NC4TS-1

Name: Date:

North Carolina Studies Weekly

Prehistoric North Carolinians

Week 5 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. How were landforms di erent in prehistoric times than today? 4.G.1.3

Citation

2. What did the Bering Strait look like 12,000 years ago? 4.G.1.3
A a body of water
B an island
C a bridge
D a water passage

3. How did the natives use deerskins to capture food? 4.H.1.1
A camou age
B smell
C bait
D protection

4. What season was the best to grow the Three Sisters? 4.H.1.1
A fall
B summer
C winter
D spring

5. Which of the following is NOT one of the main crops of early Natives? 4.H.1.1
A corn
B rice
C beans
D squash

6. What is a wigwam? 4.H.1.1
A a house
B a eld
C an animal
D a crop

7. Which of the following is NOT true about the Paleo Indians? 4.H.1.1
A They were nomadic.
B They used stone spears.
C They camped in the mountains.
D They hunted big game.

8. How were Rosa Parks and Maya Angelou similar? 4.H.1.3
A They both helped to change laws.
B They were both poets.
C They both lived in North Carolina.
D They both believed in equal rights.

For question 9, use the map.
9. What was the biggest obstacle for prehistoric

people traveling to the New World? 4.G.1.3
A high sea levels
B moving landmasses
C getting lost
D melting glaciers

10. How have tools changed over time? 4.H.1.4

Citation

Name: Date: Worksheet 5.1

North Carolina Studies Weekly

Routes to the New World

The Paleo Indians’ journey to the New World has been debated for
a long time. Study the map below to find some of their possible
migration routes.

Answer the questions below using complete sentences.
1. What route do you think the Paleo Indians took to the Americas? Why?

2. Why did the Paleo Indians want to travel to the Americas?

3. What challenges did the Paleo Indians face in their journey to the
Americas?

4. How did the Paleo Indians protect themselves from animals?

Name: Date: Worksheet 5.2

North Carolina Studies Weekly Shelter

Paleo Indians

Fill in the boxes using facts found
in this week’s Studies Weekly.

Tools

Crops

Draw a picture

Name: Date: Worksheet 5.3

North Carolina Studies Weekly

Compare and Contrast

Compare and contrast Maya Angelou and Rosa Parks

Write two paragraphs. In the first paragraph, tell how Maya Angelou and Rosa
Parks are alike and in the second paragraph, tell how they are different.

Week 6 North Carolina Studies Weekly Teacher Supplement

Coastal Plains People

SS Standards: 4.C.1, 4.C.1.2, 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: Students will study the Algonquian tribes of the Coastal Plains. They will
identify things that were characteristic of the tribes of this region, such as moccasins, wigwams, types of pottery
and canoes. Students will also study marriage traditions of the Algonquians, how family history was traced in
these tribes and the religious beliefs they practiced.

Literature Links
“The Algonquian Legends of New England” by Charles Leland
“Algonquin (Native Americans)” by Sarah Tieck
“The Last Algonquin” by Theodore Kazimiroff
“Celebrating the Powwow” by Bobbie Kaiman
“The Privilege to Paint: The Lives of Francis Speight and Sarah Blakeslee” by Maurice C. York

Building Academic Vocabulary (BAV)

Coastal Plain shaman landscapes
wigwam (review) dream catcher rumination
realistic fiction (review) contemplation
powwow

Day 1 (30 minutes)

Page 1 & 2
The Algonquian Tribes of the Coastal Plain, Pick a Name…, The Coastal Plain Region
SS Standards: 4.C.1.2, 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: Coastal Plain

Lesson Tasks
• Tell students today they will be learning about the people of the Coastal Plain, also known as the
Algonquian tribes.
• Distribute the K-W-L worksheet on the Algonquians and have students fill in the first two columns
independently or in pairs. Ask students what they know and what they want to know about the Algonquians.
Students practice note taking by using jot dots.
• Chart students’ answers on a class K-W-L chart. You will be adding to this throughout the week.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read the articles, The Algonquian Tribes of the Coastal Plain, Pick a Name…, and The Coastal Plain
Region 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.

56

North Carolina Studies Weekly Week 6
Teacher Supplement

• Ask teacher questions and discuss.
• Show videos on the Algonquians from Studies Weekly Bonus Sources and discuss.
• Students fill in the last column on the K-W-L worksheet. Ask students what they learned about the

Algonquians today. Chart students’ answers on the class K-W-L chart.
• Students complete second part of the worksheet by writing definitions for the different Algonquian names.
• Students keep their worksheet so they can add to it throughout the week.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Why did the Algonquian tribes decide to settle on the Coastal Plain? (Answers may vary but might include

they wanted to be near the other tribes that spoke similar languages and had similar traditions. They could
also catch enough fish to feed an entire village.) HIGH/4
2. What can you infer about the Algonquian people? (Answers may vary but might include they were probably
friendly and hospitable people since they were often greeted by visitors traveling up and down the coast.)
HIGH/4
3. Compare and contrast the languages spoken by the Algonquian tribes. (Answers may vary but might include
each tribe spoke a different language but members spoke the same family of languages.) MODERATE/3
4. Look at the picture. Why do you think the homes of the Algonquian people were built next to each other in
a circular shape? (Answers may vary but might include because they wanted to be close to each other and it
made it easier for people to meet and attend tribe meetings.) HIGH/4
5. Name languages that are in the same family. (Spanish, French, and Italian are considered Romance
languages.) LOW/2
6. Where is the Coastal Plain Region? (In the eastern part of the state.) LOW/1
7. Why might someone want to live on the inner Coastal Plain? (It has excellent farmland.) LOW/2
8. What are some dangers to living on the Coastal Plain? (damage from hurricanes) LOW/2

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article. Allow students to read
and work with higher level students. Students complete the worksheet by answering questions verbally.

Gifted and Talented Learner: Students find the names of other tribes that lived on the Coastal Plain.

Day 2 (45 minutes)

Pages 2 & 3
A Typical Scene of the Early Algonquians, What was a powwow?, American Indian Dream Catchers
SS Standards: 4.C.1.2, 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: wigwam (review), powwow, shaman (also called “Manitou”), dream catcher

Lesson Tasks
• Begin by reviewing Day 1. Have students summarize the articles, The Algonquian Tribes of the Coastal
Plain, Pick a Name…, and The Coastal Plain Region.
• Review words and their meanings completed from the previous day.
• Tell students today they will continue learning about the Algonquian people and make their own
dreamcatchers.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.

57

Week 6 North Carolina Studies Weekly
Teacher Supplement

• Read the articles, A Typical Scene of the Early Algonquians and What was a powwow? as a class.
• Students fill in the last column on the K-W-L worksheet. Ask students what they learned about the

Algonquians today. Chart students’ answers on the class K-W-L chart.
• Ask teacher questions and discuss.
• Read the first paragraph of American Indian Dream Catchers.
• Distribute Dream Catchers worksheet. Read the directions aloud with your class. Answer any student

questions about the assigned tasks and provide time for students to complete the activity.
• After completing the worksheet students can make their own dream catchers using the materials and

directions from American Indian Dream Catchers.
• Select a few students to share their worksheets and dreamcatchers with the class.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. What do you think is happening in the picture? (Answers may vary but might include building wigwams,

waiting for visitors to arrive, and preparing meat for dinner.) LOW/2
2. Compare and contrast a marriage between Algonquians and people today. (Answers may vary but might

include the exchanging of things to symbolize an agreement. Algonquians exchanged an animal bone and an
ear of corn and people today exchange rings.) MODERATE/3
3. How were wigwams built? (Thin young trees were bent into semi circles and set into the ground. They were
covered with animal skins, corn husks, grass, and whatever material was available.) LOW/2
4. What tools did the Algonquians use to hunt? (a bow and arrows) LOW/1
5. Compare and contrast the roles of Algonquian males and females. (Men were more important as family
histories were explained through the father’s line only. Also, women’s work and men’s work were well
defined.) MODERATE/3
6. What was the role of a shaman? (a spiritual leader that used his magic to make journeys to the land of spirits)
LOW/2
7. What was the role of a powwow? (A powwow was a medicine man who healed the sick and called up spirits
during ceremonies. It also describes a meeting or discussion.) LOW/2
8. What is the significance of a dreamcatcher? (A dreamcatcher protects someone from bad dreams. It catches
bad dreams and allows good dreams to float through the web, down the feathers, and onto the sleeping
person.) 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 of their negative and positive emotions.

Gifted and Talented Learner: Students write a paragraph about their dreamcatcher describing its design and
what it means to them. Students research the role of women in Algonquian tribes.

Day 3 (30 minutes)

Pages 2 & 4
Chased Rabbit Goes Hunting, Wild Turkey, Francis Speight
SS Standards: 4.C.1.2, 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: realistic fiction (review), landscapes

58

North Carolina Studies Weekly Week 6
Teacher Supplement

Lesson Tasks
• Begin by reviewing Day 2. Have students summarize the articles, A Typical Scene of the Early Algonquians,
What was a powwow? and American Indian Dreamcatchers.
• Review words and their meanings completed from the previous day.
• Tell students today they will continue reading the smaller articles in the SE, learn about landscape paintings,
and sketch their own landscapes.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read the articles, Chased Rabbit Goes Hunting, Wild Turkey and Francis Speight 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.
• Teach students about landscape paintings. Look at examples online.
• Distribute Landscapes worksheet. Read the directions aloud with your class. Tell students they will sketch
a Coastal Plains landscape or a landscape relating to the Algonquian people. Answer any student questions
about the assigned tasks and provide time for students to complete the activity.
• Go over answers once completed. Pick a few students to share their sketches.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Name a realistic fiction story. (Answers may vary but might include Frindle and Diary of a Wimpy Kid.)

LOW/2
2. Why was the Algonquian boy named Chased Rabbit? (He could run very quickly.) LOW/1
3. What was it like to be an Algonquian Boy? (They were skilled hunters who practiced using the bow and

arrow at a young age.) LOW/2
4. Compare and contrast male and female wild turkeys. (Answers may vary but might include females take care

of the chicks once they are hatched. In contrast, the males pay no attention to them.) MODERATE/3
5. Describe some of Francis Speight’s accomplishments. (He was the first person to receive the North Carolina

Award in Fine Arts and he taught and painted for almost 40 years.) LOW/2
6. What can you infer about Francis Speight? (He liked to paint landscapes and he was a patient person who

enjoyed teaching.) HIGH/4

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article. Work in pairs to
highlight the main ideas from the articles. Students complete the worksheet by answering questions verbally.

Gifted and Talented Learner: Students research famous artists and landscape paintings.

Day 4 (45 minutes)

Page 4
Bacon’s Rebellion, Activities
SS Standards Covered: 4.G.1.3, 4.H.1.1, 4.H.1.3
ELA/Literacy Standards Covered: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, RI.4.7, SL.4.1

Vocabulary: rumination, contemplation

Lesson Tasks
• Begin by reviewing Day 3. Have students summarize the articles Chased Rabbit Goes Hunting, Wild
Turkey, and Francis Speight.

59

Week 6 North Carolina Studies Weekly
Teacher Supplement

• Review words and their meanings completed from the previous day.
• Tell students today they will be reading the last article in the SE, working on the crossword puzzle activity,

reviewing what they learned this week, and painting their landscapes.
• Introduce the article by asking students the question: “Have you ever been in a situation where you reacted

quickly without thinking the problem through?” Students think-pair-share their answers with a partner. Pick
a few students to share with the class.
• Tell students they will be reading an article about two leaders who reacted quickly without thinking the
problem through.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read the article, Bacon’s Rebellion as a class.
• Ask students to find examples from the article when both leaders acted without rumination and
contemplation.
• Ask students the following questions: What might have been different if they had thought about the
situation carefully? Imagine that you were Governor Berkeley or Nathaniel Bacon. What would you have
done differently?
• 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.
• Students can also add to the last column on the K-W-L worksheet. Ask students what they learned about the
Algonquians this week. Chart students’ answers on the class K-W-L chart.
• Pass out 12x16 paper. Students paint their Coastal Plains landscapes using their sketches from yesterday.
• Students share their paintings with the class.

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 the
aftermath of Bacon’s Rebellion.

Day 5 (30 minutes)

Assessment/Writing Prompts
HSS Standards: 4.C.1.2, 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 Algonquian tribes of the Coastal Plains. They should be
able to identify things that were characteristic of the tribes of this region. Also, access their understanding of
the traditions of the Algonquians, how family history was traced in these tribes and the religious beliefs they
practiced. You can use the assessment (below) from the Studies Weekly to check for understanding.

Writing Prompts
Opinion Writing: Do you believe in the power of shamans and powwows? Pick a side and give at least two
reasons why. Provide reasons that are supported by facts and details.

Informative/Explanatory Writing: Explain how animals were hunted and used by the Algonquian people.
Develop the topic with facts, definitions, concrete details, quotations, or other information related to the topic.

60

North Carolina Studies Weekly Week 6
Teacher Supplement

Narrative Writing: Pretend you are an American Indian. Your tribe needs meat, and they’ve asked you to come
to the rescue. Write a story about your hunting adventure. What weapon do you take? Who goes with you? What
kind of game (animals used for meat) do you hunt? Is this game hard to find? How do you do it?

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. 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: famous landscape paintings, wild turkeys, Francis
Speight, Create a voice recording of a Native American Realistic Fiction story.

Untitled Puzzle Week 6HeAadnersInwfoe1r Keys

Student Edition Page 4 Activities • EAxlgaomnpqlueiadHne-feianthditeeirotIrnneisbftoc:e..2s. a great way to meet new people
• from European countries and other
Crossword Puzzle 1P of the tribes. The Algonquian Tribes of the
Coastal Plain, p 1.
2C O R N Algonquian nation 2. D
3. B
3L T • Algonkian- the name of the 4. D
5. C
4D R E A M 5C A T C H E R language family 6. B
7. A
NAE • Algonquin- an out-of-date form of 8. C
9. C
DN R the word Algonquian 10. American Indians believed that
6P 7A S O good and bad dreams float around at
Y • Algonkin- an out-of-date form of night. They believed a dreamcatcher
O L CE 8A would catch the bad dreams and
9W I G W A M the word Algonkian allow the good dreams to float
L through the web, down the feathers,
Worksheet 6.2 and onto the sleeping person.
WO P G American Indian Dream Catchers,
My Dreamcatcher p 3.
ONE O
Answers may vary. Negative words
W K S10 H A M A N should be on the inside of the circle
and positive words should be on the
I K outside.
M11 A N I T O U I

N N Worksheet 6.3

Landscapes

Teacher Supplement Worksheets 1. c

s staple of Worksheet 6.1 [CORN] Down 2. b this from clay
aKll -AWme-rLicaCn Ihndaiarnt tribes peopl3e .meade
d 1. Algonquian
erican India•n sAmnaskewae_r_s_m__a_y_ _v_a_r_y__f_otro the3f.i[prPasOitnTtiTnEgsRoYf] natura4l.sfcenes [LANDSCAPES]
mnsgi-trcauibrccotlevede[WoauIbGt eoWdf .tAh[ftDMiwonR],roEytoAhcuMeonCglluAtarTmesCetnsHcsEbo.eRlnEu]t mxinatnom:aple a56..ntabshniwrecohAtehlrbegsarornnkqa[muCiaeAnNfopOre65Eao..]pmdaleedbiuciilnt ea _____ out of prized
other name man that is also
HAMAN] •fo rwa hproielset oarnpdowgwroowund uthuseseednadams ea name for a meeting [POWWOW]
corn wa7s. of the Algonquian language family
onkian name fmor aithndeemGaroelslattvSfiopsiiortitdo[MsrsAfNeITeOl Uw] elc8o. m[[aAAnLLeoGGuOOt-NNofKK-dIIANaNt]e]
formWoef ethkelwyoArdsAslegosnskmiaen nt
• 1. Many tribes decided to settle on

• each village had a shaman or the Coastal Plain because there was

powwow enough fish to feed an entire village.

• young boys learned how to hunt They wanted to be close to other

using a bow and arrow tribes that had similar cultures and

• wore moccasins for footwear spoke similar languages. It was also

61

Name: Date:

North Carolina Studies Weekly

Coastal Plains People

Week 6 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 did many tribes decide to settle on the Coastal Plain? 4.G.1.3

Citation

2. The Algonquian’s family history consists of __________. 4.H.1.1
A members of the entire tribe
B both the mother’s and father’s line
C the mother’s line only
D the father’s line only

3. What was given as a symbol of marriage between an Algonquian man and woman? 4.H.1.1
A a newly built wigwam
B an animal bone and corn
C rings made from bark
D meat and crops

4. What was most important to Algonquian members? 4.H.1.1
A family
B hunting
C play
D survival

5. Which of the following was NOT one of the uses of dogs to the Algonquians? 4.H.1.1
A pets
B sacri ces
C protection
D food

6. What Algonquian methods are still used today? 4.H.1.3
A hunting strategies
B sap gatherings
C sign language
D powwows to visit spirits

7. Which of the following is NOT true about wigwams? 4.H.1.1
A The roof was entirely covered with animal skins.
B They were in the shape of semi circles.
C Men built and set the wigwams into the ground.
D They cooked indoors in the winter time.

8. Which of the following is NOT another name for an Algonquian spiritual leader? 4.H.1.1
A powwow
B shaman
C wigwam
D Manitou

Use the picture at the right to answer question 9
9. What is the person standing next to the canoe doing? 4.H.1.1

A welcoming visitors
B looking out for attackers
C gathering water
D leaving to visit another tribe

10. What is the signi cance of a dreamcatcher? 4.H.1.1

Citation

Name: Date: Worksheet 6.1

North Carolina Studies Weekly

K-W-L Chart

At the start of the week, fill in the first two columns: “What I know?” and “What I want to know about the
Algonquians. At the end of the week, fill in the last column: What I learned? about the Algonquians. Think
about what you know about their culture, traditions, food, shelter, and tools. Use jot dots.

Topic: The Algonquians

What I Know What I Want to Know What I Learned

The Algonquians have many different names. Write a definition for each of the following names.
Algonquian:
Algonkian:
Algonquin:
Algonkin:

Name: Date: Worksheet 6.2

North Carolina Studies Weekly

My Dream Catcher

Native Americans believed dream catchers protected people from negative dreams
while letting positive dreams through. Color and decorate your dream catcher. Write
your negative emotions and experiences inside the circle and your positive emotions,
experiences and dreams on the outside.

Name: Date: Worksheet 6.3

North Carolina Studies Weekly

Landscapes

Identify the landscape paintings by writing the correct letter in the boxes.

A. beach c. rainy city e. cabin by the river
b. snowy mountains d. sailing at night f. palm trees

Draw a sketch of a coastal plain/landscape you would like to create.

North Carolina Studies Weekly Teacher Supplement Week 7

Piedmont Natives

SS Standards: 4.C.1, 4.C.1.2, 4.H.1, 4.H.1.1, 4.H.1.3, 4.H.1.4
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: Students will learn about differences and 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.

Literature Links
“Legends, Traditions, and Laws of the Iroquois, or Six Nations, and History of the Tuscarora Indians” by Elias
Johnson
“The Tuscarora War: Indians, Settlers, and the Fight for the Carolina Colonies” by David La Vere
“The Catawba Indian Nation of the Carolinas” by Thomas Blurner
“The Indians’ New World: Catawbas and Their Neighbors From European Contact Through the Era of
Removal” by James H. Merrell
“Andrew Jackson: Seventh President” by Mike Venezia

Building Academic Vocabulary (BAV)

legend treaty
heritage (review) economy (review)

gourd conscious
agricultural hickory
slaves (review)

Day 1 (40 minutes)

Page 1
Natives of the Piedmont Were Much Like People Today, North Carolina’s Indians Share a Proud
Heritage
SS Standards: 4.C.1.1, 4.C.1.2, 4.H.1.1, 4.H.1.3, 4.H.1.4
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, SL.4.1

Vocabulary: legend, heritage (review), gourd

Lesson Tasks
• Tell students today they will be learning about the heritage of North Carolina’s Indians and listening to a
Native American Legend that is similar to a story they have heard before.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Ask students the question: “How do you celebrate your heritage?” Chart a classroom web with students’
responses.
• Read the article, North Carolina’s Indians Share a Proud Heritage as a class.
• Show video on powwow/gourd dancing from Studies Weekly Bonus Sources.
• Read the article, Natives of the Piedmont Were Much Like People Today as a class.

67

Week 7 North Carolina Studies Weekly
Teacher Supplement

• Ask teacher questions and discuss.
• Tell students they will be hearing two similar but different Cinderella stories. Read the two stories to the

class: “The Hidden One: A Native American Legend” by Aaron Shepard and “Cinderella” by Charles
Perrault (both available online).
• Distribute Compare and Contrast worksheet. Read the directions aloud with your class. Answer any student
questions about the assigned tasks and provide time for students to complete the activity.
• Select a few students to share their paragraphs with the class.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Compare and contrast modern American Indian children and other children today. (Answers may vary but

might include they are similar to other children in America today. They live in the same houses, wear the
same clothing and enjoy the same sports and entertainment.) MODERATE/3
2. What are the rules at powwows? (There is a Head Man or Woman that starts each dance and everyone must
remove their hats when the Indian National Anthem is sung.) LOW/2
3. What is the role of the Head Man or Woman? (They start each dance. It is rude for anyone else to start
dancing before them.) LOW/2
4. Can you think of a dance used to celebrate one’s heritage? (Answers may vary but might include square
dancing.) LOW/2
5. Compare and contrast the Native American Legend in the SE and what you know about Cinderella. (Answers
may vary but might include they both had mean sisters, a prince/warrior, both were forced to work and
treated poorly.) MODERATE/3

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article. Allow students to read
and work with higher level students. Students complete the worksheet verbally.

Gifted and Talented Learner: Students research other American Indian traditions and dances.

Day 2 (40 minutes)

Pages 2 & 3
Natives of the Piedmont
SS Standards: 4.C.1.1, 4.C.1.2, 4.H.1.1, 4.H.1.3, 4.H.1.4
ELA/Literacy Standards: RI.4.1, RI.4.2, RI.4.3, R.I.4.4, RI.4.5, SL.4.1

Vocabulary: agricultural, slaves (review), treaty

Lesson Tasks
• Begin by reviewing Day 1. Have students summarize the articles, Natives of the Piedmont Were Much Like
People Today and North Carolina’s Indians Share a Proud Heritage.
• Review words and their meanings completed from the previous day.
• Tell students today they will learn about the Natives of the Piedmont region.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read the article, Natives of the Piedmont 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

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North Carolina Studies Weekly Week 7
Teacher Supplement

during this activity.
• Ask teacher questions and discuss.
• Tell students they will research on the four tribes using reliable sources. Review reliable sources with

students: encyclopedia, history books, and valid Internet sources.
• Distribute Natives of the Piedmont worksheet. Read the directions aloud with your class. Answer any

student questions about the assigned tasks and provide time for students to complete the activity.
• Go over answers once completed.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. What are some other names for the Chowanoc? (Chowanoe, Chowanoke, and Chowan) LOW/1
2. What was the relationship between the Chowanoc tribe and the queen of England? (They signed a treaty with

the settlers to obey the Queen of England.) LOW/2
3. Why were the Waxhaw people called Flatheads? (They had a custom of strapping their children to cradle

boards and taping weights on top of the children’s heads.) LOW/2
4. What do you think the Waxhaw people were like? (They were social people who held great festivals with

storytelling, dancing, singing, and plenty of food.) HIGH/4
5. Why were the Tuscarora people enemies with the settlers? (The settlers took their land and stole and sold the

Tuscarora people as slaves.) LOW/2
6. What do you think was the role of the Iroquois League of Six Nations? (They fought for the rights of Native

Americans.) HIGH/4
7. What was the relationship between the Catawba and the English settlers? (They were peaceful and friendly to

the settlers. They helped them get their goods back when they were stolen by other tribes.) 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.

Gifted and Talented Learner: Students research the relationship between Native Americans and European
Settlers. Students find the names of the other tribes that were part of the Iroquois League of Six Nations

Day 3 (30 minutes)

Page 2 & 3
Piedmont Economy, Conscience, Did computers exist before the 20th century?, Loggerhead Turtle
SS Standards: 4.C.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: economy (review), conscious

Lesson Tasks
• Begin by reviewing Day 2. Have students summarize the article, Natives of the Piedmont.
• Review words and their meanings completed from the previous day.
• Tell students today they will continue reading the smaller articles in the SE.
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read the articles, Piedmont Economy, Conscience, Did computers exist before the 20th century? and
Loggerhead Turtle as a class.

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Week 7 North Carolina Studies Weekly
Teacher Supplement

• Tell students to reread the articles independently or with a partner and to highlight the main ideas.
• Ask teacher questions and discuss.
• Distribute Find the Answers worksheet. Read the directions aloud with your class. Answer any student

questions about the assigned tasks and provide time for students to complete the activity.
• Go over answers once completed.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. What did the Piedmont natives do to survive? (They grew and made most of what they needed. They traded

what they could not make or grow themselves.) LOW/2
2. How did the European settlers make a living? (They grew rice, tobacco, and other crops. They traded with the

American Indians. They had slaves who did most of the work.) LOW/2
3. What is the workforce like in the Piedmont region today? (They do farming, work in the factories and in the

technology industry.) LOW/2
4. How does having a conscience help you? (It helps you know the difference between right and wrong.)

HIGH/4
5. Give an example of using your conscience. (Saying no to a friend who asks you to skip school to watch a

movie.) HIGH/4
6. Compare and contrast computers today and before the 20th century. (Mechanical calculators were not

able to carry numbers well, gears often jammed, and they had punch cards. Today they run smoothly.)
MODERATE/3
7. How did loggerhead turtles go from being almost extinct to now becoming endangered? (There are strict
rules put in place to protect the loggerheads.) LOW/2
8. What do you think will happen to the loggerhead turtles in the future? (Tthey will continue to grow in
numbers since more rules are being established to protect them.) HIGH/4

Differentiated Instruction
ELL and Below Level Learner: Students highlight the vocabulary words in the article. Students work in pairs
to highlight the main ideas from the articles. Students complete the worksheet by answering questions verbally.

Gifted and Talented Learner: Students research computers invented in the 20th century.

Day 4 (30 minutes)

Page 4
Old Hickory, Activities
SS Standards: 4.C.1.1, 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, SL.4.1

Vocabulary: hickory

Lesson Tasks
• Begin by reviewing Day 3. Have students summarize the articles, Piedmont Economy, Conscience, Did
computers exist before the 20th century? and Loggerhead Turtle.
• Review words and their meanings completed from the previous day.
• Tell students today they will be reading the last article in the SE, working on the crossword puzzle activity,
and reviewing what they learned this week.
• Introduce the article by asking students the question: “What do you know about President Andrew

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North Carolina Studies Weekly Week 7
Teacher Supplement

Jackson?”
• Introduce vocabulary words and their definitions. Use pictures and examples as needed.
• Read the article, Old Hickory as a class.
• 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 in this week’s magazine with any color pen.

This will help them find some crossword answers. Students can practice citing sources by having them
highlight where they found the answer to each crossword puzzle clue. This will help students get ready for
this week’s test.
• 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.
• Students research on Andrew Jackson and make a timeline and write a paragraph on the important events
and accomplishments in his life.
• Students share their timelines and paragraphs with the class.

Teacher Questions, (Answers) and Cognitive Complexity Level
1. Why was Andrew Jackson’s nickname Old Hickory? (He was as tough as a hickory tree.) LOW/2
2. Why do you think Andrew Jackson had two bullets inside him? (He was shot as a child during a fight with the

American Natives.) HIGH/4

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.

Day 5 (30 minutes)

Assessment/Writing Prompts
HSS Standards: 4.C.1.1, 4.C.1.2, 4.H.1.1, 4.H.1.3, 4.H.1.4
ELA/Literacy Standards: W.4.1, W.4.2, W.4.3, W.4.5

Assessment
Assess students’ understanding of the differences and similarities among the four tribes of the Algonquian
nation. They should be able to identify the unique traditions and characteristics of the Catawba, Tuscarora,
Chowanoc and Waxhaw tribes. Also, access their understanding of how each of these tribes interacted with the
early European settlers. You can use the assessment (below) from Studies Weekly to check for understanding.

Writing Prompts
Opinion Writing: Do you believe the settlers had a right to sell and own slaves? Pick a side and provide
reasons that are supported by facts and details.

Informative/Explanatory Writing: Explain what is a Native American powwow and the rules and events that
take place during the gathering. Develop the topic with facts, definitions, concrete details, quotations, or other
information related to the topic.

Narrative Writing: Imagine that you were one of the first settlers to arrive in the Piedmont region. Write a

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Week 7 North Carolina Studies Weekly
Teacher Supplement

story describing your experience of what it was like to live during this time and your interaction with the Native
Americans. Use dialogue and description to develop experiences and events or show responses of characters to
situations.

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 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: Loggerhead Turtle, Computers before the 20th Century,
Powwow activities and dances, Create a voice recording of a Native American Legend story.

Untitled Puzzle WeekH7eadAernInfsow1 er Keys

Student Edition Page 4 Activities Housing: Header Info 2 and settlers, the Chowan people
Crossword Puzzle etc... were forced to surrender their
Catawba-settled villages of homes, land to the government and live
on a reservation. The reservation
1S 2 I O U A N farm plots kept getting smaller every year.
Eventually those remaining became
R Tuscarora- villages of long houses part of the Tuscarora tribe. “Natives
O 3T of the Piedmont,” p 3.
Chowanoc- some towns along the 2. D
3. C
QU river 4. B
5. C
US Waxhaw- long houses or straw 6. A
7. C
4C H O W A N O C houses 8. B
9. A
5C I A Relationship with settlers: 10. The Tuscarora people considered
the settlers’ enemies because they
6F L A T H E A D S R Catawba-friendly and helped settlers took their land away by not allowing
them to hunt on plantations owned
TO Tuscarora-held as slaves, enemies of by European Americans. They were
also sold as slaves. Natives of the
A R settlers Piedmont,” p 2.
7W A X H A W A
Chowanoc-fought with settlers

B Waxhaw-did not get along with

A settlers

Worksheet 6.3

Find the Answers

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or 2. The ______
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[IROQUOIS]
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[CATAWBA]

[WAXHAW]scarface, lived in a wigwam, wore a 8. dinosaurs

moccasin, used a birch tree to make 9. rules

clothes 10. endangered, better

Worksheet 6.2 Weekly Assessment
Natives of the Piedmont
Answers may vary. Sample answers: 1. When the war broke out
between the American Indians

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Name: Date:

North Carolina Studies Weekly

Piedmont Natives

Week 7 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 did the Chowan people become part of the Tuscarora tribe? 4.H.1.1

Citation

2. Which tribe was friendly towards settlers? 4.H.1.1
A Waxhaw
B Chowanoc
C Tuscarora
D Catawba

3. What was the name of one of the oldest forms of democracy in the world? 4.H.1.1
A Democratic Confederacy
B League of Nations
C Iroquois Confederacy
D Democratic League of Nations

4. What tribe was part of the Iroquois nation? 4.H.1.1
A Chowanoc tribe
B Tuscarora tribe
C Waxhaw tribe
D Catawba tribe

5. Why were the Waxhaw people called Flatheads? 4.H.1.1
A They had bigger eyes that allowed them to see animals at a greater distance.
B They had big and at foreheads.
C They had a custom of tying weights on top of children’s heads.
D They were bigger than most Native Americans.

6. Which tribe signed a treaty that they would obey the queen of England? 4.H.1.1
A Chowanoke
B Waxhaw
C Tuscarora
D Catawba

7. Which of the following is NOT one of the rules of powwows? 4.H.1.1
A There is always a Head Woman or Man.
B Everyone must remove their hats during the national anthem.
C Everyone must sit and dance in a circle.
D It is rude for others to dance before the Head Woman or Man.

8. Which tribe was likely to have settled south of North Carolina? 4.H.1.1
A Chowanoke
B Waxhaw
C Tuscarora
D Catawba

Use the image at the right to answe question 9
Insert picture from SE, week 7 (p 2-3)
9. Why are the American Indians ghting with the settlers? 4.H.1.4

A Their land is being taken by the settlers.
B The settlers are stealing their tools.
C They do not want to sign a treaty to give up

their land.
D They do not want to share their land with the

settlers.

10. Why did the Tuscarora people consider the settlers enemies?

4.H.1.4

Citation

Name: Date: Worksheet 7.1

North Carolina Studies Weekly

Compare and Contrast

Compare and contrast the stories of the original Cinderella and the Native American
version of Cinderella.

Write two paragraphs. In the rst paragraph, tell how the original version and the Native American
version of Cinderella are alike and in the second paragraph, tell how they are different.

Name: Date: Worksheet 7.4

North Carolina Studies Weekly

Natives of the Piedmont

Use the information from the student edition or any reliable source to fill in the chart. Use jot dots or pictures.

CATAWBA TUSCARORA CHAWANOC WAXHAW

Food

Housing

Tools

Customs

Relationship with
other groups/settlers

Challenges

Name: Date: Worksheet 7.3

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. The American Indians grew extra ________________so they could ________________with other American Indians.

2. Many plantation owners had ________________who did most of the work.

3. Your nerve endings send ________________to your ________________when you are hurt.

4. Your ________________sends signals to your heart when you have done something wrong and you know it.

5. The computers that we know today did not ________________long ago.

6. The ________________was invented long ago in Babylonia.

7. A French mathematician invented a mechanical calculator that can calculate up to ________________digits.

8. Loggerheads have been around almost since the time of the ________________.

9. There have been stricter ________________designed to protect the loggerhead.

10. Loggerhead turtles are still considered ______________, but they are doing ______________than almost anyone can remember.

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