K-12 Teaching and Learning From the UNC School of Education


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About the Archaeology Primer
In Excavating Occaneechi Town: An archaeology primer, page 1
The Occaneechi Indians were once prominent in the Virginia and Carolina Piedmont. As their numbers were reduced by clashes with European colonists, they retreated to a village on the Eno River. Their numbers further dwindled due to disease and warfare, and by 1730 the Occaneechi were all but gone. In 1983, archaeologists discovered a village site near Hillsborough, North Carolina. Through a series of digs, they confirmed that they had found Occaneechi Town.
Format: article
Amadas and Barlowe explore the Outer Banks
In Prehistory, contact, and the Lost Colony, page 4.5
In North Carolina History: A Sampler, page 3.1
On April 27, 1584, Captains Philip Amadas and Arthur Barlowe left the west coast of England in two ships to explore the North American coast for Sir Walter Raleigh. The party of explorers landed on July 13, 1584, on the North Carolina coast just north of Roanoke Island, and claimed the land in the name of Queen Elizabeth. Captain Barlowe's report describes the land and the people he encountered.
Format: journal/primary source
Commentary and sidebar notes by David Walbert.
Among the Tuscarora: The strange and mysterious death of John Lawson, gentleman, explorer, and writer
They've taken his clothes, picked the straight razor out of his pocket: one brave fingers it, touches the blade — bright blood springs from his thumb and he laughs. The pitch pine split by the women is ready, a clay pot full...
Format: article
By Marjorie Hudson.
Analyzing primary sources: John White and the "lost colonists"
In Two worlds: Educator's guide, page 4.3
In this lesson, students will read about John White's attempt to find the "lost colonists" in 1590, and will practice thinking critically and analyzing primary source documents.
Format: lesson plan (grade 8 English Language Arts and Social Studies)
By Pauline S. Johnson.
Andrew Jackson calls for Indian removal
In North Carolina in the New Nation, page 10.3
Excerpt from President Andrew Jackson's first inaugural address, 1829, in which he argued that American Indians should be removed west of the Mississippi. Includes historical commentary.
Format: speech/primary source
Commentary and sidebar notes by Kathryn Walbert and L. Maren Wood.
Antebellum North Carolina
Primary sources and readings explore North Carolina in the antebellum period (1830–1860). Topics include slavery, daily life, agriculture, industry, technology, and the arts, as well as the events leading to secession and civil war.
Format: book (multiple pages)
Anticipation guide: The importance of one simple plant
In Two worlds: Educator's guide, page 2.9
This activity is designed to be used with the article "The Importance of One Simple Plant." A series of true/false statements will enable students to compare what they previously knew about maize with what they've learned by reading the article.
Format: /lesson plan (grade 8 Social Studies)
By Pauline S. Johnson.
In Intrigue of the Past, page 2.6
Students will use pictures of seeds, an activity sheet, and a graph to identify seven seeds and the conditions in which they grow. They will also infer ancient plant use by interpreting archaeobotanical samples and determine changing plant use by Native North Carolinians by interpreting a graph of seed frequency over time.
Format: lesson plan (grade 4–5 and 8 Science and Social Studies)
Archaeological sites open to the public
A listing of field trip opportunities focusing on Native Americans as well as colonial times in North Carolina. Organized by county.
Format: article
Artifact classification
In Intrigue of the Past, page 2.4
Students will use pictures of artifacts or objects from a teaching kit to classify artifacts and answer questions about the lifeways of a group of historic Native Americans.
Format: lesson plan (grade 3–4 Social Studies)
Boundary between North Carolina and the Cherokee Nation, 1767
In Revolutionary North Carolina, page 4.2
1767 agreement between Governor William Tryon and Cherokee Indians in regard to boundary between colonial settlement and Cherokee lands. Includes historical commentary.
Format: document/primary source
The Cherokee and the Trail of Tears
In North Carolina in the New Nation, page 10.1
In 1836, years of increasing tension between Cherokees in the southeastern U.S. and white settlers eager to encroach on Cherokee land culminated in the Treaty of New Echota, which called for the forcible removal of Cherokees to the western Indian Territory. Two years later, federal troops and state militias enforced the treaty, sending large groups of Indians west with inadequate supplies. Many died along the way. The forced removal of the Indians from their land has become known as the Trail of Tears.
Format: article
Cherokee clans
In Teaching about North Carolina American Indians, page 3.1
Introduction Hollywood movies have not accurately portrayed American Indians who lived in North Carolina. By researching and role playing the seven clans of the Cherokee, the false stereotypes will be replaced with factual knowledge and understanding....
Format: lesson plan (grade 4 Social Studies)
By Linda Tabor.
The Cherokee language and syllabary
In North Carolina in the New Nation, page 10.2
In the early nineteenth century, a Cherokee silversmith named Sequoyah invented a syllabary, or syllabic alphabet, for the Cherokee language. Within a few years, books and newspapers were printed in Cherokee, and by 1830, as many as 90 percent of Cherokee were literate in their own language. This article includes audio recordings of spoken Cherokee.
Format: article
Cherokee language recordings
In Teaching about North Carolina American Indians, page 3.4
While many North Carolina students have heard languages from some parts of the world spoken in the context of their daily lives – Spanish, French, or Chinese, for example – they may not have heard American Indian languages and, as a result, do not know...
Format: bibliography/teacher's guide
By Myrtle Driver, Kevin Norris, and Kathryn Walbert.
Cherokee leaders speak
In Revolutionary North Carolina, page 4.5
Exceprts of speeches of Cherokee leaders protesting white encroachment on their lands during the American Revolution.
Format: speech/primary source
Cherokee lore and traditions
In Teaching about North Carolina American Indians, page 3.3
Length 9 Weeks Class Length: 45 minutes - Meets daily Learning outcomes Promotes life-long learning: appreciation of different cultures. Provides hands-on activities: making masks. Integrates with EOG testing: reading....
Format: lesson plan (grade 6 and 8 English Language Arts and Social Studies)
By Patricia Lancaster.
Cherokee mission schools
In North Carolina in the New Nation, page 5.8
Description of Spring Place, a Moravian mission to the Cherokee that operated from 1801 to 1833. Describes the education received by Cherokee boys and girls for the purpose of "civilizing" them. Includes historical commentary.
Format: book/primary source
Cherokee Nation v. the State of Georgia, 1831
In North Carolina in the New Nation, page 10.6
When Georgia tried to subject the Cherokee to state law, they sued the state in federal court. The Supreme Court ruled against them in 1831, in this decision written by Chief Justice John Marshall. Includes historical commentary.
Format: court decision/primary source
Commentary and sidebar notes by L. Maren Wood and David Walbert.
Cherokee women
In Prehistory, contact, and the Lost Colony, page 2.8
In North Carolina History: A Sampler, page 2.2
Before the arrival of Europeans in North America, women enjoyed a major role in the family life, economy, and government of the Cherokee Indians. Cherokee society was organized according to a matrilineal kinship system, and women were the heads of households. Women also did most of the farming and had a voice in government.
Format: article/primary source
By Theda Perdue.