LEARN NC

K–12 teaching and learning · from the UNC School of Education

Topography of North Carolina and its influence on settlement

This lesson explores where North Carolina is in relation to the United States and North America. Also, we will explore the different regions of North Carolina and how the topography of the region affected settlement.

A lesson plan for grade 8 English Language Development and Social Studies

By Jessica Wilson and Tabitha Horton

Learn more

  • Enchanted Learning Information about North Carolina as well as maps and assessment tools

Related pages

  • Researching the North Carolina coastal plain: This lesson plan will provide students with a more in-depth knowledge of the animals, industry, and land geography of the coastal plain. Students will conduct research on the internet and in other resources to find information on the vital parts of the coastal plain. The lesson culminates with group presentations of their research and a Venn diagram developed individually comparing the outer and inner parts of the coastal plain.
  • The village farmers: North Carolina sat on a crossroads by AD 1000. Cultural ideas from other places breezed through it and around it: how to decorate pottery, how to orient political and social life, how to honor the dead, how to structure towns.
  • The African American Experience in NC after Reconstruction: The documents included in this lesson come from The North Carolina Experience collection of Documenting the American South and specifically focus on African Americans and race relations in the early 20th century. The lesson juxtaposes accounts that relate to both the positive improvements of black society and arguments against advancement. Combined, these primary sources and the accompanying lesson plan could be used as a Document Based Question (DBQ) in an advanced US history or African American history course.

Related topics

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Learning outcomes

The learning outcomes of this lesson are to explore tha main regions of North Carolina, the main bodies of water, and significant land and water forms that border the state. We will also discuss why the region was difficult to settle.

Teacher planning

Time required for lesson

90 minutes

Materials/resources

  • One blank map of North Carolina per student. You can visit the relevant website listed in the On the Web section for a printable North Carolina map.
  • Markers or colored pencils for each student.
  • Each student should supply his/her own notebook paper for taking notes during the lecture.
  • North Carolina history book with a map of North Carolina and counties.

Pre-activities

This lesson can be given before discussion on exploring the “New World” or after.

Activities

  1. Map of North Carolina. Students should color each region of North Carolina a different color and label the various regions. Next, have students label where South Carolina, Georgia, Tennessee, and Virginia, and the Atlantic Ocean would be in relation to the map. Then, students should label the significant river systems (Catawba, Cape Fear, Neuse, Yadkin, etc.). Also, have students draw and label the significant mountain ranges in North Carolina.
  2. Lecture Notes. Type notes on transparency. Highlight regions and vocabulary words in bold. Go over information of regions in chunks. Be sure to discuss, emphasize, and explore what qualities make a settlement habitable (water, food etc.). Critical questions to explore: How would North Carolina’s coastline affect settlement? How would the lack of navigable rivers impact settlement in North Carolina? How would the lack of fertile soil affect settlement in the region? Also, discuss other obstacles that might hinder settlement (e.g. lack of resources, etc.)?
  3. Graphic Organizer. Students should make a graphic organizer using their notes and textbook to identify the different regions and significant landforms and bodies of water that are in them.

Assessment

Use the map rubric and the graphic organizer rubric for student assessment.

Supplemental information

Modifications

  • For the map activity, pair the Novice Low LEP student with an Intermediate LEP student who shares the same native language.
  • Provide a word-for-word dictionary, along with visuals for the vocabulary.
  • Allow extended time on mapping assignment and graphic organizer.
  • Teacher may include photos in lesson of the different regions.

Alternative assessments

If a partner is assigned to Novice student and a book is used, no alternative assessment should be needed. Grade will reflect what novice student and partner achieve.

Critical vocabulary

  • regions
  • topography
  • piedmont
  • coastal plain
  • mountains
  • tidewater

Comments

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the North Carolina English Language Development standards.

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 1.01: Assess the impact of geography on the settlement and developing economy of the Carolina colony.

English Language Development (2005)

Grade 8

  • Goal 1. Listening: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
    • Objective NL 1.03: Demonstrate comprehension of verbal cues of concrete academic concepts and informational materials through non-verbal responses such as pointing, drawing, gesturing.
  • Goal 3. Reading: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
  • Goal 4. Writing: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.