Social Studies — Grade 4

Why is the past important?

In Intrigue of the Past, page 1.2

As an introduction to the study of North Carolina's archaeological heritage, students will use personally owned object to share the importance of their past and connect this importance with reasons why the human past is important.

Format: lesson plan (grade 3–4 Social Studies)

North Carolina living through photos, then and now

Students will examine historical photographs of North Carolinians at work or in social settings. They will develop and share skills of “reading” photographs. Then they will use these skills to identify “historical clues” in a photo and draw their own version of the same person or people in North Carolina today.

Format: lesson plan (grade 3–4 Social Studies)

By Michael Sharp.

Naval stores

In Teaching about North Carolina American Indians, page 2.5

Introduction From early Colonial times until the Civil War, the naval industry was important to North Carolina. The term naval stores describes all products of the gum of the pine tree. The name itself explains its use in the shipbuilding industry....

Format: lesson plan (grade 4 Social Studies)

By Gazelia Carter.

Lumbee learning

In Teaching about North Carolina American Indians, page 2.4

Introduction Education for the Lumbee Tribe has always been important. After Reconstruction ended and the state of North Carolina began its journey to educate its people, no provisions were made for American Indians. Segregated schools provided education...

Format: lesson plan (grade 4 and 8 English Language Arts and Second Languages)

By Gazelia Carter.

Living the pioneer life

In this lesson, students will use photographs of Appalachian log dwellings to understand how advances in technology, the desire to own land, and political incentives have resulted in economic and social changes over time for the people of North Carolina. The students will examine text and historical documents to assess the time period in which log cabin structures were built, the reasons for constructing them, and the lives of the people who built these houses.

Format: lesson plan (grade 4 Social Studies)

By Sonna Jamerson.

Chronology: The time of my life

In Intrigue of the Past, page 1.6

In their study of chronology the students will use personal timelines and an activity sheet to demonstrate the importance of intact information to achieve accuracy, and compare and contrast their timelines with the chronological information contained in a stratified archaeological site.

Format: lesson plan (grade 3–5 English Language Arts and Social Studies)

Artifact ethics

In Intrigue of the Past, page 5.5

In their study of archaeological issues students will use ethical dilemmas to examine their own values and beliefs about archaeological site protection. They will also evaluate possible actions they might take regarding site and artifact protection.

Format: lesson plan (grade K–5 Guidance and Social Studies)

Archaeological context

In Intrigue of the Past, page 1.5

In their study of context, students will use a game and a discussion to demonstrate the importance of artifacts in context for learning about past people.

Format: lesson plan (grade 3–4 Social Studies)

Molly's Pilgrim Activity

Using the book by Barbara Cohen, students will respond to the social and historical significance of this portrayal of the Thanksgiving holiday. Students will also participate in constructing a Venn diagram and completing a cloze activity.

Format: lesson plan (grade 3–4 English Language Arts and Social Studies)

By Susan Milholland, Kathy Vaden, and Rita Wilson.

Resources on the web

Immigrating to America

In this ARTSEDGE lesson, students learn about what it was like for new immigrants to come through Ellis Island at the turn of the century. Through first-hand accounts, students discover where the immigrants were from, the reasons they fled their homelands,... (Learn more)

Format: lesson plan (grade 6–8 Social Studies)

Provided by: The Kennedy Center for the Performing Arts