North Carolina History Digital Textbook Project

Two worlds: Educator's guide

By Pauline S. Johnson

ATTENTION USERS

LEARN NC is no longer supported by the UNC School of Education and has been permanently archived. On February 1st, 2018, you will only be able to access these resources through the Internet Archive’s Wayback Machine. We recommend that you print or download resources you may need before February 1st, 2018, after which, you will have to follow these instructions in order to access those resources.

The following lessons can be found in the UNC Research Laboratories of Archaeology’s Intrigue of the Past. They include excellent activities that can be used with the “Native Carolinians” chapter of the module “Two Worlds: Prehistory, Contact, and the Lost Colony.”

  • A Siouan Village” — The first part of this lesson is an excellent way to introduce students to observation and inference. Use the “Child’s Bedroom” transparency and the “Setting the Stage” section.
  • Observation and Inference” — Part of this lesson uses a Theodor De Bry engraving of a John White painting of Algonkian Indians working on a boat. The corresponding lesson reviews the differences between inference and observation, and is particularly useful after the “Child’s Bedroom” activity above.
  • Artifact Classification” — This lesson is a good way to introduce to students the types of artifacts that have been found by archaeologists in North Carolina. It also allows students to have practice in classification of artifacts and to make inferences about the lives of native peoples in North Carolina. It requires some higher levels of thinking and is fun!
  • Shadows of North Carolina’s Past” — This can be used as a preview activity for “Shadows of a People,” page 2.3 of the “Two Worlds” module. It can also serve as an excellent review activity after the students have read “Shadows of a People.” Students can assume the role of archaeologists who are determining the cultural periods of sites they are examining.
  • Name that Point” — This activity allows students to examine and classify projectile points from the Archaic period. A related activity involves stratigraphy. It is very detailed and requires students to think about multiple facts and variables. It is particularly fascinating if students have seen points in a museum or found them themselves.
  • Pottery Traditions” — Students can actually make pottery in the method and style of North Carolina Indians. It requires clay and materials such as popsicle sticks and burlap.
  • A Siouan Village” — The main lesson from this page (see “Procedure”) is a good culminating activity for the study of the native people of North Carolina. It requires students to practice observation and making inferences, as well as reviewing factual information about one particular site in North Carolina.

North Carolina curriculum alignment

Social Studies (2003)

Grade 8

  • Goal 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
    • Objective 1.02: Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.

  • North Carolina Essential Standards
    • Social Studies (2010)
      • Grade 8

        • 8.C.1 Understand how different cultures influenced North Carolina and the United States. 8.C.1.1 Explain how exploration and colonization influenced Africa, Europe and the Americas (e.g. Columbian exchange, slavery and the decline of the American Indian populations)....
        • 8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the United States. 8.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues. 8.H.1.2 Summarize the literal meaning of...