
• Finish class discussion using any remaining questions.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Explain what you think is happening in the picture. (Answers will vary.) LOW/2
2. Predict what we can do to determine the location of North Carolina. (use a map) LOW/2

7

Week 1 North Carolina Studies Weekly
Teacher Supplement

3. How does being philanthropic positively affect our world? (it helps people who need it) MODERATE/3
4. Can you think of a time when you exhibited good character? Tell us about your experience. (Answers will

vary.) HIGH/4

Differentiated Instruction
English Learner/Below Level Learner: Have students find and highlight the word Philanthropy on Page 1.
Discuss the meaning of the word and have students draw a picture of how they can practice good character.

Gifted and Talented: Have students create a song or poem to help students remember the values of being
philanthropic. Students can add hand movements to the song or poem to reinforce the values of being a good
citizen.

Day 2 (30-40 minutes)

Pages 2 and 3 (Top)
Where on Earth is North Carolina? and Young George Washington, Surveyor and Mapmaker
SS Standards: 4.H.1.2, 4.C&G.2.2
ELA/Literacy Standards: RI.4.1, RI.4.10

Lesson Tasks
• Review words and their meanings completed from the previous day from the Words to Know Notebook.
• Students will use their Words to Know Notebooks to write one of the vocabulary words with a brief, kid-
friendly definition accompanied by their illustration of the word in the notebook.
• Draw students’ attention to the heading at the top of the page. Read the heading aloud with the class and
have students repeat it after you.
• Begin by reviewing Day 1. Remind students how they can make a positive contribution to society through
philanthropy.
• Have students look at the pictures on Pages 2 and 3 and explain what they think the pictures show. Can this
help them predict what they are going to read?
• Read the text on Page 2 about the practice of finding location with students. Do not read the very bottom
text yet.
• Ask students what they think the word hemisphere means. Discuss the prefix hemi and how it affects the
word sphere. Do a think-pair-share with students.
• Have students independently or pair read the article, Where on Earth is North Carolina?
• Ask questions 1 and 2 from below.
• Read the last article on Page 3 (top)--finish discussion questions.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. How is our Earth divided? (Into hemispheres -- Northern/Southern by equator and Eastern/Western by prime

meridian.) MODERATE/3
2. Turn to a neighbor and explain the difference between relative and absolute location. (Answers will vary.)

MODERATE/3
3. What are some of the ways the residents of North Carolina have changed the land over the years? (building

roads, buildings, homes, dams) MODERATE/3
4. How did George Washington impact the military battles that were occurring during his time? (he was a good

leader with clever strategies) MODERATE/3

8

North Carolina Studies Weekly Week 1
Teacher Supplement

Differentiated Instruction
English Learner/Below Level Learner: Have students physically locate on a globe each of the hemispheres
discussed and identify the specific latitude and longitude lines that are used to create the divisions.

Day 3 (30 minutes)

Pages 2 and 3 (Bottom)
Fayetteville and the Cape Fear Region, Finding His Way, NC’s First Mapmaker, The Alligator
SS Standards: 4.H.1.1, 4.H.1.2, 4.H.1.3, 4.G.1.4
ELA/Literacy Standards: RI.4.1, RI.4.10

Lesson Tasks
• Review words and their meanings completed from the previous days from the Words to Know Notebook.
• Begin by reviewing Day 2. Have students summarize the lesson from the prior day, especially reviewing the
concept of hemispheres and location.
• Read the first article on Fayetteville and the Cape Fear Region.
• Have students think-pair-share about the things they can do if ever visiting this region of the state.
• Read the article called Finding His Way.
• Move on to read about North Carolina’s First Mapmaker.
• Read the final article on the Alligator. Complete the Fact Web Worksheet after reading this article.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. How did Jerry use what he knew about location and direction to make a plan to help himself? (He used the

sun and the North Star to think about where he was.) MODERATE/3
2. What contributions did John Lawson make to the state of North Carolina? (He wrote about the plants,

animals, American Indians and exploration. He made maps of NC.) MODERATE/3

Differentiated Instruction
Gifted and Talented: Have small groups of students make posters about the various regions of North Carolina
that were discussed in the articles for this week. Students should present their creations to the class.

Day 4 (30 minutes)

Page 4 Activities
SS Standards: 4.C.1, 4.C.1.2, 4.G.1, 4.G.1.1, 4.G.1.2, 4.G.1.3, 4.H.1, 4.H.1.2
ELA/Literacy Standards: RI.4.1, RI.4.10

Lesson Tasks
• Use the activities on this page to review the material presented and as an informal assessment of students’
knowledge and understanding of the content presented in this issue.
• Discuss with students what has been learned this week. Write “This week I learned…” on the board. As
students share what they have learned, list them underneath. Have students share with a partner at least one
thing they learned this week. Students will write about what they learned in their Studies Weekly Journals.

Day 5 (30 minutes)

Assessment/Writing Prompts
HSS Standards: 4.C.1, 4.C.1.2, 4.G.1, 4.G.1.1, 4.G.1.2, 4.G.1.3, 4.H.1, 4.H.1.2

9

Week 1 North Carolina Studies Weekly
Teacher Supplement

ELA/Literacy Standards: RI.4.1, RI.4.10

Assessment:Assess students understanding of location, direction, and general knowledge about North Carolina

Writing Prompts
Opinion Writing: How did George Washington have an important and lasting influence on the mapping of his
time? Explain using details from the article to support your writing.

Informative/Explanatory Writing: Explain what someone could do for fun if they visited North Carolina.

Narrative Writing: Create a postcard for your friend from another planet. One one side, write a short note to
your friend. Invite her to visit you, and tell her what you would like to do during the visit. On the other side,
draw a picture of a place in North Carolina where you would take your friend. Use worksheet below to go with
this. Show an example of a real postcard.

Technology
Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the
weekly assessment. MODERATE to HIGH/3-4

2.0 Technology Suggestion: Students may create a digital project or presentation related to this unit as an
assessment. Please visit our Digital Developments pdf, available on your teacher account, for ideas and
suggestions for student-friendly (free and safe) online publishing sites. Create a “Come Visit North Carolina”
digital pamphlet highlighting the best places to vacation in North Carolina based on the articles read.

Week 1 Answer Keys

Teacher Supplement Worksheets 2. B
Worksheet 1.1 3. C
Alligator Fact Web 4. D
Answers will vary depending on students--accept 5. C
reasonable answers 6. A
7. D
Travel Postcard 8. A
Worksheet 1.2 9. B
Should contain details about one place to visit, plus a 10. You can go to Raven Rock State Park, the Umoja
reasonable illustration of the place. Also, may contain an Festival and to see a replica of the Eiffel Tower.
imaginary address and stamp. Fayetteville and the Cape Fear Region, p. 2

Make Your Own Map

Worksheet 1.3

Maps should represent some or all of the school campus,
be labeled and contain a key and compass rose.

Weekly Assessment
1. John Lawson made many important contributions to
North Carolina. His book, “A New Voyage to Carolina,”
informed people about the plants, animals, and Indian
tribes in the area. The information he wrote about helped
with the future colony’s settlement there. North Carolina’s
First Mapmaker, p.3

10

Name: Date:

North Carolina Studies Weekly

Where Are We?

Week 1 Assessment
For questions 1 and 10 use this week’s Studies Weekly magazine because you must cite one source
of your answer.

For example: You found part of the answer on Page 1 in the article “Getting Information.”
1. What contributions did John Lawson make to North Carolina? 4.H.1.3

Citation

2. A “value” is thought to be the __________ of a person. RI4.1
A poor management
B important belief
C impossible tasks
D happy talking

3. What was the special act that Oral Lee Brown did? 4.H.1.3
A ew to the moon
B gave away her job
C sent kids to college
D discovered the Northern Hemisphere

4. What is the imaginary line that circles the Earth going east and west? 4.H.2
A prime meridian
B hemisphere
C longitude
D equator

Use the following diagram to answer questions 5 & 6
5. The relative location of the Pacific Ocean in relation to Asia is
_____________. 4.H.2.2

A southwest
B northeast
C southeast
D north

6. What continent is southeast of the equator in the picture? 4.H.2.2
A Australia
B Africa
C Asia
D Europe

7. The primary job of a surveyor is to create ___________. 4.H.1.3
A buildings
B habitats
C state parks
D maps

8. All of the following are mentioned as physical characteristics (geographic features) except _________. 4.H.1
A crops
B mountains
C forests
D bodies of water

9. What is used to most accurately locate places on Earth, especially for travel on the sea? 4.H.2
A compass
B latitude and longitude lines
C cell phones
D watches

10. According to the article, Fayetteville and the Cape Fear Region, what are some things you can do
in North Carolina in that region? 4.G.1.1

Citation

Name: Date: Worksheet 1.1

North Carolina Studies Weekly

Fact Web Worksheet

Use the article, The Alligator to complete the following fact web. Place
the word alligator in the center bubble and fill in the outlying bubbles
with the most important facts about the animal.

Name: Date: Worksheet 1.2

North Carolina Studies Weekly

Create a Postcard

Name: Date: Worksheet 1.3

North Carolina Studies Weekly

Map Worksheet

Suppose you are the new school cartographer. Think about the school campus. You need to map it for new
students and visitors. Your map should contain important areas, like classrooms, office, auditorium, cafeteria and
playground. Label the map. Include a compass rose. Include a key. Use the space below to create a great school
map!

Week 2 North Carolina Studies Weekly Teacher Supplement

What a Great Place

SS Standards: 4.E.1, 4.E.1.3, 4.G.1, 4.G.1.4, 4.H.1, 4.H.1.3
ELA/Literacy Standards: RI4.1, RI4.10

Summary of This Week’s Lesson: Students will study the physical features of North Carolina, such as
the Blue Ridge Mountains and the Atlantic Coastal Plains. Students will identify the Mountain Region, the
Piedmont Region, and the Atlantic Coastal Plain as the three regions of North Carolina. Students will identify
the characteristics of each.

Literature Links
“A Nutshell History of North Carolina” by Ben Fortson
“North Carolina: A History” by William S. Powell
“Blue Ridge Mountain Heritage: A Caricature of Southern Appalachian Life” by Roy Owenby
“Blue Ridge Mountains of North Carolina, The Postcard History” by Janet Morrison

Building Academic Vocabulary (BAV)

Appalachians relief map
heartland regions

Day 1 (30 minutes)

Page 1
What a Great Place to Live! and Neighborhood Detectives
SS Standards: 4.E.1, 4.E.1.3, 4.G.1, 4.G.1.4, 4.H.1, 4.H.1.3
ELA/Literacy Standards: RI4.1, RI4.10

Lesson Tasks
• Introduce each of the vocabulary words that will be used in this publication. Display pictures of the words
and define each word as needed.
• Use the Words to Know Notebooks to write three of the vocabulary words with a brief, kid-friendly
definition accompanied by their illustrations of the words in the notebook.
• Have students look at the picture on the cover and discuss what they see. Can this help them predict what
they are going to read? Ask Question 1 below.
• Read the article on the cover of the publication.
• Reread the article again.
• After reading the article, ask Question 2 below. Have students think-pair-share to develop their answers. As
students share, chart student answers.
• Finish class discussion using any remaining questions.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Explain what you think is the best part of North Carolina’s land features. (Answers will vary.) LOW/2
2. Name each part of North Carolina’s land features and where each is located. (Mountain - west; Piedmont -

central; Atlantic Coastal Plain - east) LOW/2

16

North Carolina Studies Weekly Week 2
Teacher Supplement

3. How is the Neighborhoods Project impacting communities? (by recording what’s in neighbohoods and how
they are changing) MODERATE/3

4. Can you think of a time when you made an impact in your home, school, or community? Tell us about your
experience. (Answers will vary.) HIGH/4

Differentiated Instruction
ELL and Below Level Learner: Have students find and highlight the word document on Page 1. Discuss the
meaning of the word and have students draw a picture of different ways to document an event.

Gifted and Talented Learner: Have students write and perform a short skit as if they were students from the
Neighborhoods Project.

Day 2 (30-40 minutes)

Pages 2 & 3 (Top)
North Carolina’s Three Regions
SS Standards: 4.C.1.1
ELA/Literacy Standards: RI.4.1, RI.4.10

Lesson Tasks
• Review words and their meanings completed from the previous day from the Words to Know Notebook.
• Students will use their Words to Know Notebooks to write one of the vocabulary words with a brief, kid-
friendly definition accompanied by their illustration of the word in the notebook.
• Draw students’ attention to the heading at the top of the page. Read the heading aloud with the class and
have students repeat it after you.
• Begin by reviewing Day 1. Remind students of how students are making a positive contribution to their
community through the Neighborhoods Project.
• Have students look at the pictures on Pages 2 and 3 and explain what they think the pictures show. Can this
help them predict what they are going to read?
• Read the text on Page 2 about the three regions of North Carolina. Do not read the very bottom text yet.
• Have students independently or pair read the article, Where on Earth is North Carolina?
• Ask students to identify which region they live in and how do they know? Think-pair-share with students
using details from the article to support their answers.
• Ask questions 1 and 2 from below.
• Read the last article on Page 3 (top)--finish discussion questions.
• Follow up with Name that Region worksheet

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Turn to a neighbor and explain the difference between each of the 3 regions of NC--use geographical details

as provided in the article. (Various.) MODERATE/3
2. In which region would you want to live and why? (Various.) MODERATE/3

Differentiated Instruction
ELL and Below Level Learner: Have students physically locate each of the regions on a state map and name
major geographical features of each.

17

Week 2 North Carolina Studies Weekly
Teacher Supplement

Day 3 (30 minutes)

Pages 2 and 3 (Bottom)
The Ghost Train, Airplanes and North Carolina, Twelve Seconds that Changed the World, and Firefly
SS Standards: 4.C.1.1
ELA/Literacy Standards: RI.4.1, RI.4.10

Lesson Tasks
• Review words and their meanings completed from the previous days from the Words to Know Notebook.
• Begin by reviewing Day 2. Have students summarize the lesson from the prior day, especially reviewing the
concept of North Carolina’s regions.
• Read the first article on The Ghost Train.
• Have students think-pair-share about any ghost story they have ever heard. Have students compare the story
they read to stories they have previously heard.
• Read the article, Airplanes and North Carolina. Move on to read Twelve Seconds That Changed the World.
Read the final article on the Firefly.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. In what ways is tourism impacting North Carolina? (more crowds are coming, more services are needed)

MODERATE/3
2. What contributions did Orville and Wilbur Wright make to the state of North Carolina? (Sine they used Kitty

Hawk to make the first flight, it is a very popular place to visit) MODERATE/3

Differentiated Instruction
Gifted and Talented Learner: Have small groups of students make posters about the history of the airplane.
Students should present their creations to the class.

Day 4 (30 minutes)

Page 4 Activities
SS Standards: 4.E.1, 4.E.1.3, 4.G.1, 4.G.1.4, 4.H.1, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.10

Lesson Tasks
• Use the activities on this page to review the material presented and as an informal assessment of students’
knowledge and understanding of the content presented in this issue.
• Discuss with students what has been learned this week. Write “This week I learned…” on the board. As
students share what they have learned, list them underneath. Have students share with a partner at least one
thing they learned this week. Students will write about what they learned in their Studies Weekly Journals.

Day 5 (30 minutes)

Assessment/Writing Prompts
HSS Standards: 4.E.1, 4.E.1.3, 4.G.1, 4.G.1.4, 4.H.1, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.10

Assessment: Assess students understanding of North Carolina’s various regions and people who have made an
important impact or contribution to the state.

18

North Carolina Studies Weekly Week 2
Teacher Supplement

Writing Prompts
Opinion Writing: Do you feel the Wright Brothers are the true pioneers of flight? Write about why or why not.

Informative/Explanatory Writing: One hundred years ago, the Wright Brothers’ first flight changed the world
by proving that air travel was possible. Imagine what air travel will be like 100 years in the future. What new
inventions will be taking people from place to place? If you could invent a new way to travel by air, how would
it work? What would you call your invention? Compare your invention to the airplane. What would be the
same? What would be different?

Narrative Writing: Write a story about the Wright Brothers’ first flight. Pretend you are Orville or Wilbur.
How did it feel to finally get into the air? Was it scary? Were you happy with your invention?

Technology
Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the
weekly assessment. MODERATE to HIGH/3-4

2.0 Technology Suggestion: Students may create a digital project or presentation related to this unit as an
assessment. Please visit our Digital Developments pdf, available on your teacher account, for ideas and
suggestions for student-friendly (free and safe) online publishing sites. Make a slideshow that includes the three
regions of North Carolina. Be sure to include details about the topographical features of each region as well as
their specific locations within the state.

Week 2 Answer Keys

Teacher Supplement Worksheets area between mountains. lowland: land lying at low

Worksheet 2.1 elevation

Name That Region!

1. Piedmont Weekly Assessment

2. Atlantic Coastal Plain 1. The Wright Brothers made many important

3. Mountain contributions to North Carolina. They were the first to

4. Atlantic Coastal Plain create an airplane that lifted off the ground. Their plane

5. Mountain stayed in the air for 12 seconds. Their flying machine

6. Piedmont was an important step in aviation development. Twelve

7. Atlantic Coastal Plain Seconds that Changed the World, p. 3.

8. Piedmont 2. A

3. B

Worksheet 2.2 4. D

Diagram-a-Vehicle 5. A

Answers will vary depending on vehicle chosen. Each 6. B

major part should be labeled clearly. 7. D

8. A

Worksheet 2.3 9. C

Geographic Definitions 10. Mountain Region, Piedmont Region, and Atlantic

Drawings should reflect the correct features. Piedmont: Coastal Plain -- accept reasonable answers as to one

slope between mountains and plains. cape: a point or important detail for each as cited in article North

jutting area of land. coastal: on or near the shore of the Carolina’s Three Regions, pp. 2-3.

ocean. plain: flat area of land. ridge: a narrow line of

mountains or hills.

mountain: steep hills, high elevation lands valley: low

19

Name: Date:

North Carolina Studies Weekly

What a Great Place

Week 2 Assessment

For questions 1 and 10 use this week’s Studies Weekly magazine because you must cite one source
of your answer.

For example: You found part of the answer on Page 1 in the article “Getting Information.”

1. What contributions did the Wright Brothers make to North Carolina? 4.H.1.3

Citation

2. Which of the following words means to record something? RI4.1
A document
B take
C put into words
D create

3. What is the main purpose of the Neighborhoods Project? 4.H.1.3
A to make citizens upset
B to help students gain a new perspective about themselves and their community
C to create jobs for local citizens
D to make sure that local history is preserved

4. What is North Carolina’s second largest industry as stated in the magazine? 4.G.1.1
A fishing
B hunting
C manufacturing
D tourism

Use the map to answer questions 5 & 6
5. According to the picture, the Atlantic Ocean

borders the _____________ Region. 4.H.2.2
A Atlantic Coastal Plains
B Piedmont
C Mountain
D Charlotte

6. In which region is the state capital located? 4.H.2.2
A Atlantic Coastal Plains
B Piedmont
C Mountain
D Charlotte

7. What is another name for fire ies?
A mosquitos
B beetles
C butter ies
D lightning bugs

8. Which of the following would be the best clue that someone had visited the Piedmont Region? 4.H.2.2
A clay stained shoes
B hot, sweaty clothes
C shing supplies
D insect bites

9. What is an impact of abundant tourism in North Carolina? 4.G.1.4
A The cost of living goes up.
B People move away from the region.
C Residents are able to save money on their taxes.
D The state is in danger of going bankrupt.

10. Name all 3 regions of North Carolina and give one important detail about each. 4.H.2

Citation

Name: Date: Worksheet 2.1

North Carolina Studies Weekly

NAME THAT REGION!

Use the following clues to name the region of North Carolina that it belongs to. Choose from the following regions -- Mountain,
Piedmont, and Atlantic Coastal Plain. Note -- regions will be used more than once.

My name is a French word for foothills. If you visited me you would see a lot of
fishing, parachutes, and hang gliders.

I am known for my flatland by the ocean. The famous Appalachian mountain chain
rests on my lands.

I have a famous highway known for its After taking a walk on my grounds, you may
scenic views. find yourself trying to clean clay dust from
your shoes and clothing.

I am home to the Cape Hatteras Lighthouse. The state capital lies within this region.

Name: Date: Worksheet 2.2

North Carolina Studies Weekly

Diagram - a - Vehicle

A diagram is a labeled drawing, often used in technical applications. Diagrams tell you the
names of pieces and parts of something. Create your own vehicle drawing below, then label
each part in your diagram. Write neatly and draw straight lines leading to the named parts. You
can use the plane and train on Page 4 for drawing ideas.

Name: Date: Worksheet 2.3

North Carolina Studies Weekly

Geographic Definitions

Define each term in words, then draw a small picture of it on the right.

Piedmont

cape

coastal

plain

ridge

mountain

valley

lowland

North Carolina Studies Weekly Teacher Supplement Week 3

Water

SS Standards: 4.G.1, 4.G.1.2, 4.G.1.4, 4.H.1, 4.H.1.3
ELA/Literacy Standards: RI 4.1, RI 4.10

Summary of This Week’s Lesson: Students will learn about North Carolina’s coastline as the graveyard of the
Atlantic due to all of the underwater shipwrecks. They will also learn about North Carolina’s rivers as the main
way of transportation for early settlers. Students will use a map to identify eight of North Carolina’s major
rivers.

Literature Links
“A Nutshell History of North Carolina” by Ben Fortson
“North Carolina: A History” by William S. Powell

Building Academic Vocabulary (BAV)

reservoirs eerily
reverse osmosis erosion

Day 1 (30 minutes)

Page 1
North Carolina Rivers and Waterways and Creative Ways to Save Water
SS Standards: 4.G.1, 4.H.1.3
ELA/Literacy Standards: RI4.1, RI4.10

Lesson Tasks
• Introduce each of the vocabulary words that will be used in this publication. Display pictures of the words
and define each word as needed.
• Use the Words to Know Notebooks to write three of the vocabulary words with a brief, kid-friendly
definition accompanied by their illustrations of the words in the notebook.
• Have students look at the picture on the cover and discuss what they see. Can this help them predict what
they are going to read? Ask Question 1 below.
• Read the article on the cover of the publication.
• Reread the article again.
• After reading the article, ask Question 2 below. Have students think-pair-share to develop their answers. As
students share, chart student answers.
• Finish class discussion using any remaining questions.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Explain how water is something that is important to everyone. (You can’t live without it. You need it to drink,

cook, wash.) LOW/2
2. Name some different characteristics of water. (It’s H20, it is a liquid, it is wet, it is clear) LOW/2
3. Turn to a neighbor and explain what reverse osmosis is and how it is useful. (Answers will vary.)

MODERATE/3

25

Week 3 North Carolina Studies Weekly
Teacher Supplement

4. Can you think of a time when you made an impact in your home, school, or community? Tell us about your
experience. (Various.) HIGH/4

Differentiated Instruction
ELL and Below Level Learner: Have students find and highlight the word water on Page 1. Discuss the
meaning of the word and have students draw a picture of different ways to document an event.

Gifted and Talented Learner: Have students create a flowchart demonstrating how reverse osmosis works.

Day 2 (30-40 minutes)

Pages 2 and 3 (Top)
North Carolina’s Rivers and Waterways
SS Standards: 4.G.1.2
ELA/Literacy Standards: RI.4.1, RI.4.10

Lesson Tasks
• Review words and their meanings completed from the previous day from the Words to Know Notebook.
• Students will use their Words to Know Notebooks to write one of the vocabulary words with a brief, kid-
friendly definition accompanied by their illustration of the word in the notebook.
• Draw students’ attention to the heading at the top of the page. Read the heading aloud with the class and
have students repeat it after you.
• Begin by reviewing Day 1. Remind students of how water impacts many areas of our everyday lives.
• Have students look at the pictures on Pages 2 and 3 and explain what they think the pictures show. Can this
help them predict what they are going to read?
• Read the text on Page 2 about the rivers and waterways of North Carolina. Do not read the very bottom text
yet.
• Have students work independently or in pairs to finish reading the article.
• Ask students to identify which river they live closest to and how do they know?
• Ask questions 1 and 2 from below.
• Read the last article on Page 3 (top)--finish discussion questions.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Turn to a neighbor and explain why North Carolina is said to have underwater treasures. (Various.) LOW/2
2. Which region would you want to live in and why? (Various.) HIGH/4

Differentiated Instruction
ELL and Below Level Learner: Have students physically locate each some regions where shipwrecks have
occurred in North Carolina.

Day 3 (30 minutes)

Pages 2 and 3 (Bottom)
Cape Hatteras National Seashore, Dear Grandma and Grandpa, What’s the Big Deal?, and Channel Bass
SS Standards: 4.H.1.1, 4.G.1.1
ELA/Literacy Standards: RI.4.1, RI.4.10

26

North Carolina Studies Weekly Week 3
Teacher Supplement

Lesson Tasks
• Review words and their meanings completed from the previous days from the Words to Know Notebook.
• Begin by reviewing Day 2. Have students summarize the lesson from the prior day, especially reviewing the
concept of North Carolina’s underwater treasures, natural roads, and lighthouses.
• Read the first article on Cape Hatteras.
• Have students think-pair-share about lighthouses. Have students compare the story they read to stories they
have previously heard.
• Read the article called Dear Grandma and Grandpa… Move on to read What’s the Big Deal? Read the final
article, Channel Bass. Turn to a neighbor and tell him/her 3 things that you learned about this kind of fish.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. What are some of the fun activities that a vacationer could find in North Carolina? (beaches, lighthouses,

river activities) LOW/2
2. What are some of the challenges that the wetlands of North Carolina are facing? (loss of animal habitat,

human encroachment) LOW/2

Differentiated Instruction
Gifted and Talented Learner: Have small groups of students make posters of the state and draw/label the
location of its 8 major rivers. Students should present their creations to the class.

Day 4 (30 minutes)

Page 4 Activities
SS Standards: 4.G.1, 4.G.1.2, 4.G.1.4, 4.H.1, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.10

Lesson Tasks
• Use the activities on this page to review the material presented and as an informal assessment of students’
knowledge and understanding of the content presented in this issue.
• Discuss with students what has been learned this week. Write “This week I learned…” on the board. As
students share what they have learned, list them underneath. Students will write about what they learned in
their Studies Weekly Journals.

Day 5 (30 minutes)

Assessment/Writing Prompts
HSS Standards: 4.G.1, 4.G.1.2, 4.G.1.4, 4.H.1, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.10

Assessment: Assess students understanding of how water has impacted North Carolina in a variety of ways.

Writing Prompts
Opinion Writing: Do you think that people should be allowed to visit the shipwrecks in the North Carolina
waters or are they disturbing sacred sites? Be sure to include details from the article to support your response.

Informative/Explanatory Writing: Imagine that North Carolina was moved to the middle of the United States.
What things would be different if we didn’t live by the ocean? How would North Carolina’s industries change?
Would you have to change your lifestyle? Would your parents have to get different jobs? Would you have to

27

Week 3 North Carolina Studies Weekly
Teacher Supplement

change your vacation plans?

Narrative Writing: Write a story about the a channel bass taking a journey through the waterways of North
Carolina with its family.

Technology
Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the
weekly assessment. MODERATE to HIGH/3-4

2.0 Technology Suggestion: Students may create a digital project or presentation related to this unit as an
assessment. Please visit our Digital Developments pdf, available on your teacher account, for ideas and
suggestions for student-friendly (free and safe) online publishing sites. Make a podcast that tells about the
wetlands of North Carolina. Be sure to include details from the article as well as extended details from personal
research.

Week 3 Answer Keys

Teacher Supplement Worksheets 5. D
Worksheet 3.1 6. A
Channel Bass 7. B
#1 - #5 (Accept reasonable answers as supported by 8. A
article) 9. C
Bonus: Young channel bass are called puppy drums due to 10. The wetlands are important because they provide
the sound their swim muscle makes when it vibrates. a home to many Atlantic fish and shellfish. They also
provide a place to live for many birds, animals, and plants.
Worksheet 3.2 What’s the big deal?, pg. 3
River Scramble
Rivers are correctly labeled.
Scramble answers:
Yadkin
Cape Fear
Lumber
Tar
Catawba
French Broad
Neuse

Worksheet 3.3
Save Our Water
Poster should reflect conservation methods.

Weekly Assessment

1. People are seeking ways to reuse and save water
because the population is growing and the demand for
water is rising. North Carolina Rivers and Waterways, p. 1
2. B
3. A
4. C

28

Name: Date:

North Carolina Studies Weekly

Water
Week 3 Assessment

For questions 1 and 10 use this week’s Studies Weekly magazine because you must cite one source
of your answer.

For example: You found part of the answer on Page 1 in the article “Getting Information.”
1. According to the article on creative ways to save water, what is the main reason people are trying to nd

ways to use less water and reuse it as well? 4.H.1.3

Citation
2. Which of the following words means “a holding place for water”? RI4.1

A reclaimed
B reservoir
C mystery
D bobbing

3. What is the main drawback of reclaimed water? 4.H.1.3
A You cannot drink it.
B It is poisonous to the lawn.
C It is impossible to create.
D It is overused.

4. What was North Carolina’s original roadway system? 4.G.1.1
A highways
B channels
C rivers
D lakes

Use the map on the next page to answer questions 5 & 6
5. According to the picture, what river runs nearest to the capital city of Raleigh? 4.H.1.3

A Black River
B Catawba River
C Yadkin River
D Neuse River

6. What river feeds in Lake Gaston? 4.H.1.3
A Roanoke River
B Chowan River
C Deep River
D South River

7. What is another name for a channel bass?
A saltwater
B red drum
C balmy blue
D Zane Gray

8. What rare disease a ected the North Carolina baseball player, Jim “Cat sh” Hunter?
A ALS
B cancer
C Lyme Disease
D hypertension

9. What impact do lighthouses have on the sailors o the shores of North Carolina? 4.G.1.4
A They trap ships along the ocean channels.
B They confuse people traveling in the ocean.
C They help keep ships safe from the dangerous coastline.
D They don’t have an impact on sailors at all.

10. Why are the wetlands of North Carolina so important? 4.H.1.3

Citation

Name: Date: Worksheet 3.1

North Carolina Studies Weekly

The Channel Bass

In the following box, sketch a picture of a Channel Bass.

Write 5 important facts that you learned about the Channel Bass from this week’s magazine on the lines
below.

1.

2.

3.

4.

5.
Bonus question:
Why are young channel bass sometimes called puppy drums?

Name: Date: Worksheet 3.2

North Carolina Studies Weekly

River Scramble

Unscramble the following North Carolina river names. After you unscramble it, place the correct number from the map by
the name.

NDYKAI
REEAAPCF
BREMUL
TRA
BATWACA
DFAROERNBHC
USNEE

Name: Date: Worksheet 3.3

North Carolina Studies Weekly

Water Conservation

Make a poster showing information about ways to conserve water. Make it colorful and ready to hang up in public.

Week 4 North Carolina Studies Weekly Teacher Supplement

Resources

SS Standards: 4.E.1, 4.E.1.3, 4.G.1.1, 4.G.1.2, 4.G.1.3, 4.G.1.4, 4.H.1, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, RI.4.7, W.4.1, W.4.2, W.4.3, W.4.5, SL.4.1

Summary of This Week’s Lesson: This week students will learn about natural, human and capital resources.
They will identify North Carolina’s major natural resources. They will also learn about the relationship between
natural, human and capital resources. Students will define ways to use resources efficiently.

Literature Links
“Little House in the Big Woods” by Laura Ingalls Wilder
“Dirt: The Scoop on Soil” by Natalie M. Rosinsky
“Capital Resources and the Economy” by Jennifer Prior
“Why Should I Recycle?” by Jen Green
“Gold Mines in North Carolina” by John Hairr and Joey Powell

Building Academic Vocabulary (BAV)

Mother Nature capital resources loyalty
natural resources human resources

Day 1 (40 minutes)

Page 1
North Carolina’s Natural Resources
SS Standards: 4.G.1.1, 4.G.1.2, 4.G.1.3, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, SL.4.1

Vocabulary: Mother Nature, natural resources

Lesson Tasks
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Tell students today they will be learning about natural resources.
• Make a K-W-L chart on natural resources and fill in the first two columns. Ask students what they know and
what they want to know about natural resources.
• Topic: Natural Resources
• What I Know
• What I Want to Know
• What I Learned
• Read the article, North Carolina’s Natural Resources as a class.
• Tell students to reread the article independently. After reading, give them time to write two or three
questions that can be answered or inferred after reading.
• Pair students with partners and have them answer each other’s questions. Circulate and help as needed
during this activity.
• Ask teacher questions and discuss.
• Show videos on natural resources and discuss (see Studies Weekly Bonus Material).

34

North Carolina Studies Weekly Week 4
Teacher Supplement

• Students complete North Carolina’s Regions and Jobs worksheet. You might need to review the North
Carolina regions.

• Go over answers once completed.
• Ask students what they learned about natural resources and fill in last column of K-W-L chart. For

homework, students conduct their own research on natural resources to share with the class tomorrow

Teacher Questions, (Answers) and Cognitive Complexity Level
1. How did Mother Nature affect jobs? (It determined what a person did for a living.) LOW/2
2. Give an example of how Mother Nature provided jobs? (Answers may vary but might include people who

lived by the ocean, fished or traded and people who lived by gold mines, mined.) LOW/2
3. What are natural resources? (Riches that are found naturally in an area. They can be used to make money, or

capital.) LOW/1
4. Name some examples of natural resources. (Answers may vary but might include minerals, land, forests,

water, and crops.) LOW/2
5. Why are natural resources important? (Answers may vary but might include they make life worth living by

providing resources and jobs.) LOW/2

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article.
Pair students when reading the article. Use pictures to build connections with the academic vocabulary.

Gifted and Talented Learner: Students find the region that has the most natural resources in North Carolina.

Day 2 (40 minutes)

Pages 2 & 3
Our Resources
The Gold Doorstep
SS Standards: 4.E.1, 4.E.1.3, 4.G.1.1, 4.G.1.2, 4.G.1.3, 4.G.1.4, 4.H.1, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, SL.4.1

Vocabulary: capital resources, human resources

Lesson Tasks
• Begin by reviewing Day 1. Have students summarize North Carolina’s Natural Resources.
• Add new findings from students’ homework to the what they learned category about natural resources on the
K-W-L chart.
• Review words and their meanings completed from the previous day.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read the articles, Our Resources and The Gold Doorstep as a class.
• Ask teacher questions and discuss.
• Students complete Resources worksheet.
• Make a chart with students’ answers once completed.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Name some examples of natural resources in North Carolina. (Answers may vary but might include seafood,

fertile fields, green forests, turkeys, cows and granite.) LOW/2

35

Week 4 North Carolina Studies Weekly
Teacher Supplement

2. How did the first gold rush begin? (Conrad Reed found a large yellow rock, which ended up being gold.
People came to look for gold. At one point, there were 300 gold mines.) LOW/2

3. What are human resources? (The people who live in an area.) LOW/1
4. Why are human resources important? (They use natural resources and include people who know about

medicine, technology, science and history.) LOW/2
5. What are capital resources? (The riches and wealth that people own.) LOW/1
6. Name some examples of capital resources. (Answers may vary but might include money, land, jewelry,

factories, and anything of value.) LOW/2
7. What’s the relationship between natural, human and capital resources? (Human resources turn natural

resources into capital resources. People use their brains to figure out the best way to use the natural resources
to make money. Then, the money made is used to get even more natural resources so more money can be
made.) MODERATE/3

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article.
Pair students when reading the article. Use pictures to build connections with the academic vocabulary.
Provide sentence starters for the teacher questions.

Gifted and Talented: Students research on the first Gold Rush in North Carolina.

Day 3 (30 minutes)

Pages 2 & 3
North Carolina’s Research Triangle, Loyalty, How does paper recycling work?, The Beaver
SS Standards: 4.E.1.3, 4.G.1.2, 4.G.1.4, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, SL.4.1

Vocabulary: loyalty

Lesson Tasks
• Begin by reviewing Day 2. Have students summarize “Our Resources” and “The Gold Doorstep.”
• Review words and their meanings completed from the previous day.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read the articles, North Carolina’s Research Triangle, Loyalty, How does paper recycling work? and The
Beaver as a class.
• Tell students to reread the articles independently or with a partner and to highlight the main ideas.
• Ask teacher questions and discuss.
• Students complete Find the Answers worksheet.
• Go over answers once completed.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. What is the purpose of the North Carolina’s Research Triangle? (Answers may vary but might include to

improve the lives of its citizens by developing new technology.) LOW/2
2. What is the role of researchers at the North Carolina’s Research Triangle? (Answers may vary but might

include to find ways to reduce air pollution and to find treatment for diseases.) LOW/2
3. What is loyalty? (Answers may vary but might include faithfulness to a team, place, or person and people.)

LOW/1

36

North Carolina Studies Weekly Week 4
Teacher Supplement

4. Give an example of loyalty? (Answers may vary but might include supporting your favorite team through
wins and losses.) LOW/2

5. How can you be a loyal friend or family member? (Answers may vary but might include helping them
through rough times and celebrating the good times.) HIGH/4

6. How is paper recycled? (It is shredded, mixed with water and pounded into pulp. The water is squeezed out
and the pulp is dried in a dryer.) LOW/2

7. How does recycled paper help landfills? (The recycled paper is made into new paper products such as
envelopes and wrapping paper.) MODERATE/3

8. What is unique about the beaver? (Answers may vary but might include it is the biggest rodent in North
America. Its outer layer of fur has a special waterproof oil and its teeth never stop growing.) MODERATE/3

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article.
Pair students when reading the article. Use pictures to build connections with the academic vocabulary.
For worksheet, dictate sentences to the student. Have the student verbally answer the questions.

Gifted and Talented: Have small groups of students make posters on why it is important to recycle paper.

Day 4 (30 minutes)

Page 4 Activities
SS Standards: 4.G.1.1, 4.G.1.2, 4.G.1.3, 4.G.1,4, 4.H.1.3
ELA/Literacy Standards: RI.4.2, RI.4.5, RI.4.7, SL.4.1

Lesson Tasks
• Begin by reviewing Day 3. Have students summarize North Carolina’s Research Triangle, Loyalty, How
does paper recycling work? and The Beaver.
• Review words and their meanings completed from the previous day.
• Use the activities on this page to review the material presented and as an informal assessment of students’
knowledge and understanding of the content presented in this issue.
• For crossword puzzle, have students practice citing sources by having them highlight where in this week’s
magazine they found the answer to each crossword puzzle clue.
• Read the Mapping and Charting activity’s directions aloud with your class. Answer any student questions
about the assigned tasks and provide time for students to complete the activity. Students complete activity
independently or with a partner.
• Go over answers once completed.
• Discuss with students what has been learned this week. Write “This week I learned…” on the board. As
students share what they have learned, list it underneath. Have students share with a partner at least one
thing they learned this week. Students will write about what they learned in their Studies Weekly Journals.

Differentiated Instruction
ELL and Below Level Learner/Developing Learner: Students work in pairs. Dictate crossword clues.

Gifted and Talented Learner: Students make up their own crossword puzzle and clues. Students research on
yearly precipitation in North Carolina.

37

Week 4 North Carolina Studies Weekly
Teacher Supplement

Day 5 (30 minutes)

Assessment/Writing Prompts
SS Standards: 4.G.1.1, 4.G.1.2, 4.G.1.3, 4.G.1,4, 4.H.1.3
ELA Standards: W.4.1, W.4.2, W.4.3, W.4.5

Assessment
Assess students understanding of resources: natural, human and capital and the relationship between them.
Also, assess their understanding of how resources are used efficiently. You can use the assessment (below) from
Studies Weekly to check for understanding.

Writing Prompts
Opinion Writing: What is the most valuable capital resource? Give at least two reasons why.
Provide reasons that are supported by facts and details.

Informative/Explanatory Writing: Explain the relationship between natural, human and capital resources and
the impact of technology on resources. Develop the topic with facts, definitions, concrete details, quotations, or
other information related to the topic.

Narrative Writing: How do you use resources in your everyday life? Think of some things that might be
different if we didn’t have the resources we have. What would change? Would we eat the same things or wear
the same clothes? Would your parents have different jobs?

Technology
Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the
weekly assessment. MODERATE to HIGH/3-4

2.0 Technology Suggestion: Students may create a digital project or presentation related to this unit as an
assessment. Please visit our Digital Developments pdf, available on your teacher account, for ideas and
suggestions for student-friendly (free and safe) online publishing sites. Create a slideshow presentation on one
of these topics Gold Rush in North Carolina. Beavers or other wildlife in North Carolina. North Carolina’s
Research Triangle’s research findings. Create a voice recording on one of these topics: Give a persuasive
presentative on why recycling is important. Summarize the relationship between natural, human, and capital
resources. Assign students one natural resource. Give them time to research facts and details about the resource
and how it contributes to society. Have students record these facts online and present them to the class along
with a slideshow of pictures.

Week 4 Answer Keys

Student Edition Page 4 Activities Teacher Supplement Worksheets
Mapping and Charting Worksheet 4.1
Answers may vary. Students should fill out the bar North Carolina’s Regions and Jobs
graph using the information from the chart. Summer Answers may vary. Sample answers:
should be the highest, followed by winter, spring and Coastal Plain: fisherman, sailors, farmers.
fall. Piedmont: bankers, manufacturers, factory workers,
students. Mountains: rangers, archaeologists,
firefighters

38

North Carolina Studies Weekly Week 4
Teacher Supplement

Worksheet 4.2 minerals, and sail the ocean to catch fish. They
Resources include people who know about technology, medicine,
Answers may vary. Sample answers. science, and history. Human Resources, p 2.
Natural resources- gold, oil, water, minerals, animals, 2. C
sunlight 3. B
Human resources- teacher, bus driver, waiter, athlete, 4. A
manager, doctor 5. D
Capital resources- money, factories, buildings, 6. D
machinery 7. A
Answers may vary. Sample definitions: 8. C
Natural resources- things found in nature that can be 9. B
used to gain capital. 10. Human resources turn natural resources into
Human resources- the people in a community and their capital resources. Then human resources spend capital
skills and abilities resources to get more natural resources. People use
Capital resources- things made and used to produce their brains to figure out the best way to grow crops.
more goods and services. They sell the crops to gain capital. Then they use the
capital to buy machines and land to use more natural
Worksheet 4.3 resources. Using Our Resources, p 3.
Find the Answers
1. research
2. technology
3. pollution
4. improve
5. Loyalty, trait
6. celebrate
7. mixed, pulp
8. paper
9. rodents
10. oil, dry

Weekly Assessment
1. Human resources are important because they are
the people who find ways to use natural resources
to improve our lives. They plant and harvest, mine

39

Name: Date:

North Carolina Studies Weekly

Resources

Week 4 Assessment
For questions 1 and 10 use this week’s Studies Weekly magazine because you must cite one source
of your answer.

For example: You found part of the answer on Page 1 in the article “Getting Information.”

1. Why are human resources important? 4.G.1.2

Citation

2. What is the most important kind of resource? 4.G.1
A capital
B natural
C human
D state

3. Which state was number one in gold mining? 4.H.1.3
A North Carolina
B California
C Ohio
D South Carolina

4. What is the main purpose of North Carolina’s Research Triangle? 4.G.1.4
A to develop new technology to improve the lives of people
B to nd a cure for deadly diseases
C to nd ways to reduce pollution
D to share research outcomes with the other cities in the triangle

5. What body part of the beaver never stops growing?
A feet
B tail
C nose
D teeth

6. What season does North Carolina have the most rainfall?
A fall
B winter
C spring
D summer

7. Which of the following is NOT an example of a capital resource? 4.G.1
A minerals
B jewelry
C factories
D money

Use the graph below to answer questions 8 & 9

Gross Domestic Product by Industry: Natural resources and mining for North Carolina

6,800

6,400

6,000

5,600

Millions of Dollars 5,200

4,800

4,400

4,000

3,600

3,200

2,800

1998 2000 2002 2004 2006 2008 2010 2012 2014 2016

Source: U.S. Bureau of Economic Analysis myf.red/g/el5P
fred.stlouisfed.org

8. In what year was North Carolina’s gross domestic product for natural resources and mining the highest?

4.G.1

A 2000
B 2010
C 2014
D 2015

9. What was North Carolina’s gross domestic product for natural resources and mining in 2016? 4.G.1
A 5.2 billion dollars
B 5 billion dollars
C 4.8 billion dollars
D 4.6 billion dollars

10. What is the relationship between capital, human and natural resources? 4.G.1

Citation

Name: Date: Worksheet 4.1

North Carolina Studies Weekly

North Carolina’s Regions and Jobs

Label and color North Carolina’s regions. In the chart below, provide examples of jobs in each region.

Coastal Plain Piedmont Mountains

Name: Date: Worksheet 4.1

North Carolina Studies Weekly

Re s o u rce s

Provide examples of natural, human and capital resources. In your own words define each of the
resources on the lines below.

Natural Resources Human Resources Capital Resources

Define

Natural Resources:

Human Resources:

Capital Resources:

Name: Date: Worksheet 4.1

North Carolina Studies Weekly

Find the Answers

Read the student edition and use the information to find the missing words. Write the words on the lines
and find the words in the word search puzzle below.
1. North Carolina’s Research Triangle is one of the major centers in the United States.

2. Researchers in the triangle are developing new in many fields.

3. Other researchers are trying to find ways to reduce air .

4. North Carolina is working hard to the lives of its citizens.

5. is a character that is what good kids are all about.

6. Your loyalty will help the people you love tough out the rough times and the good times.

7. At the recycling plant, the papers are shredded, with water and pounded into .

8. The pulp is made into new things like writing and envelopes.

9. Beavers are the biggest in North America.

10. The outside layer of a beaver’s fur has as special waterproof that allows them to quickly when
they leave the water.
X R WQ K W
U B I A G E J P R G A X WX O B T I E ANF I VE
U U MA N Y
S J E D J S T N E D O R I WI Z N G Q Q P A MF D
RF GBQQ
H MMQ P G V K T L D Q P R Q P U Y U WU WY WY
F G F Y MP
AL OYAL T YCEVT YOGZF HU J WL R L N
G G C G MO
J ROT QXUQNE CJ HXL J XXB OUZPNH
E NOAHD
A X V Y K Z J P R C L H J MJ L F B O YVRF CB
P AP XC Z
J WB E L H WK A C D E N E U U U V F OOJ L VK
T QT CBK
P C H L B MC V R S N R B O N L E T T

UGQF L OI L AE XT PRL I GZI

N T J Y E O R X S J S E L MA O U N I

OT I ART XDE J HE KDT T GNI

H S O H Y D N WWD R S A U C A E Y H

R K H N H E Y X Q C K U WR A G E R E

QL RYYPYGRSDPBBCNQYN

L R G T Y G S Y I O Y B R MN H P ME

North Carolina Studies Weekly Teacher Supplement Week 5

Prehistoric North Carolinians

SS Standards: 4.G.1, 4.G.1.3, 4.G.1.4, 4.H.1, 4.H.1.1, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, RI.4.7, W.4.1, W.4.2, W.4.3, W.4.5, SL.4.1

Summary of This Week’s Lesson: This week students will study the first people in North Carolina. They will
learn what the land was like here and how the early people survived. Students will learn about the important
tools used by ancient Carolinians, such as baskets, atlatls, and bows and arrows. Students will also learn about
the Three Sisters: corn, beans and squash, the three most important crops for the ancient people.

Literature Links
“Paleo-Indian Artifacts” by Lar Hothem
“The Legend of the Cranberry: A Paleo-Indian Tale” by Ellin Greene
“The American Indian in North Carolina” by Douglas L. Rights
“I Shall Not be Moved” by Maya Angelou
“The Complete Collected Poems of Maya Angelou” by Maya Angelou

Building Academic Vocabulary (BAV)

ancient (review) atlatl minorities
strait prehistoric courage (review)
migration
nomadic

Day 1 (40 minutes)

Page 1
The First People in North Carolina
SS Standards: 4.G.1.3, 4.H.1.1
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, SL.4.1

Vocabulary: ancient, strait, nomadic, atlatl

Lesson Tasks
• Tell students today they will be learning about the Paleo Indians, the first people who journeyed to the New
World.
• Ask students the question: What do you think life was like during the Ice Age? Chart a classroom web with
students’ responses.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read The First People in North Carolina as a class.
• Tell students to reread the article independently. After reading, give them time to write two or three
questions that can be answered or inferred after reading.
• Pair students with partners and have them answer each other’s questions. Circulate and help as needed
during this activity.
• Ask teacher questions and discuss.
• Students complete “Routes to the New World” worksheet.
• Go over answers once completed.

45

Week 5 North Carolina Studies Weekly
Teacher Supplement

• If there is extra time you can share about prehistoric animals or for homework you can have students
research online one prehistoric animal and a unique fact about the animal to share with the class tomorrow.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. When and how did the first ancient people come to America? (During the Ice Age by following herds of

animals in search of food. They crossed over a huge land bridge.) LOW/2
2. Why did the Paleo Indians not return home? (The bridge they crossed was covered with water.) HIGH/4
3. What was North Carolina like back in prehistoric times? (Answers may vary but might include there was

plant life and prairies with many animals.) HIGH/4
4. Name some prehistoric animals that have become extinct. (Answers may vary but might include mammoths,

mastodons, and saber-toothed cats.) LOW/1
5. Why were the Paleo Indians nomadic? (They wandered to places in search of food. They did not need a

permanent home because they could set up and take down shelter quickly.) LOW/2
6. What did the Paleo Indians do with the animals they hunted? (They ate the meat, used the hide to make

clothing and shelter, and used the bones to make tools and weapons.)
7. Compare prehistoric and present day landforms. (Prehistoric landforms were connected. When low sea levels

dried up the oceans people were able to travel to other continents. Present day landforms are separated by
water.) MODERATE/3
8. What route did the Paleo Indians take to get to the New World? (Answers may vary but might include they
crossed by walking across the Bering Strait.) LOW/2

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article. Pair students when
reading the article. Use pictures to build connections with the academic vocabulary. Students answer questions
orally.

Gifted and Talented Learner: Students research prehistoric animals and share with the class.

Day 2 (40 minutes)

Pages 2 & 3
Prehistoric Carolina Natives, How have tools changed over time?
SS Standards: 4.G.1.3, 4.G.1.4, 4.H.1.1, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, SL.4.1

Vocabulary: prehistoric, migration

Lesson Tasks
• Begin by reviewing Day 1. Have students summarize The First People in North Carolina.
• Review words and their meanings completed from the previous day.
• Students share homework findings on prehistoric animals.
• Tell students today they will continue learning about the Paleo Indians and what life was like in the New
World.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read Prehistoric Carolina Natives and How have tools changed over time? as a class.
• Ask teacher questions and discuss.
• Review relative adverbs (where, when, and why). Students use any color to highlight relative adverbs in this

46

North Carolina Studies Weekly Week 5
Teacher Supplement

week’s magazine. Underline the clause that contains the relative adverb and circle the noun that the clause
modifies.
• Students complete Paleo Indians worksheet.
• Select a few students to share their worksheets with the class.
• You can also create a chart of students’ worksheet answers.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Why do you think natives became larger and stayed in one place longer? (Answers may vary but might

include they were able to find food with proper nutrients and began to adapt to their environment.) HIGH/4
2. What did the natives trade? (Answers may vary but might include crops and tools.) LOW/1
3. What are the Three Sisters? (The main crops of the early natives: corn, beans, and squash.) LOW/1
4. Why was the atlatl an important tool for early natives? (It made it easier for hunters to hit their targets

because it helped to make their spear throwing stronger.) LOW/2
5. Compare the atlatl to the bow and arrow. (The bow and arrow helped the natives hunt prey from a farther

distance. The atlatl made their throws stronger for killing larger animals.) MODERATE/3
6. What challenges did the natives face when trying to grow crops? (Plants would rot and die if the ground was

too cold. The crows would eat the seeds.) LOW/2
7. What was the best time to successfully grow the Three Sisters? (In the summer when the ground was warmer

and drier and the days were longer.) LOW/1
8. How did the natives know it was a good time to grow crops? (When the oak tree leaves were the size of a red

squirrel’s foot.) LOW/2
9. What did the natives use for shelter? (A hut called a wigwam.) LOW/1
10. How have tools changed over time? (Prehistoric people made tools from stone, wood and animal bones.

Eventually people learned how to make metal tools with copper and bronze. Later, iron and steel tools were
created.) MODERATE/3
11. How did metal tools help natives? (It made their lives easier and helped them to survive. Metal plows also
helped to make farming easier and helped natives to grow more crops.) LOW/2

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article. Pair students when
reading the article. Use pictures to build connections with the academic vocabulary. For worksheet, students
draw pictures and answer questions orally.

Gifted and Talented Learner: Students draw a picture of their ideal wigwam and write a paragraph of what
materials they would use to make their wigwam.

Day 3 (30 minutes)

Page 2 & 3
Maya Angelou, Ashville and the Western Mountains, Courage, Gray Squirrel
SS Standards Covered: 4.G.1.3, 4.G.1.4, 4.H.1.3
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, SL.4.1

Vocabulary: minorities, courage

Lesson Tasks
• Begin by reviewing Day 2. Have students summarize Prehistoric Carolina Natives and How have tools

47

Week 5 North Carolina Studies Weekly
Teacher Supplement

changed over time?
• Review words and their meanings completed from the previous day.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read Maya Angelou, Ashville and the Western Mountains, Courage? and Gray Squirrel as a class.
• Tell students to reread the articles independently or with a partner and to highlight the main ideas.
• Ask teacher questions and discuss.
• Students complete Compare and Contrast worksheet.
• Go over answers once completed. Pick a few students to share their paragraphs.
• If there is extra time, ask students to share examples of what it means to be courage. You can create a class

web or a poster with students’ answers.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. How was Asheville founded? (It was settled by pioneers from Scotland and Ireland.) LOW/2
2. Who might want to visit Asheville? (Answers may vary but might include people who like art and

architecture and enjoy views of the mountains.) HIGH/4
3. What is unique about the gray squirrel? (Answers may vary but might include they have adapted to living in

many places and can be found in the suburbs, swamps, and mountains.) LOW/2
4. What is courage? (Answers may vary but might include the ability to do something even when it frightens

you.) LOW/1
5. Give an example of courage. (Answers may vary but might include standing up to a bully.) HIGH/4
6. Who is Rosa Parks? (Answers may vary but might include an activist during the Civil Rights movement who

is most known for refusing to give up her seat to a white person, which triggered a boycott on riding buses
and led to laws being changed.) LOW/1
7. Who is Maya Angelou? (Answers may vary but might include a well-known African American poet, author,
actress and activist.) LOW/1

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article. Pair students when
reading the article. Use pictures to build connections with the academic vocabulary. For worksheet, students
answer the questions verbally.

Gifted and Talented Learner: Have small groups of students make tourism posters for Asheville, North
Carolina.

Day 4 (30 minutes)

Page 4 Activities
SS Standards: 4.G.1.3, 4.G.1.4, 4.H.1.1, 4.H.1.3
ELA/Literacy Standards: RI.4.2, RI.4.5, RI.4.7, SL.4.1

Lesson Tasks
• Begin by reviewing Day 3. Have students summarize Maya Angelou, Asheville and the Western Mountains,
Courage and Gray Squirrel.
• Review words and their meanings completed from the previous day.
• Use the activities on this page to review the material presented and as an informal assessment of students’
knowledge and understanding of the content presented in this issue.
• For crossword puzzle, have students circle all proper nouns with any color pen. This will help them find

48

North Carolina Studies Weekly Week 5
Teacher Supplement

some crossword answers. Students can practice citing sources by having them highlight where in this week’s
magazine they found the answer to each crossword puzzle clue. This will help students get ready for this
week’s test.
• Read the Be an Archaeologist! activity’s directions aloud with your class. Answer any student questions
about the assigned tasks and provide time for students to complete the activity. Students complete activity
independently or with a partner.
• Go over answers once completed.
• Discuss with students what has been learned this week. Write “This week I learned…” on the board. As
students share what they have learned, list them underneath. Have students share with a partner at least one
thing they learned this week. Students will write about what they learned in their Studies Weekly Journals.

Differentiated Instruction
ELL and Below Level Learner: Students work in pairs. Dictate crossword clues.

Gifted and Talented Learner: Students make up their own crossword puzzle and clues. Students research
prehistoric artifacts, mainly from the Paleo Indians.

Day 5 (30 minutes)

Assessment/Writing Prompts
HSS Standards: 4.G.1.3, 4.G.1.4, 4.H.1.1, 4.H.1.3
ELA/Literacy Standards: W.4.1, W.4.2, W.4.3, W.4.5

Assessment
Assess students’ understanding of the first people in North Carolina, what the land was like and how early
people survived. Also, assess their understanding of important crops and how tools were used by ancient
Carolinians. You can use the assessment (below) from Studies Weekly to check for understanding.

Writing Prompts
Write the prompts on the board, and read it to students. Give students a chance to think about the prompts.
Have students share their thoughts with a partner. Ask for volunteers to share their own idea or their partner’s
idea. Dictate student responses. Students choose one of the following writing prompts:

Opinion Writing: Do you think prehistoric animals should be brought back from extinction? Pick one animal
and give at least two reasons why. Provide reasons that are supported by facts and details.

Informative/Explanatory Writing: Explain what life in the New World was like for Paleo Indians. Develop
the topic with facts, definitions, concrete details, quotations, or other information related to the topic.

Narrative Writing: Draw a picture of what you think a Paleo Indian might have looked like. Give him or her a
name. What do you think he or she would have done in a day? What do you think mastodon tasted like? Write a
short story about “A Day in the Life of a Nomad.”

Technology
Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the
weekly assessment. MODERATE to HIGH/3-4

2.0 Technology Suggestion: Students may create a digital project or presentation related to this unit as an

49

Week 5 North Carolina Studies Weekly
Teacher Supplement

assessment. Please visit our Digital Developments pdf, available on your teacher account, for ideas and
suggestions for student-friendly (free and safe) online publishing sites. Create a slide presentation on one of
these topics. Give students time to research facts and details. Have students record these facts online and present
them to the class along with a slideshow of pictures: Gray Squirrels, Maya Angelou, Asheville, North Carolina,
Prehistoric animals. Create a voice recording on one of these topics: Journey to the New World, Life during
prehistoric times.

Untitled Puzzle WeekH5eadAer Innfos1wer Keys homeless for a short time, held
Header Info 2 many jobs
Student Edition Page 4 Activities
Coastal route by ebtco..a. t. There were Weekly Assessment
1. Prehistoric landforms were
1F artifacts of leftover boat pieces connected. When low sea levels
O found. exposed more land, people were
able to travel to other continents.
L 2. The Paleo Indians traveled to the Present day landforms are separated
K by water. “The First People in North
2A T L A T L L New World in search of food. They Carolina,” p 1.
followed the animals’ migration. 2. C
SO 3. The Paleo Indians faced 3. A
challenges such as falling glaciers, 4. B
3T H R E E S I S T E R S 5. B
6. A
4P E E 7. C
8. D
RV getting lost, dangerous animals, and 9. D
5P 6A L E O I N 7D I A 8N S illness from the cold, brutal weather. 10. In prehistoric times people
4. The Paleo Indians protected used tools made from stone,
RY LE O themselves from animals by using wood, animal bones and antlers.
camouflage and making tools to Eventually, people learned how
T LC M to make metal tools using copper
and bronze. Later, tools were made
I EO A using iron and steel. “How have
tools changed over time?” p 3.
F YD

A SI hunt animals.

CC

T Worksheet 5.2
9S Q U I R R E L Paleo Indians

Be an Archaeologist Activity Answers may vary. Sample

1. Answers may vary but might Answers:

include children and junkyard Tools: bow and arrow, atlatl, stone

workers. spears

2. Answers may vary but might Shelter: wigwam

Acirnocsslude factory workers. Down Crops: corn, bean, squash, squash
3. The next layer.2. An ____ is a tool for throwing spears. [ATLATL] seeds, berries1. stories and songs that belong to a certain area or
group [FOLKLORE]
3. corn, beans and squash [THREESISTERS] 2. city that was named after Governor Samuel Ashe
[ASHEVILLE]

4. hunted animals [PREY]
5. a category of natives who lived 12,000 years ago

B4..C10.),000-12,000 years ago (10,000 Worksheet 5.3[PALEOINDIANS]

5. 750-1,000 years ago (1,017-1,267 Compare and Contrast

years old) Answers may vary. Sample

6. 100-150 years ago (1,867-1,917 Answers:

years old) Alike: African Americans, wrote

7. 750-1,000 years ago (1,017-1,267 books, heroes, believed in equal

years old) rights, faced discrimination, civil

Teacher Supplement Worksheets rights activists

Worksheet 5.1 Differences: Rosa Parks-helped start

Routes to the New World a boycott on riding buses, casket

Answers may vary. Example placed in Capitol, helped to change

answers: laws

1. The Paleo Indians took the Pacific Maya Angelou- North Carolina

hero, poet, spoke many languages,

50