Download Evaluating

Winston-Salem/ Forsyth County Schools
Recommended 4th Grade Pacing Guide/Curriculum Document
North Carolina: Geography & History
Developed 2008
*for a detailed set of Graphic Organizers, go to the following website: http://lv1.wsfcs.k12.nc.us/lv/io_s001_04.forward?_docid=FC42B600FFFF-FF89-1606-30C64BC084F1&_Appid=123&_ioID=125&_wsuuid=E7B3F857-FFFF-FF95-5464-3778ABB08A02
1
Introduction
The goal of the 4th grade North Carolina: Geography & History pacing guide/curriculum document is to establish a realistic pacing,
based on 145 -160 actual instructional days, full of suggested ideas to successfully cover the curriculum during the school year; the
document should undergo review and revisions as necessary. Relevant (and helpful) information is included for teachers to use based
on best teaching practices that are research-based, so that teachers can use such resources to modify their instruction and empower
them to develop features (such as Essential Questions) on their own.
Preparing students for the workplace, college, and an increasingly global society lies at the heart of Social Studies instruction. With the
new graduation focus on preparing students for the 21st Century workplace, it has become even more important to develop strong
academic students and prepare them in the best way possible to succeed in a global society.
How can the Pacing Guides be used?





To guide instructional pacing so that key areas receive proper attention by including helpful information such as…
o Suggested number of days per unit
o Thematic concepts in each unit
o Key Terms/People/Places/Events – factual material to recognize and recall
o Vocabulary to help build a child’s academic abilities through word walls and word maps
o Target Goals for students to accomplish by the end of units
o Global connections that can be extensions of the NC Standard Course of Study
o The NC Standard Course of Study for easy reference
To establish quarterly benchmark goals for the units of study that will ensure a rich and complete curriculum. Students who transfer from one
school to another during the school year can best be served by shared pacing between our schools.
To foster collaborative planning among novice and master teachers by providing suggested curriculum elements (essential questions, global
connections, vocabulary, )
Pacing Guides will be made public to students and parents via website: http://wsfcs.k12.nc.us/departments/socialstudies
Pacing Guides will be evaluated at the end of the first year and any district-wide recommendations will lead to revisions as needed. This is a
living document and must continue to be perfected as years go by.
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Table of Contents
Pages…
1-3. Introduction & Features of Pacing Guide/Curriculum Document
4-5. Overview of Pacing Guide Features
Overview of Curriculum Document
6-20. WSFCS Pacing Guide/Curriculum Document for North Carolina Studies:
Quarters 1-4
Appendix:


NC DPI’s Bloom-Marzano Hybrid Taxonomy of Cognitive Levels (to help develop effective questions)
An Item Shells Approach to formulating questions for each cognitive level
We extend deep gratitude and appreciation to all the 4th grade teachers who provided
feedback and suggestions for this document.
3
“In Focus”:
Each chapter of the current adoption correlates
to specific Competency Goals (CGs), but
schools can instead focus on focused CGs that
are natural fits for the given unit
2008-2009 WS/FCS Recommended 4th Grade Pacing Guide
at a Glance
Unit
1st Q
2nd Q
3rd Q
4th Q
Current
Adoption
Harcourt
Introduction to
4th
grade-opening of school
√-5 days
North Carolina: Its Land & Its
Regions/ In Focus: CG 1
√-11-12 days
North Carolina’s People & Movement/
√- 8-9 days
In Focus: CG 1
Early History of North Carolina (preColumbian-American Revolution)/
In Focus: CG 3
History of North Carolina: Statehood
to Civil Rights (1780s-1960s)/

√-13-14 days √-15-16 days
(stop at the end of
lesson 3)
Days: in order to cover the
entire curriculum, each unit
contains an instructional
window; however,
instructors should look at
the end of each quarter as
a benchmark.
[Units]
1
(lessons
1-3)
1
(lessons
4 & 5)
2
(begin with lesson
4)
√-23-24 days
3
In Focus: CG 3
People & Cultural Diversity in North
Carolina Today/ In Focus: CGs 2 & 5/
√-38-40 days
4 & 6/
5
(lessons
1-2)
CG 4 (objectives 4.01 & 4.02)
Government & Citizenship in North
Carolina/ In Focus: CG 4
Economic Decisions & Resources in
North Carolina/ In Focus: CG 6
Technology in North Carolina
In Focus: CG 7
Current adoption: each unit has
been aligned to the current
textbook adoption; however,
instructors should be teaching the
SCOS instead of the textbook
√-15-16 days
√-15-16 days
√-7-8 days
5
(lessons
3-5)
7
8
4
While the suggested number of days is
important to cover the curriculum effectively,
the numbers listed here are meant to provide a
general “weight” to each unit’s place in a year.
UNIT OF STUDY/THEME:
Suggested
# of Days
19-20
Examples of Lesson
Essential Questions
Unit EQs: What is the key learning for this unit
that serves as an “umbrella” for all the lessons?
The unit EQ can address the Competency
Goals (CG) that are in “In Focus” for the unit.
Technology in North Carolina/ In Focus: CG 7
Unit Essential
Question
SCOS Objectives
How has technology improved our lives?
Key Concepts &
Terms/People/Places/
Events
Concepts:
 communication
 wireless
 global connectivity
 technology
Vocabulary Builder
Target Goals & Global
Connections
Students should be able to…
Vocabulary:
 discuss how
 aviation
technology has
 satellite
changed lives
 Internet
7.02 Analyze the effect of
throughout North
technology on North Carolina's
 mechanized
Carolina history
citizens, past and present.
 e-commerce

show how technology
Terms/People/Places/Events:  aerospace
7.03 Explain how technology
can be used to
Technology changes our
 Research Triangle
 telecommute
changed and influenced the
improve lives
lives:
Park
 data
movement of people, goods,
 How has technology
and ideas over time.
 Charlotte Douglas
Global Connections:
changed people’s lives
International Airport
 Talk about technology
in NC?
7.04 Analyze the effect of
 Greensboro-Triad
projects that improve
 Which inventions have technology on North Carolina
International Airport
improved how we live? citizens today.
 James Duke
“Lesson
How Essential
can technology
Questions”=7.05
written
“Concepts”=
topics
of
 broad
Reynolds
family
Identify the advantages
“Vocabulary Builder”: content-based, students will
in “student-friendly”
improve lives? language,
discussion that
the
and disadvantages of
 Satellites
use these terms regularly beyond the course; useful
a clear
target for students,
“Terms/People/Place/Events”
contain
How does
technology
technology in the lives
of
 Susan Helms
for students to refer to during a unit as a Word Wall
connect
to other
and are
Carolinians. provide specific examples to study
make your
life lesson
better?EQs, North

The
Internet
 “Target Goals”: a roadmap for unit mastery
a specific aspect of the Unit EQ.
Changes in movement:
 How do we benefit
from modern
transportation?
 How do we benefit
when ideas move?
7.01 Cite examples from North
Carolina's history of the impact
of technology.
EQs should drive instruction & be
made visible for all students.
& discuss; both are for teacher
planning use.

“Global Connections”: developing students for
the global workforce through social studies.
5
6
2008-2009 WS/FCS Recommended 4th Grade Pacing Guide
at a Glance
Unit
1st Q
2nd Q
3rd Q
4th Q
Current
Adoption
Harcourt
Introduction to 4th grade-opening of school
√-5 days
North Carolina: Its Land & Its
Regions/ In Focus: CG 1
√-11-12 days
North Carolina’s People & Movement/
√- 8-9 days
In Focus: CG 1
Early History of North Carolina (preColumbian-American Revolution)/
In Focus: CG 3
History of North Carolina: Statehood
to Civil Rights (1780s-1960s)/
[Units]
1
(lessons
1-3)
1
(lessons
4 & 5)
√-13-14 days √-15-16 days
(stop at the end of
lesson 3)
2
(begin with lesson
4)
√-23-24 days
3
In Focus: CG 3
People & Cultural Diversity in North
Carolina Today/ In Focus: CGs 2 & 5/
√-38-40 days
4 & 6/
5
(lessons
1-2)
CG 4 (objectives 4.01 & 4.02)
Government & Citizenship in North
Carolina/ In Focus: CG 4
√-15-16 days
Economic Decisions & Resources in
North Carolina/ In Focus: CG 6
Technology in North Carolina
√-15-16 days
√-7-8 days
In Focus: CG 7
5
(lessons
3-5)
7
8
7
1. Coastal Plain
2. Outer Banks
3. The Piedmont
4. Appalachian Mountains
5. Yadkin River
6. the Triangle
7. the Triad
8. Blue Ridge Parkway
9. lighthouses
10. Cherokee
11. Christopher Columbus
12. Sir Walter Raleigh
13. Underground Railroad
14. the Lost Colony
15. proprietors
16. Blackbeard
17. Anne Bonny
18. indentured servants
19. Moravians
20. Salem
21. Daniel Boone & the Cumberland
Gap
22. French & Indian War
23. Boston Tea Party
24. Edenton Tea Party
25. Mecklenberg & Halifax Resolves
26. Raleigh
27. 1835 Constitution
28. Trail of Tears
29. Lumbee
30. Confederate States of America
31. Reconstruction
32. Emancipation Proclamation
33. Abraham Lincoln
34. 14th & 15th Amendments
35. assembly line
36. Wright Brothers & Kitty Hawk, NC
37. Great Depression
38. New Deal
39. World War II
40. Greensboro Sit-Ins
41. African Americans
42. Asian Americans
43. Hispanic Americans
44. Old Salem
45. State Fairs
46. North Carolina Constitution
47. NC General Assembly
48. State Treasurer
49. State Attorney General
50. NC Governor
51. Forsyth County Officials
52. Jesse Helms
53. Maya Angelou
54. Romare Bearden
55. Billy Graham
56. James Duke
57. Fort Bragg
58. Camp Lejeune
59. High Point Furniture Market
60. Research Triangle Park
61. Reynolds Family
62. the Internet
63. textile industry
64. Greensboro Triad International
Airport
65. Charlotte-Douglas International
Airport
Core Curriculum for 4th Grade North CarolinaA List of the Top 65 Key Terms/People/Places/Events (see units)
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4th-Grade Pacing Guide – North Carolina
UNIT OF STUDY/THEME:
Suggested
# of Days
11-12
Examples of Lesson Essential
Questions
Geography:
 How do the five themes
of geography help us
describe NC?
 How would you
describe North
Carolina using
geographic terms?
Regions:
 What makes a certain
area a region?
 Ho would you describe
your region?
Location:
 How does location help
people make decisions?
Human-Environmental
Interactions:
 Which natural features
of NC do you think
attract people to visit?
North Carolina: Its Land & Its Regions/ In Focus: CG 1
Unit Essential
Question
What makes North Carolina a geographically diverse state?
Key Concepts &
Terms/People/Places/
Events
SCOS Objectives
1.01 Locate, in absolute and
relative terms, major
landforms, bodies of water
and natural resources in
North Carolina.
Concepts:
Vocabulary:
 geography
 absolute location
 location
 relative location
 landforms
 plateau
 climate
 river system
 regions
1.02 Describe and compare
 natural resources
 movement
physical and cultural
 region
characteristics of the regions.  human-environmental
 culture
relationships
 descendents
1.03 Suggest some influences
 culture
that location has on life in
 urban
 resources
North Carolina such as
 tourism
 bodies of water
major cities, recreation areas,
 industry
industry, and farms.
Terms/People/Places/Events:  rural
 Coastal Plain
1.04 Evaluate ways the people
 physical environment
of North Carolina used,
modified, and adapted to the
physical environment, past and
present.



1.05 Assess human movement
as it relates to the physical
environment.







Outer Banks
The Piedmont
Appalachian Mountains
(Great Smoky & Blue
Ridge Mountains)
East. Continental Divide
Yadkin River
High Rock Lake
The Triangle
The Triad
textile industries
Intracoastal Waterway
Target Goals & Global
Connections
Vocabulary Builder
Students should be able to…
 refer back to the 5



themes of geography
to answer questions &
explore NC.
identify major
geographic features of
North Carolina.
understand what
makes a region.
identify local decisions
made by people.
Global Connections:
 Students can compare
NC’s geography to other
areas of the world
 Teachers can research
other areas with a
similar geographic
makeup to NC
(Argentina, Southern
France/Northern Italy,
Central California, etc)
 Students can analyze
how regions around the
world also affect people
9
UNIT OF STUDY/THEME:
Suggested
# of Days
8-9
Examples of Lesson
Essential Questions
Adaptation:
 Why do people need to
adapt to their
environment?
 How do people use the
environment to help
themselves?
Movement:
 In what ways can the
environment help or
halt movement?
 Why has travel
changed over time?
 How has movement
changed ?
North Carolina’s People & Movement/ In Focus: CG 1
Unit Essential
Question
SCOS Objectives
1.01 Locate, in absolute and
relative terms, major
landforms, bodies of water and
natural resources in North
Carolina.
How does North Carolina’s geography affect how we live?
Key Concepts &
Terms/People/Places/
Events
Concepts:
 adaptation
 settlement
 modifying the
environment
 migration
Target Goals & Global
Connections
Vocabulary Builder
Vocabulary:
 adapt
 modify
 hydroelectricity
 migration
1.02 Describe and compare
 elevation
physical and cultural
 frontier
characteristics of the regions.
Terms/People/Places/Events:  travel
 the Coastal Plain
 settle
1.03 Suggest some influences

the
Piedmont
that location has on life in
North Carolina such as major
 plantations
cities, recreation areas,
 naval stores
industry, and farms.
 Grandfather
Mountain
1.04 Evaluate ways the
 Blue Ridge Parkway
people of North Carolina
used, modified, and adapted
 lighthouses
to the physical environment,
 Cape Hatteras
past and present.
(“Graveyard of the
Atlantic”)
1.05 Assess human movement
 Great Wagon Road
as it relates to the physical
environment.
 Cherokee
Students should be able to…
 understand what



measures people take
to adapt to the
environment.
determine how the
land can be used for
survival and for
profit.
explain how geography
can help or hinder
movement.
trace migration (and
immigration)
throughout NC.
Global Connections:
 What immigrant groups
have settled NC over its
history?
 How many languages
are spoken at home by
students in WS/FCS?
 Teachers can share
other periods of human
movement. (Africa,
China today, other parts
of the US, etc.)
10
UNIT OF STUDY/THEME:
Suggested
# of Days
28-30
Examples of Lesson
Essential Questions
First Settlers of North
Carolina:
 Use an American
Indian group to
answer: “How does
geography help groups
develop their own
culture?”
 What are some
differences between
NC’s American Indian
groups?
European Exploration:
 Why were European
explorers attracted to
North Carolina?
 What caused
Europeans to leave
their homelands?
Colonial Period:
 Why did the Carolina
colony change from a
proprietary colony to a
royal colony?
Early History of North Carolina (pre-Columbian-American Revolution)/In Focus: CG 3
Unit Essential
Question
SCOS Objectives
3.01 Assess changes in ways of
living over time and determine
whether the changes are
primarily political, economic,
or social.
3.02 Identify people, symbols,
events, and documents
associated with North
Carolina's history.
3.03 Examine the Lost
Colony and explain its
importance in the settlement
of North Carolina.
3.04 Compare and contrast
ways in which people, goods,
and ideas moved in the past
with their movement today.
3.05 Describe the political
and social history of colonial
North Carolina and analyze
its influence on the state
today.
How did the settlement of North Carolina lead to independence from
Britain?
Key Concepts &
Terms/People/Places/
Events
Concepts:
 tribal societies
 (coastal) life
 System (of
government)
 exploration
 colonization
 rebellion
 piracy
 economic changes
 slavery
 pioneer
 immigration
 generations
 representational
government
 boycott
 revolution
Target Goals & Global
Connections
Vocabulary Builder
Vocabulary:
 government
 democracy
 ceremony
 confederation
 colony
 expedition
 governor
 raw material
 cash crops
 charter
 assembly
 tax
 royal colony
 backcountry
 pioneer
 treaty
 barter
 independence
Terms/People/Places/Events:  representation
 Bath
 protest
 Town Creek Indian
 revolution
Mound
 constitution
 Iroquoian groups
 bill of rights
 the Catawba
Students should be able to…
 explain human





adaptation to the
environment through
a specific Amer.
Indian group in NC
see how land is used to
gain/maintain power.
discuss “push” and
“pull” factors for
European settlers.
understand why the
Lost Colony is key to
understanding the
struggles colonists faced
in adapting to NC.
make connections
between the Colonial
period & reasons for
independence.
understand slavery’s
existence in NC’s
colonial period and how
independence affected
slaves.
11
Examples of Lesson
Essential Questions



SCOS Objectives

Why do you think
settlers eventually
migrated to the
Piedmont?
How was settling the
mountains different
than the other regions
of NC?
Why were pirates seen
as dangerous?
American Revolution:
 Why did many North
Carolinians want to be
free of British rule?
 Why was rebellion
such a hard decision
for many people?
 Did the Revolutionary
War provide the rebels
what they wanted?
 Whose lives were
hardly changed by the
revolution?





















Key Concepts &
Terms/People/Places/
Events
longhouses &
wigwams
Cherokee
lacrosse
Christopher Columbus
Giovanni de
Verrazano-Northwest
Passage
Sir Walter Raleigh
The Lost Colony
Carolina
proprietors
Culpepper’s rebellion
Blackbeard
Anne Bonny
indentured servants
Moravians (Wachovia,
Bethabara, &
Bethania)
Salem
Wilderness Road
Daniel Boone &
Cumberland Gap
French & Indian War
(results)
Boston Tea Party
Edenton Tea Party
Mecklenberg &
Halifax Resolves
Battle of Guilford
Courthouse
Vocabulary Builder
Target Goals & Global
Connections
Global Connections:
 Students can
compare/contrast NC
American Indian groups
to those from other
parts of the US & the
Americas.
 Connect the Lost
Colony & other
European settlers with
events in Europe that
influenced their
thinking (and caused
them to leave).
 Identify ways the
American Revolution
influenced other
revolutions in South
America & France.
 Consider/investigate the
question: How do new
immigrants to NC relate
to NC’s history?
12
UNIT OF STUDY/THEME:
Suggested
# of Days
23-24
Examples of Lesson
Essential Questions
Early Statehood:
 What struggles did
people face in early
North Carolina?
 In what ways was
slavery a complicated
issue?
 Why did NC adopt a
new constitution?
 Why was the
movement of American
Indians to the west
known as the “Trail of
Tears”?
The Civil War:
 What were some ways
that slavery was
opposed?
 Why did North
Carolina secede from
the Union?
 How did the results of
the Civil War change
the lives of all people?
History of North Carolina: Statehood to Civil Rights (1780s-1960s)/ In Focus: CG 3
Unit Essential
Question
SCOS Objectives
3.01 Assess changes in ways
of living over time and
determine whether the
changes are primarily
political, economic, or social.
3.02 Identify people, symbols,
events, and documents
associated with North
Carolina's history.
3.03 Examine the Lost Colony
and explain its importance in
the settlement of North
Carolina.
3.04 Compare and contrast
ways in which people, goods,
and ideas moved in the past
with their movement today.
3.05 Describe the political and
social history of colonial North
Carolina and analyze its
influence on the state today.
How did North Carolina change over time?
Key Concepts &
Terms/People/Places/
Events
Concepts:
 government
 education (public/
private schools)
 abolish
 secession
 technology
 communication
 transportation
 rationing
 patriotism
 (workers’) rights
 (women’s) rights
Target Goals & Global
Connections
Vocabulary Builder
Vocabulary:
 capital
 country
 capitol
 slavery
 abolitionists
 civil war
 states’ rights
 secede
 blockade
 amendment
 sharecropper
 technology
 manufacturing
Terms/People/Places/Events:  stock
 Tar Heel
 depression
 Raleigh (state capital)  unemployment
 Archibald Murphey
 rationed
 1835 Constitution
 suffrage
 plan roads
 labor union
 tolls
 segregation
 Indian Removal Act
 civil rights
 Trail of Tears
 amending
 Underground Railroad
 Levi Coffin
 Harriet Jacobs
Students should be able to…
 judge the biggest
struggles a young NC
faced.
 understand what led



to the Civil War AND
how it changed NC.
explain how changes
in technology &
communication
changed NC.
judge which challenge in
the early 20th C had the
most impact in NC.
explain why people fight
for their beliefs.
Global Connections:
 How did the early
statehood in NC relate
to other young
democracies around the
world?
 What other civil wars
have played an
important role?
(English, Mexican
Revolution, ChinaTaiwan, etc.)
13
Examples of Lesson
Essential Questions
SCOS Objectives

19th
Late
Century:
 Why do you think
Reconstruction did not
succeed?
 How did technology
improve
transportation?
 How did technology
improve
communication?
20th Century:
 What do you think was
the biggest challenge
North Carolina faced
in the early 20th
century?
 Explain how people’s
lives improved because
of groups fighting for
change.
 What issues do you
think are important in
NC today?






















Key Concepts &
Terms/People/Places/
Events
Confederate States of
America
Zebulon Vance
ironclads
Bentonville
Robert E. Lee
William Tecumseh
Sherman
Reconstruction
Emancipation
Proclamation & 13th
Amendment
Abraham Lincoln
14th and 15th
Amendments
Freedmen’s Bureau
locomotive
telegraphs
assembly line
Henry Ford
Wright brothers &
Kitty Hawk, NC
Fort Bragg, NC
war bonds
Great Depression
New Deal
World War II
Gertrude Weil
Greensboro Sit-In
Target Goals & Global
Connections
Vocabulary Builder



How have technology &
communication brought
the world together?
Connect NC’s role in
events of the 20th C to
the rest of the US and
the World.
Look at other fights for
change (Examples:
Gandhi, Mother Teresa,
South Africa-apartheid,
etc.)
14
UNIT OF STUDY/THEME:
Suggested
# of Days
38-40
Examples of Lesson
Essential Questions
American Indians:
 Explain which
American Indian
group you would like
to know more about.
Immigrants:
 Which immigrant
groups live in your
community?
(neighborhood, county,
region, school)
NC’s Diversity:
 What unites all
cultures in our state?
Traditions & Customs:
 Why has it been
important to preserve
traditions?
 Why do people hold
celebrations?
 Which NC artform
most interests you?
People & Cultural Diversity in North Carolina Today/
In Focus: CGs 2 & 5/
Unit Essential
Question
CG 4 (objectives 4.01 & 4.02)
How does the diversity of people in North Carolina make all groups stronger?
Key Concepts &
SCOS Objectives
Terms/People/Places/
Events
2.01 Locate and describe
Concepts:
American Indians in North
 ethnicity
Carolina, past and present.
 writing system
 immigration vs.
2.02 Trace the growth and
migration
development of immigration to
North Carolina, over time from  ancestry
Europe, Asia, and Latin
 multi-ethnic & multiAmerica..
racial
 culture (and multi2.03 Describe the similarities
cultural)
and differences among people
of North Carolina, past and
 preservation
present.
 celebration
 artistry
2.04 Describe how different
 professional sports
ethnic groups have influenced
culture, customs and history of  regional diversity
North Carolina.
 religious diversity
 denominations/sects &
4.01 Assess and evaluate the
other divisions within
importance of regional
a faith
diversity on the development of
economic, social, and political
institutions in North Carolina.
4.02 Identify religious groups
that have influenced life in
North Carolina and assess the
impact of their beliefs.
Target Goals & Global
Connections
Vocabulary Builder
Vocabulary:
 ethnic group
 recognized
 petition
 powwows
 diverse
 immigrant
 migrant worker
 heritage
 custom
 tradition
 pastime
 holiday
 patriotism
 festival
 potters
 quilting
 bluegrass
 clogging
 shag
Terms/People/Places/Events:
 wildlife refuge
 Lumbee
 hurricanes
 American Indian
 service workers
 Cherokee
 hub
 Sequoyah
 religious toleration
 African immigrants
Students should be able to…
 identify the various




immigrant groups
that came to NC,
starting with the first
settlers & ending with
modern-day
immigrants.
find similarities among
the various ethnic
groups in the state.
assess how diversity
has benefited the state
economically, socially
& politically.
make connections
between ethnic groups
and NC’s traditions,
celebrations, and
festivals.
understand how
diversity and art
forms are intertwined.
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Examples of Lesson
Essential Questions

SCOS Objectives
Why is Old Salem
visited by so many
people each year?
5.01 Explain different
celebrated holidays, special
days, and cultural traditions in
North Carolina communities.
Regional Diversity:
 What makes each
region unique?
 How do people adapt
to regional diversity?
 In what ways do you
think the Piedmont
Triad is special?
5.02 Describe traditional art,
music, and craft forms in North
Carolina.
Religious Diversity:
 How does learning
about other people’s
religions help our
society become
stronger?
 In what ways have
different religions
adapted to NC culture?
5.03 Describe and compare the
cultural characteristics of
regions within North Carolina
and evaluate their significance.

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

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





Key Concepts &
Terms/People/Places/
Events
European immigrants
(Western Europeans)
African Americans
Asian Americans (Far
East, South Asians,
Middle Eastern)
Hispanic Americans
(Mexican, Central
American, South
American, Caribbean,
Spaniards)
Barbeque Festival
state museums
historical sites
Old Salem
stock car racing
Fiesta del Pueblo
(“Fiesta!”-WinstonSalem) & other ethnic
festivals—Greek,
Chinese, Indian, etc.
State Fair (and Dixie
Classic)
Seagrove (pottery)
glassmaking
NC School of the Arts
Mint Museums
Highland Games
Vocabulary Builder
Target Goals & Global
Connections
Global Connections:
 By focusing this unit on
the roles that various
immigrants have played
in NC history, students
will be making global
connections; however,
you can select another
region and see how
immigrants affected
society. (Examples: US
west coast, Central
American immigrants to
Mexico, African slaves
to the Caribbean,
Europe today-especially
South Asian and Arab
immigrants, etc.)
16
UNIT OF STUDY/THEME:
Suggested
# of Days
15-16
Examples of Lesson
Essential Questions
Citizenship:
 How can you be an
active citizen?
 What types of benefits
can we receive from
volunteering to help
others?
Government:
 Why is having a
government so
important to all of us?
 How does local
government play an
important role in our
lives?
Notable Tar Heels:
 Which North Carolina
leader best served the
state?
 Explain which famous
Tar Heel you are most
interested in learning
about?
Government & Citizenship in North Carolina/ In Focus: CG 4
Unit Essential
Question
How does government benefit from its citizens?
Key Concepts &
SCOS Objectives
Terms/People/Places/
Events
4.01 Assess and evaluate the
Concepts:
importance of regional
 rule of law
diversity on the development of
 political rights
economic, social, and political
institutions in North Carolina.
 human (or natural)
rights
4.02 Identify religious groups
 duties of citizens
that have influenced life in
 civic affairs
North Carolina and assess the
 volunteerism
impact of their beliefs.
Target Goals & Global
Connections
Vocabulary Builder
Vocabulary:
 citizen
 public office
 jury
 political party
 candidate
 volunteer
 legislative branch
 bills
4.03 Explain the importance of Terms/People/Places/Events:  executive branch
responsible citizenship and
 North Carolina
 budget
identify ways North
constitution
 veto
Carolinians can participate in

volunteer
civic affairs.
 judicial branch
organizations (i.e.
 appeal
YMCA, Salvation
4.04 Examine ways North
 municipal
Carolinians govern themselves
Army, Habitat for
 county seat
and identify major government
Humanity, Sea Turtle
 impeach
authorities at the local and state
Rescue &
level.
Rehabilitation Center,  inauguration
 research
etc.)
4.05 Identify and assess the
 NC General Assembly
role of prominent persons in
North Carolina, past and
 State Treasurer
present.
 State Attorney
General
 NC Governor
Students should be able to…
 understand the



principles behind the
NC constitution.
analyze how
government benefits
us and how it can
sometimes delay
progress.
identify key leaders in
NC history.
compare & contrast
the roles of state &
local governments.
Global Connections:
 Look at how other
countries view
government &
citizenship.
 Discuss people not from
NC, originally, who
have had an impact on
the state.
17
Examples of Lesson
Essential Questions
SCOS Objectives
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Key Concepts &
Terms/People/Places/
Events
Forsyth County
officials (Mayor,
County
Commissioners,
Sheriff, etc.)
Andrew Jackson
James Polk
Andrew Johnson
Jesse Helms
John Edwards
Elizabeth Dole
Richard Burr
Eva Clayton
Charlotte Hawkins
Brown
Maya Angelou
Thomas Wolfe
“Doc” Watson
John Coltrane
Romare Bearden
Bob Timberlake
Billy Graham
Other notables:
Vocabulary Builder
Target Goals & Global
Connections
http://en.wikipedia.org/w
iki/List_of_people_from_
North_Carolina
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UNIT OF STUDY/THEME:
Suggested
# of Days
15-16
Examples of Lesson
Essential Questions
Economic Decisions & Resources in North Carolina/ In Focus: CG 6
Unit Essential
Question
SCOS Objectives
Economics:
 Why does the economy
change over time?
 Why is conservation an
important economic
choice?
6.01 Explain the relationship
between unlimited wants and
limited resources.
Resources:
 How is the
environment affected
by free enterprise?
 What types of natural
resources are most
important to NC?
 Which service
industries are key to
NC’s economy?
6.03 Categorize the state's
resources as natural, human, or
capital.
Money:
 Why is it important to
use money wisely?
 Why do we need taxes?
 How are division of
labor and
interdependence
related?
6.02 Analyze the choices and
opportunity cost involved in
economic decisions.
6.04 Assess how the state's
natural resources are being
used.
6.05 Recognize that money can
be used for spending, saving,
and paying taxes.
6.06 Analyze the relationship
between government services
and taxes.
6.07 Describe the ways North
Carolina specializes in
economic activity and the
relationship between
specialization and
interdependence.
6.08 Cite examples of
How do people benefit from North Carolina’s economy?
Key Concepts &
Terms/People/Places/
Events
Concepts:
 banking
 wants vs. needs
 renewable &
nonrenewable
resources
 conservation
 mixed farming
 production
 finance
 globalization
 off-shoring
 outsourcing
Target Goals & Global
Connections
Vocabulary Builder
Vocabulary:
 economic choices
 consumers
 limited
 trade-off
 opportunity cost
 economy
 high-tech
 free enterprise
 entrepreneur
 human resources
 capital resources
 pollution
 recycle
Terms/People/Places/Events:  income
 factors of production
 interest
 landfill
 invest
 James Duke (Duke
 specialize
Power & Duke
 division of labor
University)
 interdependence
 Fort Bragg
 international trade
 Camp Lejeune
 exports
 textile industry
 imports
 furniture industry
 High Point Furniture
Market
 Farmers’ markets
Students should be able to…
 identify which NC





jobs produce overseas
exports.
identify which NC
jobs have been lost to
overseas markets.
analyze how
businesses impact the
environment, and
sometimes benefit
from it.
understand surplus &
deficit.
explain smart
decisions dealing with
money.
connect division of
labor and global
interconnectedness.
Global Connections:
 Look at how the world
is becoming one big
market (Refer to
NAFTA, the European
Union, etc.).
19
Examples of Lesson
Essential Questions
Globalization:
 Why must North
Carolinians think
globally?
 (OR…) Why should
you think about being
a global citizen?
SCOS Objectives
interdependence in North
Carolina's economy and
evaluate the significance of
economic relationships with
other states and nations.
Key Concepts &
Terms/People/Places/
Events
 Wilmington (shipping
port)
Target Goals & Global
Connections
Vocabulary Builder


Have students examine
products they have and
see where they are
made.
Have students think
about what it takes to
become more “global”.
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UNIT OF STUDY/THEME:
Suggested
# of Days
7-8
Examples of Lesson
Essential Questions
Technology in North Carolina/ In Focus: CG 7
Unit Essential
Question
SCOS Objectives
Changes in Movement:
 How do we benefit
from modern
transportation?
 How do we benefit
when ideas move?
7.01 Cite examples from North
Carolina's history of the impact
of technology.
Technology Changes Our
Lives:
 How has technology
changed people’s lives
in NC?
 Which inventions have
improved how we live?
 How can technology
improve lives?
 How does technology
make your life better?
7.03 Explain how technology
changed and influenced the
movement of people, goods,
and ideas over time.
7.02 Analyze the effect of
technology on North Carolina's
citizens, past and present.
7.04 Analyze the effect of
technology on North Carolina
citizens today.
7.05 Identify the advantages
and disadvantages of
technology in the lives of
North Carolinians.
How has technology improved our lives?
Key Concepts &
Terms/People/Places/
Events
Concepts:
 communication
 wireless
 global connectivity
 technology
Target Goals & Global
Connections
Vocabulary Builder
Vocabulary:
 aviation
 satellite
 Internet
 mechanized
 e-commerce
Terms/People/Places/Events:  aerospace
 Research Triangle
 telecommute
Park
 data
 Charlotte Douglas
International Airport
 Greensboro-Triad
International Airport
 James Duke
 Reynolds family
 Satellites
 Susan Helms
 the Internet
Students should be able to…
 discuss how



technology has
changed lives
throughout North
Carolina history.
show how technology
can be used to
improve lives.
elaborate on how the
world is becoming
smaller due to new
technologies.
(Examples: air travel,
internet, satellite radio)
explain how ideas can
move.
Global Connections:
 Talk about technology
projects that improve
lives around the world.
(Ex: wind power in the
Netherlands, bio-medic
clinics in India,
technology in Japan, car
plants in Mexico, etc.)
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Appendix:
NC Department of Public Instruction’s
Cognitive Level Model: Bloom-Marzano Hybrid
(adopted-1989)
and
An Item Shells Approach to Formulating Questions for
Each Cognitive Level
22
NCDPI Levels of Thinking & Reasoning (as adapted in 1989 from Bloom and
Marzano)
NOTE: Knowledge, Organizing, & Applying are considered lower-order cognitive skills.
Analyzing, Generating, Integrating, & Evaluating are considered higher-order cognitive skills
Knowledge
 Defining problems: clarifying needs, discrepancies, or puzzling situations
 Setting goals: establishing direction and purpose
 Observing: obtaining information through one or more senses
 Formulating questions: seeking new information through inquiry
 Encoding: storing information through long-term memory
 Recalling: retrieving information from long-term memory
Useful Verbs: list, name, label, recall, identify, match, choose
Organizing
 Arranging information so it can be used effectively
 Comparing: noting similarities and differences between or among entities
 Classifying: grouping and labeling entities on the basis of their attributes
 Ordering: sequencing entities according to a given criterion
 Representing: changing the form but not the substance of information
Useful verbs: categorize, group, classify, compare, contrast
Applying

Demonstrating prior knowledge within a new situation. The task is to bring together the appropriate information, generalizations, or
principles that are required to solve a problem.
Useful Verbs: apply, make, show, record, construct, demonstrate, illustrate
23
Analyzing
 Clarifying existing information by examining parts and relationships
 Identifying attributes and components: determining characteristics or parts of something
 Identifying relationships and patterns: recognizing ways in which elements are related
 Identifying main idea: identifying the central element; for examples, the hierarchy of key ideas in a message or line of reasoning
 Identifying errors: recognizing logical fallacies and other mistakes, and where possible correcting them
Useful Verbs: outline, diagram, differentiate, analyze
Generating
 Producing new information, meaning, or ideas
 Inferring: going beyond available information to identify what reasonably may be true
 Predicting: anticipating next events or the outcome of a situation
 Elaborating: explaining by adding details, examples, or other relevant information
Useful Verbs: conclude, predict, explain, elaborate, infer
Integrating
 Connecting and combining information
 Summarizing: combining information efficiently into a cohesive statement
 Restructuring: changing existing knowledge structures to incorporate new information
Useful Verbs: combine, summarize, design, imagine, generalize
Evaluating
 Assessing the reasonableness and quality of ideas
 Establishing criteria: setting standards for making judgments
 Verifying: confirming the accuracy of claims
Useful Verbs: judge, evaluate, rate, verify, assess, define criteria
24
An Item Shells Approach to formulating questions for each cognitive level (some examples)
KNOWLEDGE (Identifying):
Which _____________________________________ best defines __________________________________?
(fact, concept, principle, or procedure)
Which _____________________________________ is characteristic of ____________________________?
(fact, concept, principle, or procedure)
ORGANIZING (Classifying):
Which _____________________________________ is an example of ______________________________?
(fact, concept, principle, or procedure)
What completes this ________________________________________?
APPLYING (Problem Solving)
What is the true nature of the problem?
Which _____________________________________ is an example of ______________________________?
What is a possible solution?
ANALYZING:
What must _________________________________ consist of?
Given _____________________________________, what is the primary cause _____________________?
What is the relationship between ___________________________ and ___________________________?
GENERATING (Predicting):
What would happen if ______________________________________?
What is needed to solve this problem?
If ____________________________happens, what should be done to ____________________________?
On the basis of ____________________________, what should be done to ________________________?
INTEGRATING (Combining):
_________________________ and _____________________ will likely make/result in _________________?
How can ______________________________ best accomplish ___________________________?
EVALUATING (Judging):
What is most effective for ____________________________________?
Which _____________________________________ is better (worse) than ___________________________?
(fact, concept, principle, or procedure)
What is most effective method for _____________________________?
What is the most critical step in this procedure?
Adapted from Thomas M. Haladyna, Writing Test Items
Which step in unnecessary in this procedure?
to Evaluate Higher Order Thinking, Boston: Allyn and
Which is the most effective (efficient) solution?
Why is _________________________ the most effective (efficient) solution? Bacon, 1999.
25