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.

This worksheet will help students understand the article “Native Peoples of the Chesapeake Region” and will encourage them to make connections between the Chesapeake Indians and the Indians of coastal North Carolina. Students will also consider multiple perspectives as they think critically about the interactions between Indians and newly-arrived Europeans in the 1600s.

As you read the article “Native Peoples of the Chesapeake Region,” think about how the Indians of the Chesapeake relate to the native peoples of coastal North Carolina before the arrival of the Europeans.

  1. List facts about the Algonquian Indians from this reading.

These were the same native people who lived in the region around Roanoke Island when the English tried to establish a settlement there. Keep these notes as you continue to read the module Two Worlds: Prehistory, Contact, and the Lost Colony and learn about the voyages of the English to Roanoke in the 1580s.

As you read the section “European Settlement and Conflict,” think about the point of view of each of the groups involved. As you study history, you should try to put yourself into the minds of the different people who were involved in a situation. This is also known as “thinking about multiple perspectives.”

  1. What were the feelings of each group concerning the difficulties that the English had during their first years in Jamestown and the Algonquian reaction to those difficulties? How did those feelings result in actions for each group?
    Indian feelings English feelings
    Indian actions English actions
  1. What were the feelings of each group after the English had been given permission to live on some land that was in the Indian territory? What do you think were some actions of each group that could have resulted from these feelings?
    Indian feelings English feelings
    Indian actions English actions
  1. What were the feelings of each group after the English began to raid the Indian villages? What were the actions that resulted from these feelings?
    Indian feelings English feelings
    Indian actions English actions

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...
        • 8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States. 8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship...