INTRODUCTION MIDDLE SCHOOL SOCIAL STUDIES (6–8)

Students in the middle-level social studies program continue the geographic study of world regions as they

examine South America in the Western Hemisphere and Europe, Africa, Asia and Australia in the Eastern Hemisphere. They also engage in an historical study of the creation and development of the state of North Carolina. In the process, students continue the development of basic concepts taken from history, geography, and the other social science disciplines.

The middle-level studies of South America, Europe, Africa, and Asia complete the study of the state, nation, and world begun in grade four. These studies are designed to allow students to examine societies dissimilar to their own in such a way as to broaden their understanding of people and places in an increasingly interdependent world. Students examine areas of the world having the longest record of human habitation and the richest diversity of human experience. These are regions within which the vast majority of the world's people live and regions that possess some of the world's most valuable resources.

Students build on the concepts and generalizations developed in earlier grades as they learn about the peoples of South America, Europe, Africa, Asia, and Australia and the physical environments in which they live. They examine the social, economic, and political institutions in societies on these continents, as well as their interactions over time.

The study of history in grades six and seven provides a context for understanding how societies have changed over time and the contributions each has made. In grade eight, the formal study of history builds on geographic understandings as North Carolina's development is placed in an historical perspective, concentrating on the Revolutionary Period through modern times. Students examine the role of people, events, and issues in North Carolina history that have contributed to the unique character of the state today.

Recognizing that an "effective social studies program must be appropriate to the social-emotional needs as well as intellectual characteristics of adolescents,” the middle level social studies program enables students to investigate and respond thoughtfully to questions about their world today. It reflects their emerging curiosity about

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the world, its peoples and life in general and encourages the transition from concrete to abstract thinking. It includes the familiar in its close examination of the historical development of the state of North Carolina as well as opportunities to "explore, experience and develop a purposeful sense of the world.”1

1 Tedd Levy. Social Studies in the Middle School. 1991.

SIXTH GRADE SOUTH AMERICA AND EUROPE

The focus for sixth grade is on the continued development of knowledge and skills acquired in the fourth and

fifth grade studies of North Carolina and the United States by considering, comparing, and connecting those studies to the study of South America and Europe, including Russia. As students examine social, economic, and political institutions they analyze similarities and differences among societies. While concepts are drawn from history and the social sciences, the primary discipline is geography, especially cultural geography. This focus provides students with a framework for studying local, regional, national, and global issues that concern them, for understanding the interdependence of the world in which they live, and for making informed judgments as active citizens. Strands: Geographic Relationships, Historic Perspectives, Economics and Development, Government and Active Citizenship, Global Connections, Technological Influences and Society, Individual Identity and Development, Cultures and Diversity

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COMPETENCY GOAL 1: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.

OBJECTIVES ACTIVITIES1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in South America and Europe. 1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections. 1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of South America and Europe and to identify patterns as well as similarities and differences

1.01.1 On a blank map of Latin America (Caribbean Region) or Europe locate the five largest cities. Note the location of these cities relative to each other and natural phenomena, as well as the ethnic composition of these communities. Brainstorm a list of possible effects the location of these cities might have on people living in the areas. 1.02.1 Using the clarification format, write a paragraph on the topic “If I were an African-American immigrant, I would choose to live in (European or South American country).” The student will use location, economy, life style, and climate to explain his/her choice. (Examine the question from this specific point of view. How does culture/ethnicity effect immigration or communities?) 1.02.2 Use maps of trade routes (for goods and slaves) to trace the migration and movement of ideas from Africa to Europe and Latin America. 1.03.1 After researching the use of human and

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among them. material resources from Africa used by colonizing Europeans, predict any change that may have occurred in the European colonization of Latin America without said resources. 1.03.2 Analyze maps of contrasting regions in Europe, Latin America, and Africa. Summarize their physical and cultural differences. What similarities may be attributed to forced migration?

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COMPETENCY GOAL 2: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of South America and Europe.

OBJECTIVES ACTIVITIES2.01 Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions. 2.02 Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of South America and Europe and evaluate their impact on the environment. 2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.

2.01.1 Generate a working definition of region and brainstorm a list of various kinds of regions in Europe and Latin America based on culture, economics, language, climate, and origin of population. 2.03.1 Given regions within Latin America, the United States, and Europe, state their cultural characteristics (language, ethnicity, political divisions, economic development, population density, and transportation). Research regions where most persons of African-American (or African) heritage live and generate a list of factors explaining this phenomenon.

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2.03.2 Read A River Ran Wild or The Post Road in small groups. Explore the development along the Amazon River or other rivers or landforms. Summarize your findings in a written report. Include information relevant to the African experience. 2.03.3 Use an atlas or encyclopedia to learn about each country, identifying major ethnic groups found in each region. Are groups missing? Why?

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COMPETENCY GOAL 3: The learner will analyze the impact of interactions between humans and their physical environments in South America and Europe.

OBJECTIVES ACTIVITIES3.01 Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions. 3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community. 3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment.

3.01.1 Research the environmental impact of the slave trade through Latin America, especially the Caribbean. Predict how the Europeans who owned sugar/coffee/etc. plantations would have adapted to these new regions with out this labor force. 3.02.1 Research information regarding lifestyles of urban and rural peoples of African decent. Display findings on a graphic organizer. 3.02.2 On a map locate areas of pollution (waste dumps, factory pollution). Identify ethnic groups that live nearby. 3.03.1 Research the role of African-Americans in the development of technologies; summarize how these innovations have influenced the peoples of Europe and Latin American. 3.03.2 Ask students to debate whether changes in technology or political/religious factors had the greatest influence on ending plantation farming and its use of human resources. OR Debate the benefits

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3.04 Describe how physical processes such as erosion, earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze their effects on human activities.

and the costs of technological advances (including the end of slave labor, abuses of labor in the industrial revolution, displacement of agricultural workers).

COMPETENCY GOAL 4: The learner will identify significant patterns in the movement of people, goods and ideas over time and place in South America and Europe.

OBJECTIVES ACTIVITIES4.01 Describe the patterns of and motives for the migrations of people, and evaluate their impact on the political, economic, and social development of selected societies and regions.

4.01.1 Examine a chart or graph showing the movement of people in Latin America and Europe (or from these areas to others). Describe causes and consequences of this movement in written or visual form. Trace the Triangle Trade Route on a map between Africa, the Caribbean, and European colonies in the present United States. Chart the goods and people being moved from major ports. Describe how the goods and people would be using in trade at the major ports. How did this movement affect the lives of African-Americans?

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4.02 Identify the main commodities of trade over time in selected areas of South America and Europe, and evaluate their significance for the economic, political and social development of cultures and regions.

4.01.2 Trace travel routes or movement of major ethnic groups to each region using yarn markers. Give special attention to migration from the Caribbean, Africa, Europe, and Latin America. 4.01.3 Compare movement of ethnic groups throughout Latin America and Europe from colonized areas (Asia, Africa, North America, and Latin America). Discuss what factors controlled movement. 4.02.1 Using a list of major exports/imports of Latin America and Europe, indicate the areas sharing trade. Construct a map showing these relationships. List the items shared with the United States and Africa; how does this trade effect the lives of Americans and Africans? 4.02.2 Divide students into groups representing the regions of Latin America. Each group will draw a poster tracing the route Native Africans took to the new region. What new goods and ideas did they bring with them? Compare past movements to movements today into these same regions (See Africans in the Americas: A History of the Black Diaspora). 4.02.3 Divide students into groups to research these and other explorers: Balboa, DeSoto, Cortez, Estavanico, LaSalle, Jean Baptiste, and DuSable. What kinds of goods, clothing, customs, languages,

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4.03 Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.

etc. did these explorers bring with them? How have they influenced people in the US? Were there any women explorers? What contribution did they make? (See Africans in the Americas: A History of the Black Diaspora). 4.03.1 Examine the Christianization/ Europeanization of Africans and Latin American Natives. In what ways (positive and negative) has the use of “European” religion affected African-American and Latin Natives?

COMPETENCY GOAL 5: The learner will evaluate the ways people of South America and Europe make decisions about the allocation and use of economic resources.

OBJECTIVES ACTIVITIES5.01 Describe the relationship between the location of natural resources and economic development, and assess the impact on selected cultures, countries, and regions in South America and Europe. 5.02 Examine the different economic systems, (traditional, command, and market), developed in

5.02.1 Allow students to draft a speech entitled “What

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selected societies in South America and Europe, and analyze their effectiveness in meeting basic needs. 5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of South America and Europe. 5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns.

the People Want”. Lead students in a study of economic freedoms, religious freedoms, freedom from racism, and other social issues. 5.03.1 List the resources colonizing Europeans utilized from Africa and South America (noting human resources). Investigate the percentage of these resources used to produce wealth among Europeans, Native Latin Americans, and Latin Americans of African descent. These findings may be connected to the findings for activity 6.01.1. Do the historical, cultural dispersal of resources correlate with dispersal of modern resources? 5.04.1 Research NAFTA and asses the effects of this trade policy on African Americans and Latin Americans. Write a paper exploring your findings. 5.04.2 Assume the role of one of the following individuals and create a monologue or other illustration arguing whether international economic interdependence is advantageous:

A Latin American coffee grower A European (German or Italian) automobile

worker

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An African American textile worker A homemaker in the Caribbean A French or Russian farmer

COMPETENCY GOAL 6: The learner will recognize the relationship between economic activity and the quality of life in South America and Europe.

OBJECTIVES ACTIVITIES6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.

6.01.1 Compare standard of living indicators for Native Latin Americans, Latin Americans of European origin, and Latin Americans with African origins. Graph at least two of the findings (i.e. literacy rate and life expectancy). A good example can be found on page 1 of the reference section; it discusses ethnic groups of Haiti. Discuss the possible roots of any large discrepancies. 6.01.2 Research and trace the development of the use of free human resources (enslaved people) in Europe and Latin America. Compare slavery in the regions. Create a chart or graphic organizer of your findings. Make inferences about the importance of slavery to the economic growth of each region. (See as resource: Bennett’s Before the Mayflower and Africans in the Americas. Also see Black Labor, White Wealth by Claude Anderson – available in the curriculum lab). 6.01.3 Research to find out when and how various ethnic groups were allowed to be educated in public

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6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of South America and Europe. 6.03 Describe the effects of over-specialization and assess their impact on the standard of living.

schools. 6.01.4 Examine the level of participation of members of various ethnic groups in different labor force activities. What factors contribute to their level of participation? Are there factors that inhibit participation? Please identify. 6.01.5 Examine how people earn a living in various regions. Describe to what extent race and/or ethnicity influences an individual’s ability to earn a living. (See From Slavery to Freedom). 6.02.1 Build on the work from activity 6.01.1 to include education level of the populations mentioned previously. Ask students to infer a connection between education and other standard of living indicators.

COMPETENCY GOAL 7: The learner will assess connections between historical events and contemporary issues.

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OBJECTIVES ACTIVITIES

7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.

7.01.1 Evaluate socio-economic status of differing ethnic groups within Latin America and Europe. Identify correlating historical events that may account for any large standing differences between ethnic groups. 7.01.2 Research and present changes that occurred in the lives of African Americans during and after the World Wars. Ask students to complete monologues explaining how these wars affected the mindset and expectations of African Americans. 7.01.3 Compare the past and present roles and status of Native Americans and African Americans in Latin America. What historical events changed these roles? 7.01.4 Assume the role of a girl or boy from Africa or of African decent during a given period in time (i.e. Colonial Times, the Harlem Renaissance). Write an essay describing your life in comparison to the life of an African American child today. 7.01.5 Using the format of A Girl Called Boy, write a story about a contemporary child of African decent who finds him/herself in another time period. 7.02.1 Given the Colonial Era, list some cultural

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7.02 Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.

differences of several ethnic groups in Latin America (Native Latin Americans, Latin Americans of African decent, Latin Americans of European decent). Use Venn diagrams to show how many of these differences have been maintained to the present day. 7.02.2 Discuss holidays and customs celebrated by ethnic groups. Celebrate using representative foods, music, dance, and clothing. Use pictures to compare and contrast different celebrations. (See “Kwanza” in Ethnic Celebrations Around the World; Multicultural Cookbooks for Students). 7.02.3 Have parents or guests from multiethnic groups share with the class the changes they have experienced in their life time. Ask guests to propose historical events that may have led to these changes.

COMPETENCY GOAL 8: The learner will assess the influence and contributions of individuals and cultural groups in South America and Europe.

OBJECTIVES ACTIVITIES8.01 Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe.

8.01.1 Illustrate the importance of Latin Americans of African decent on world history. Examine the accomplishments of people including musician and political figure Bob Marley; poets Antônio de Castro

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8.02 Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.

Alves, João da Cruz e Sousa, Jacques Roumain, Nicolás Guillén, Derek Walcott and Luis Gama; political figures Jean Jacques Dessalines, Pedro Ivonet, and Evaristo Estenoz; and writer Jamaica Kincaid. (See sites including (http://saxakali.com/caribbean/ shamil.htm) African Americans in the Caribbean and Latin America; The African Experience in Latin America; or research by individual names.) 8.01.2 Choose an art form (music, drama, dance, sculpture, painting, and folk art) from a given region and describe the aesthetic values of the creator or practitioner of the art form. (See Kids Multicultural Art Book). 8.02.1 Explore the impact of jazz music and poetry on European culture focusing on the expatriates of the Harlem Renaissance. (See sites including “Europe-Its Role In Jazz” by David Liebman; Jazz Age Books at the San Antonio Public Library which includes a listing of fiction and nonfiction children’s books about the Jazz Age; Jazz Age Culture with many links to Harlem Renaissance writings (http://faculty.pittstate.edu/~knichols/ jazzage3.html)). 8.02.2 Given a region or nation, identify its major art forms, past or present. Note: To insure a cross-

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8.03 Identify major discoveries, innovations, and inventions, and assess their influence on societies past and present.

national representation, include similarities and differences between ethnic groups from different countries. (i.e. How does African Latin American art compare to African European Art?) 8.02.3 Select a popular art ethnic art form or ethnic performer and assess the influence on a variety of people and on the society as a whole. 8.02.4 Identify people, symbols, and events associated with the heritage of Latin America and Europe. (See Ethnic Celebration Around the World). 8.02.5 Brainstorm lists of major groups of people, past and present, in Europe. Divide these lists in to usable categories (i.e. religious, ethnic, national). Make a chart of the major groups including Africans, African Americans, Indians, and Asians. 8.03.1 Examine the importance of African American innovations for the peoples of Europe and Latin American. (See the video titled Great Black Innovators as well as other biographies – some that specify fields of science and mathematics—and visual aids found in the curriculum lab). Ask students to list specific members of European and Latin American society who benefit from these innovations. 8.03.2 Research the African American inventors of commonly used inventions such as the traffic light,

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ironing board, truck refrigeration, corn silker, and electric light bulb filaments. Why were these items invented? Why was there a need? Who needed these items the most? How do you receive a patent? Why is a patent needed? How have these inventions effected the lives of Europeans and Latin Americans? 8.03.3 Research famous inventors and their inventions to show the relationship between their work and African American inventors (i.e. Thomas Edison and Lewis Latimer, Alexander Graham Bell and Granville T. Woods, etc.). (See Africa’s Gift to America). How have these inventions effected life in Europe and Latin America? 8.03.3 Set up an exhibit highlighting the contributions of physicians of African origin. Include portraits, books, papers, records, and interesting memorabilia. (See Contemporary Black Biography – Volumes 1-5).

COMPETENCY GOAL 9: The learner will analyze the different forms of government developed in South America and Europe.

OBJECTIVES ACTIVITIES9.01 Trace the historical development of governments including traditional, colonial, and national in selected societies and assess the effects on the respective

9.01.1 Create a cause/effect chart depicting how colonial history is still affecting minorities in contemporary European and Latin American countries.

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contemporary political systems. 9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each. 9.03 Identify the ways in which governments in selected areas of South America and Europe deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations.

9.03.1 Discuss the agony felt by individuals faced with discrimination due to the color of the skin, social status, or gender. Discuss how one may feel when discrimination prevents one from:

Being hired for employment Securing a high paying position

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9.04 Describe how different governments in South America and Europe select leaders and establish laws

Securing decent housing Attendance at a major university.

Discuss measures in which governments and their citizens can promote social justice. Research and compile programs for social justice in our community. 9.03.2 Given descriptions of problems, suggest fair ways of solving them (correcting wrongs). Make inferences about how these solutions might be applied to problem situations in Latin America, Europe, and the United States. How have minority groups traditionally worked to solve their problems within the larger society? Have strategies such as protest been successful? 9.03.3 Analyze case studies of the treatment of minorities (i.e. Jews, native peoples, “Gypsies”, persons of African origin) in Latin America, Europe, and the United States using as criteria the fair distribution of the benefits and burdens of society. Given descriptions of problems in Latin America, Europe, and the United States, analyze fair procedures for dealing with these case studies. 9.03.4 From contemporary magazines, newspapers, and Internet sites that show issues of justice and how

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in comparison to the United States and analyze the strengths and weaknesses of each.

they are dealt with, discuss treatment of various ethnic groups. Why do these incidents occur? What are workable solutions? 9.03.5 Using newspapers, news magazines, and radio and television reports, construct a list of issues or situations which affect minorities in Latin America or Europe. Categorize these issues or problems as economic, political, or social. Suggest which problems might be easier/more difficult to solve. Explain why. Brainstorm solutions and discuss the analysis with knowledgeable adults. 9.04.1 Chart societal classifications of elected leaders in Europe and Latin America (i.e. socioeconomic standing, ethnicity/heritage, and educational background). Compare your findings with similar data from the United States. Make inferences about “requirements” for election. Propose changes that may help discourage inequity. 9.04.2 Research/investigate prominent leaders who are African-American, Europeans of African decent, or Latin Americans of African descent. Compile those who have played significant roles in government throughout their nation’s history. Create a chart or

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other graphic organizer displaying your findings. COMPETENCY GOAL 10: The learner will compare the rights and civic responsibilities of individuals in political structures in South America and Europe.

OBJECTIVES ACTIVITIES10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time. 10.02 Identify various sources of citizens' rights and

10.01.1 Trace the evolution of the relationships between minorities and their governments (peoples of African decent, religious minorities, people from colonized countries, indigenous peoples, or women). When were these segments of society given full protection under law, given voting rights, integrated into leadership roles in government? Ask students to compare their findings. 10.01.2 Read Arna Bontemp’s book The Story of the Negro to learn how African slaves used ingenuity to learn to read. Other resources would be The Autobiography of Frederick Douglas and The Wednesday Surprise. How does the education of persons of African decent in the past compare to the current educational system in regions studied? 10.02.1 Identify legislation in European and Latin American countries that have guaranteed the rights of ethnic and religious groups.

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responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures. 10.03 Describe rights and responsibilities of citizens in selected contemporary societies in South America and Europe, comparing them to each other and to the United States. 10.04 Examine the rights, roles, and status of individuals in selected cultures of South America and Europe, and assess their importance in relation to the general welfare.

10.03.1 Compile lists of civic responsibilities in different countries (voting, military service, mandated childhood education, and governmental service). Compare and contrast these responsibilities in Europe and Latin America to the responsibilities of citizens of the United States, comparing different ethnic groups’ voter registration, military service, educational level, or government work. Infer a connection between participation in civic responsibilities and a feeling of enfranchisement. 10.04.1 Examine cultures in which equality is not mandated by law or inequality is mandated by law (due to religious beliefs, ethnicity, political affiliation, or gender) either historically or currently. Discuss the societal reasoning behind these inequalities and brainstorm ways to eliminate these inequalities.

COMPETENCY GOAL 11: The learner will recognize the common characteristics of different cultures in South America and Europe

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OBJECTIVES ACTIVITIES11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.

11.01.1 Identify similarities and differences in peoples of African origins living in the United States, Europe, and South America (comparing socioeconomic standing, literacy rates, and life expectancy). Compare your findings to averages of all citizens in these areas as well. What similarities do African peoples share with each other? What do African peoples most closely share with others of their region? Infer which factor is most influential, ethnicity or region. 11.01.2 State the role of groups of people in a given region or nation and the purpose of grouping. 11.01.3 Read orally Christmas in the Big House, Christmas in the Quarter, a chapter from A Girl Called Boy or another period that tells of Christmas during the slavery period. Use a graphic organizer to compare the two celebrations. 11.01.4 Work in small groups to research and present skits that show a social event in an ethnic group. Compare skits showing similar events with differing ethnic groups. (i.e. Carnival in Brazil, Combute in Haiti, Los Quince Años in Mexico, Juneteenth in African-American community). 11.01.5 Create a graphic organizer to illustrate similarities and differences of Europeans and peoples in their colonies. Examples of colonies:

South Africa (UK) Ghana (UK) Zaire (Belgium) Burundi (Germany) Angola (Portugal) Namibia (Germany) Ivory Coast (France) Senegal (France) Western Sahara (Spain) Mozambique (Portugal)

COMPETENCY GOAL 12: The learner will assess the influence of major religions, ethical beliefs, and values on cultures in South America and Europe.

OBJECTIVES ACTIVITIES12.01 Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions.

12.01.1 Create graphs or write a summary showing the growing diversity of religious beliefs in Europe and Latin America over the past century. Be certain to include African American and Native religious beliefs as well. (See excerpt from The Caribbean pp. 16-18 in resource guide). 12.01.2 Role play a situation from opposite points of view

A boy standing alone on a corner sees three boys of a different ethnic group running toward him.

A girl waiting for her mom to finish her daily work at a country club sees some girls who are members laughing and pointing her way).

Lead students in a discussion of the consequences and effects of behavior based on misperceptions and knowledge gaps. How could belief systems help alleviate these problems? 12.01.3 After research on the major religious faiths in Europe and Africa, identify important leaders and describe the basic beliefs and practices of each. Create a collage or bulletin board display that indicates the

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12.02 Describe the relationship between cultural values of selected societies of South America and Europe and their art, architecture, music and literature, and assess their significance in contemporary culture.

influences of religious leaders, beliefs, and practices on Europe – and Latin America. (See Chapters 6-10 of Classical Africa, Chapter 3 pp. 23-41 of From Slavery to Freedom). 12.02.1 Illustrate the importance of Latin Americans of African decent on world history. Examine the accomplishments of people such as musician and political figure Bob Marley; poets Antônio de Castro Alves, João da Cruz e Sousa, Jacques Roumain, Nicolás Guillén, Derek Walcott and Luis Gama; political figures Jean Jacques Dessalines, Pedro Ivonet, and Evaristo Estenoz; and writer Jamaica Kincaid. (See sites including (http://saxakali.com/caribbean/ shamil.htm) African Americans in the Caribbean and Latin America; The African Experience in Latin America; or research by individual names.) 12.02.2 Choose an art form (music, drama, dance, sculpture, painting, folk art) from a given region and describe the aesthetic values of the creator or practitioner of the art form. (See Kids Multicultural Art Book). 12.02.3 Explore the impact of jazz music and poetry

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12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in South America and Europe.

on European culture focusing on the expatriates of the Harlem Renaissance. (See sites including “Europe-Its Role In Jazz” by David Liebman; Jazz Age Books at the San Antonio Public Library which includes a listing of fiction and nonfiction children’s books about the Jazz Age; Jazz Age Culture with many links to Harlem Renaissance writings (http://faculty.pittstate.edu/~knichols/ jazzage3.html)). 12.02.4 Given a region or nation, identify its major art forms, past or present. Note: To insure a cross-national representation, include similarities and differences between ethnic groups from different countries. (i.e. How does African Latin American art compare to African European Art?) 12.02.5 Select a popular art ethnic art form or ethnic performer and assess the influence on a variety of people and on the society as a whole. 12.02.6 Analyze the poem “The Coach of Time”. (See activity – 1, page 2 in Resource Packet). 12.03.1 Find words added to English from other cultures, as well as varying forms of English (i.e. Caribbean Island English). (See resource book).

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COMPETENCY GOAL 13: The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, South America, and Europe.

OBJECTIVES ACTIVITIES13.01 Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities. 13.02 Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic. 13.03 Examine the role and importance of foreign-owned businesses and trade between North Carolina

13.01.1 Using a family tree, students will develop a chart showing movement of their own family through generations and will form a hypothesis about other families and areas. Share family trees to allow students to see the diversity of family origins in the class; see if ancestors may have interacted. (See resource book). 13.01.2 Write a letter to the editor or to a pen pal expressing an opinion on immigration to the United States. How do you feel about the influx of minorities? How does the migration of persons from Latin America resemble past immigration and affect present families? 13.02.1 Write a position paper affirming or denouncing US policy regarding the treatment of Cubans, Haitians, and Mexican refugees. How does the influx of immigrants effect minorities? Are there differences in ease of immigration based on ethnicity? 13.02.1 Find words added to English from other

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and the nations of South America and Europe, and evaluate the effects on local, state, regional, and national economies and cultures.

cultures, as well as varying forms of English (i.e. Caribbean Island English). (See resource book).

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SEVENTH GRADE AFRICA, ASIA, AND AUSTRALIA

The focus for seventh grade is on the continued development of knowledge and skills acquired in the fourth,

fifth, and sixth grade studies of North Carolina, the United States, and Europe and South America by considering, comparing, and connecting those studies to the study of Africa, Asia, and Australia. As students examine social, economic, and political institutions they analyze similarities and differences among societies. While concepts are drawn from history and the social sciences, the primary discipline is geography, especially cultural geography. This focus provides students with a framework for studying local, regional, national, and global issues that concern them, for understanding the interdependence of the world in which they live, and for making informed judgments as active citizens.

Strands: Geographic Relationships, Historic Perspectives, Economics and Development, Government and Active Citizenship, Global Connections, Technological Influences and Society, Individual Identity and Development, Cultures and Diversity

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GEOGRAPHY: Competency Goals 1, 2, 3 and 4: What is the environment in which the people live? COMPETENCY GOAL 1: The learner will use the five themes of geography and geographic tools to answer geographic questions and analyze geographic concepts.

OBJECTIVES ACTIVITIES 1.01 Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in Africa, Asia, and Australia. 1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections. 1.03 Use tools such as maps, globes, graphs, charts, databases, models, and artifacts to compare data on different countries of Africa, Asia, and Australia and to identify patterns as well as similarities and

1.01.1 Students will construct a visual representation, in the form of a pictorial map, which will depict the geographical diversity that exists in Africa. 1.02.1 Show and discuss the video series “wonders of the AFRICAN WORLD with Henry Louis Gates, Jr. (African American): Video B8104: Black Kingdoms of the Nile and The Swahili Coast **Create other activities based on the video. (http://www.pbs.org/wnet/africa/tools/where

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differences.

1.02 Video: wonders of the AFRICAN WORLD with Henry Louis Gates, Jr. Location: Curriculum Lab-Central Office WSFCS 1.03 Gates, Henry Louis, Jr. WONDERS of the AFRICAN WORLD. United States, 1999.

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GEOGRAPHY: Competency Goals 1, 2, 3 and 4: What is the environment in which the people live? COMPETENCY GOAL 2: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of Africa, Asia, and Australia.

OBJECTIVES ACTIVITIES2.01 Identify key physical characteristics such as landforms, water forms, and climate and evaluate their influence on the development of cultures in selected African, Asian and Australian regions. 2.02 Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of Africa, Asia, and Australia and evaluate their impact on the environment. 2.03 Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in Africa, Asia, and Australia.

2.02.1 Using information on the water problem in Africa, the Middle East and the United States, make module data, bar graphs, and action plans pertaining to the water problem. Resources 2.02 • See attached lesson plans: (http://school.discovery.com/lessonplans/activities/watereverywhere/)

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GEOGRAPHY: Competency Goals 1, 2, 3 and 4: What is the environment in which the people live? COMPETENCY GOAL 3: The learner will analyze the impact of interactions between humans and their physical environments in Africa, Asia, and Australia.

OBJECTIVES ACTIVITIES3.01 Identify ways in which people of selected areas in Africa, Asia, and Australia have used, altered, and adapted to their environments in order to meet their needs and evaluate the impact of their actions on the development of cultures and regions. 3.02 Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community. 3.03 Examine the development and use of tools and technologies and assess their influence on the human ability to use, modify, or adapt to their environment. 3.04 Describe how physical processes such as erosion,

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earthquakes, and volcanoes have resulted in physical patterns on the earth's surface and analyze the effects on human activities.

3.03.1 From the booklet SCIENCE & TECHNOLOGY-A RICH HERITAGE read and have students to read the introduction and various topics. Do the “Explore the Idea” questions. 3.03.2 Assign students topics/people to do additional research on. Report to the class. ResourcesSCIENCE & TECHNOLOGY-A RICH HERITAGE. Globe Fearon Educational Publisher. 1997.

GEOGRAPHY: Competency Goals 1, 2, 3 and 4: What is the environment in which the people live?

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COMPETENCY GOAL 4: The learner will identify significant patterns in the movement of people, goods, and ideas over time and place in Africa, Asia, and Australia.

OBJECTIVES ACTIVITIES 4.01 Describe the patterns of and motives for migrations of people, and evaluate the impact on the political, economic, and social development of selected societies and regions. 4.02 Identify the main commodities of trade over time in selected areas of Africa, Asia, and Australia and evaluate their significance for the economic, political, and social development of cultures and regions. 4.03 Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in Africa, Asia, and Australia.

4.02.1 Show and discuss video-wonders of the AFRICAN WORLD with Henry Louis Gates, Jr. (African American). Video B8107-The Road to Timbuktu Create other activities based on the video. Resources 4.02 Video-wonders of the AFRICAN WORLD

with Henry Louis Gates, Jr. Location: Curriculum Lab-Administrative Office WSFCS

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4.02 Gates, Henry Louis, Jr. WONDERS of the AFRICAN WORLD. United States, 1999.

ECONOMICS: How do the people make a living? COMPETENCY GOAL 5: The learner will evaluate the varied ways people of Africa, Asia, and Australia make decisions about the allocation and use of economic resources.

OBJECTIVES ACTIVITIES5.01 Describe the relationship between the location of natural resources, and economic development, and analyze the impact on selected cultures, countries, and regions in Africa, Asia, and Australia.

Note: See attachment on “Development of Africa: implementation and coordinated follow-up by the United Nations… Economic and Social Council

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5.02 Examine the different economic systems, (traditional, command, and market), developed in selected societies in Africa, Asia, and Australia, and assess their effectiveness in meeting basic needs. 5.03 Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of Africa, Asia, and Australia. 5.04 Describe the relationship between specialization and interdependence, and analyze its influence on the development of regional and global trade patterns. ECONOMICS: How do the people make a living? COMPETENCY GOAL 6: The learner will recognize the relationship between economic activity and the quality of life in Africa, Asia, and Australia.

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OBJECTIVES ACTIVITIES6.01 Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy. 6.02 Examine the influence of education and technology on productivity and economic development in selected nations and regions of Africa, Asia, and Australia. 6.03 Describe the effects of over-specialization and evaluate their impact on the standard of living.

6.01 See Attachment. Share a copy of the information on Business (From Victory to Freedom booklet) Students may read in groups and answer the questions. Have a discussion. 6.02.1 See attachment (can get book from CL/Admin. Office) Read the selection- Education. Discuss. Do activity sheets. Assign groups to research and report of Supreme Court Cases, NAACP, and personalities mentioned in the reading 6.02.2 Do a virtual visit of four schools in Africa. Take notes on the schools in the four different regions. Make a comparison. What is the influence of education and technology on the way of life? (See attachment: My World.)

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Resources 6.01and 6.02.1 FROM VICTORY TO FREEDOM. National Afro-American Museum and Cultural Center, Elementary and Middle School Course of Study. Wiberforce, Ohio, 1991. 6.02 Http://pbskids.org/africa/myworld/index.html

HISTORY: How has this society changed over time? COMPETENCY GOAL 7: The learner will assess the connections between historical events and contemporary issues in Africa, Asia, and Australia.

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OBJECTIVES ACTIVITIES7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.

7.01.1 Obtain the video The Terrible Transformation and the teacher’s guide for the series Africans in America. Follow the instructions/Lesson Plan in the guide. See attachment for the above. 7.01.2 See attachment Lesson Plans for Rites of Passage. Note: *Get the video AFRICA, episode 5 “Love on the Sahel” • Make copies of the letter from the

Superintendent. 7.01.3 See attachment on “The Church.” Give copies to students in small groups. Complete the reading and activites. Assign additional activities to groups. Note: Civil Rights (South Africa & U.S. Resources 7.01.1 African in America, America’s Journey Through Slavery Video Series (CL-AO)

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7.02 Examine the causes of key historical events in selected areas of Africa, Asia, and Australia and analyze the short- and long-range effects on political, economic, and social institutions.

7.01.2 http://www.thirteen.org/edonline/ntti/resources/ lessons/ritesof passage/ 7.01.3 FROM VICTORY TO FREEDOM. National Afro-American Museum and Cultural Center, Elementary and Middle School Course of Study. Wiberforce, Ohio, 1991. Note: Check out: Www.pbs.org/africansinamerica Note: Video B8106 “The Slave Kingdoms” and The Holy Land =wonders of the AFRICAN WORLD with Henry Louis Gates, Jr. Admin. O

HISTORY: How has this society changed over time? COMPETENCY GOAL 8: The learner will assess the influence and contributions of individuals and cultural groups in Africa, Asia, and Australia.

OBJECTIVES ACTIVITIES8.01 Describe the role of key historical figures and 8.01.1 See the Attachment: from Long Walk to

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evaluate their impact on past and present societies in Africa, Asia, and Australia. 8.02 Describe the role of key groups such as Mongols, Arabs, and Bantu and evaluate their impact on historical and contemporary societies of Africa, Asia, and Australia. 8.03 Identify major discoveries, innovations, and inventions and assess their influence on societies past and present.

Freedom by Nelson Mandela. Have class to read the selection and answer and discuss the activities. Note: For 8.01 and 8.02 See attachment- Organizations and Leadership. Read and do the activities with the students. Use some of the activities for extension. Also Black sororities (for example the Deltas and fraternities (the Alphas) 8.03 From the booklet MATH-A RICH HERITAGE, read and have students to read the introduction and various topics. Do the “Explore the Idea” questions. Resources 8.01 World Cultures and Geography-World Literature, Eastern Hemisphere. McDougal Littell. 2002 8.01 & 8.02 FROM VICTORY TO FREEDOM.

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National Afro-American Museum and Cultural Center, Elementary and Middle School Course of Study. Wiberforce, Ohio, 1991. 8.03 MATH-A RICH HERITAGE. Globe Fearon Educational Publisher. 1997. Note: Video on Marcus Garvey (Admin. Office Curriculum Lab (CL)

POLITICAL SCIENCE: How is the Society organized COMPETENCY GOAL 9: The learner will analyze the different forms of government developed in Africa, Asia, and Australia.

OBJECTIVES ACTIVITIES9.01 Trace the historical development of governments, including traditional, colonial, and national in selected societies, and assess their effects on the respective contemporary political systems. 9.02 Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in Africa, Asia, and Australia carry out legislative, executive, and judicial functions and evaluate the effectiveness of each.

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9.03 Identify the ways in which governments in selected areas of Africa, Asia, and Australia deal with issues of justice and injustice, and assess the influence of cultural values on their practices and expectations. 9.04 Describe how different governments in Africa, Asia, and Australia select leaders and establish laws in comparison to the United States and analyze the strengths and weaknesses of each.

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COMPETENCY GOAL 10: The learner will compare the rights and civic responsibilities of individuals in political structures in Africa, Asia, and Australia.

OBJECTIVES ACTIVITIES10.01 Trace the development of relationships between individuals and their governments in selected cultures of Africa, Asia, and Australia, and evaluate the changes that have evolved over time. 10.02 Identify various sources of citizens' rights and responsibilities, such as constitutions, traditions, and religious law, and analyze how they are incorporated into different government structures. 10.03 Describe rights and responsibilities of citizens in selected contemporary societies in Africa, Asia, and Australia, comparing them to each other and to the United States. 10.04 Examine the rights, roles, and status of individuals in selected cultures of Africa, Asia, and Australia, and assess their importance in relation to the general welfare.

COMPETENCY GOAL 11: The learner will recognize the common characteristics of different cultures in Africa, Asia, and Australia.

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OBJECTIVES ACTIVITIES

11.01 Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they can link and separate societies. 11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values, and beliefs in creating different cultural responses. 11.03 Compare characteristics of political, economic, religious, and social institutions of selected cultures and evaluate their similarities and differences. 11.04 Identify examples of economic, political, and social changes, such as agrarian to industrial economies, monarchical to democratic governments, and the roles of women and minorities, and analyze their impact on culture.

COMPETENCY GOAL 12: The learner will assess the influence of major religions, ethical beliefs, and values on cultures in Africa, Asia, and Australia.

OBJECTIVES ACTIVITIES

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12.01 Examine the major belief systems in selected regions of Africa, Asia, and Australia, and analyze their impact on cultural values, practices, and institutions. 12.02 Describe the relationship between and cultural values of selected societies of Africa, Asia, and Australia and their art, architecture, music, and literature, and assess their significance in contemporary culture. 12.03 Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in Africa, Asia, and Australia.

COMPETENCY GOAL 13: The learner will describe the historic, economic, and cultural connections among North Carolina, the United States, Africa, Asia, and Australia.

OBJECTIVES ACTIVITIES13.01 Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of Africa, Asia, and Australia, and evaluate their influence on local, state, regional, national, and international communities. 13.02 Describe the diverse cultural connections that have

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influenced the development of language, art, music, and belief systems in North Carolina and the United States and analyze their role in creating a changing cultural mosaic. 13.03 Examine the role and importance of foreign-owned businesses and trade between North Carolina and the nations of Africa, Asia, and Australia, and assess the effects on local, state, regional, and national economies and cultures.

EIGHTH GRADE NORTH CAROLINA: CREATION AND DEVELOPMENT OF THE STATE

Eighth grade students examine the roles of people, events, and issues in North Carolina history that have

contributed to the unique character of the state today. Building on the fourth grade introduction, the time frame for this course emphasizes revolutionary to contemporary times.

The organization is primarily chronological and reference is made to the key national phenomena that impacted North Carolina throughout these periods. Although the value and methods of historical study as a way of learning about people are stressed, key concepts of geography, civics, and economics are incorporated throughout the course for a fuller understanding of the significance of the people, events, and issues. Inherent to the study of North Carolina history is a continuing examination of local, state, and national government structures. Strands: Geographic Relationships, Historic Perspectives, Economics and Development, Government and Active Citizenship, Global Connections, Technological Influences and Society, Individual Identity and Development,

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Cultures and Diversity EXPLORATION COMPETENCY GOAL 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period. OBJECTIVES ACTIVITIES1.01 Assess the impact of geography on the settlement

and developing economy of the Carolina colony. 1.02 Identify and describe American Indians who

inhabited the regions that became Carolina and assess their impact on the colony.

1.03 Compare and contrast the relative importance of

differing economic, geographic, religious, and political motives for European exploration.

1.04 Evaluate the impact of the Colombian Exchange on the cultures of American Indians, Europeans, and Africans. 1.05 Describe the factors that led to the founding and settlement of the American colonies including religious

1.03 Research the role of Africans in the discovery and exploration of North Carolina, as well as North America. Chart the results of the research, showing point of origin of the voyage, discovery/exploration, and the consequences of the voyage. This will make for an excellent group activity.

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persecution, economic opportunity, adventure, and forced migration. 1.06 Identify geographic and political reasons for the creation of a distinct North Carolina colony and evaluate the effects on the government and economics of the colony. 1.07 Describe the roles and contributions of diverse groups, such as American Indians, African Americans, European immigrants, landed gentry, tradesmen, and small farmers to everyday life in colonial North Carolina, and compare them to the other colonies.

1.07.1 Take the students on a virtual African American Culture Tour-North Carolina. Create a chart for students to complete as they explore the “rich African American cultural heritage of North Carolina. Have students to write a reflection of their tour. (See attached.) 1.07.2 Research/share the contributions/history of

African American before 1800. See attached.

1.07.3 Brainstorming, compile of list of effective leadership characteristics. Make a chart composed of leaders of the Colonial Period. Apply these traits. African American leaders can include Olandah Equianh, Old Salem Sam (no last name) Samuel Johann

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Samuel, Abraham (no last name), Omar ibn Said

Resources 1.03 http://www.geocities.com/johandempers/free.htm 1.07.1http://www.ncculturetour.org/ 1.07.2 http://wsfcs.k12.nc.us/ncafam/pre-1800.htm General resource: AFRICAN AMERICAN CHRONOLOGY: VOLUME 1 1492-1972. (Detroit) UXL, C1994 (Admin. Office Cur Lab)

COMPETENCY GOAL 2: The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation.

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OBJECTIVES ACTIVITIES 2.01 Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities. 2.02 Describe the contributions of key North Carolina and national personalities from the Revolutionary War era and assess their influence on the outcome of the war. 2.03 Examine the role of North Carolina in the Revolutionary War. 2.04 Examine the reasons for the colonists’ victory over the British, and evaluate the impact of military successes and failures, the role of foreign interventions, and on-going political and economic domestic issues. 2.05 Describe the impact of documents such as the Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the

2.02 Construct a map of Revolutionary American

illustrating battles in which African Americans participated. Write a paper analyzing why African Americans became involved in the independence movement.

Resources 2.02 http://wsfcs.k12.nc.us/ncafam/pre-1800.htm 2.02 Poster: The American Revolution (Admin.

Office Cur. Lab) 2.02 THE AMERICAN REVOLUTION:

TEACHING COMPANION… Admin. Off. CL

2.02 Black Americans in the Revolutionary War

Admin. Off. Cum Lab

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State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments. COMPETENCY GOAL 3: The learner will identify key events and evaluate the impact of reform and expansion in North Carolina during the first half of the 19th century. OBJECTIVES ACTIVITIES3.01 Describe the causes of the War of 1812 and analyze the impact of the war on North Carolina and the nation. 3.02 Investigate the conditions that led to North Carolina's economic, political, and social decline during this period and assess the implications for the future development of the state. 3.03 Identify and evaluate the impact of individual reformers and groups and assess the effectiveness of their programs.

3.03 Generate a list of postwar problems-to

include African Americans who had fought for independence but most of whom were still slaves in Southern states. Rank the problems according to severity; the, propose immediate and long range solutions for the problems.

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3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions. 3.05 Compare and contrast different perspectives among North Carolinians on the national policy of Removal and Resettlement of American Indian populations. 3.06 Describe and evaluate the geographic, economic, and social implications of the North Carolina Gold Rush. 3.07 Explain the reasons for the creation of a new State Constitution in 1835, and describe its impact on religious groups, African Americans, and American Indians. 3.08 Examine the impact of national events such as the Louisiana Purchase, the Lewis and Clark Expedition, the War with Mexico, and the California Gold Rush, and technological advances on North Carolina.

3.041Analyze and discuss, in whole group, the issue of slavery at the Constitutional Convention:

3/5 compromise Importation of Slaves extended for 20 years Fugitive slave provisions Northern complicity in slave trade Economics as a justification for continuing slavery

3.042 See attachment: Revolution Resources 3.04 RACIAL EQUALITY IN AMERICAN by

John Hope Franklin…Admin Off. CL. 3.04http://wsfcs.k12.nc.us/ncafam/1800-50.htm 3.04 MANY THOUSAND GONE : AFRICAN AMERICANS FROM SLAVERY TO FREEDOM by Hamilton, Virginia…Admin. Office C. L.

COMPETENCY GOAL 4: The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation. OBJECTIVES ACTIVITIES

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4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation. 4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war. 4.03 Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state. 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period. 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end.

4.01.1 Debate the topic: Slavery caused sectionalism. Have students to define sectionalism. Note how the nation was divided. What were the slave states and the free states? Was there sectionalism in North Carolina? Was this attributed to slavery? Explain.

4.01.2 Role-play: Collaborative learning: Each group will research it historical event and role-play it to the class.

a. The Lincoln-Douglas Debates b. “Bleeding Kansas” c. The Dred Scott Decision d. John Brown’s Raid on Harper’s Ferry e. The Election of 1860 f. the firing on Fort Sumter

g. The Impending Crisis of the South(Hinton Rowan Helper from N.C.

4.03.3 Do program four-Judgment Day 1831-1861-from the video (workbook) series African in America-America’s Journey Through Slavery Note: See your school’s media center or get from the CL at the Admin. Of.

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4.03.4 Research Sergeant Frank Roberts of Elizabeth City, NC. Note: (Black Union Soldier during the Civil War. In all five African American regiments were formed for the Union army in NC. About 1,000 more AA from NC fought for the Union army. 4.03.5 Note: See http://blackquest.com/link.htm Click on BLACK SOLDIERS IN THE CIVIL WAR. 4.04.1 Research: Black (African Americans) U.S.

Congress persons *during Reconstruction. • * present 4.04.2 Research the State Constitutional

Convention of 1868. How many African Americans Republicans were present?

Note: Explain the difference between Republican during Reconstruction and Republican today. Note: 15 were present. This black delegation was led by James H. Harris, A. H. Galloway, and James W. Hood.

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4.05.1 Research James City (Black city created

near New Bern during Reconstruction) {Uncovered in a current archeological project.} Why do you think historians might want to learn about freed people in this city?

Resources

Resources http://wsfcs.k12.nc.us/ncafam/1850-00.htm http://blackquest.com/link.htm

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COMPETENCY GOAL 5: The learner will evaluate the impact of political, economic, social, and technological changes on life in North Carolina from 1870 to 1930. OBJECTIVES ACTIVITIES5.01 Identify the role played by the agriculture, textile, tobacco, and furniture industries in North Carolina, and analyze their importance in the economic development of the state. 5.02 Examine the changing role of educational, religious, and social institutions in the state and analyze their impact. 5.03 Describe the social, economic, and political impact of migration on North Carolina. 5.04 Identify technological advances, and evaluate their influence on the quality of life in North Carolina. 5.05 Assess the influence of the political, legal, and social movements on the political system and life in

5.01 Research Thomas Day (Black furniture maker). Write an essay reflecting on his life. Include reasons why he was successful in his business. 5.02.1 Research: What Black colleges (African American colleges and universities) were there during this period in history. Note: Students from Howard University in Washington, DC traveling through NC made speeches in support of the Constitution of 1868 5.02.2 Write a interpretive essay on a leading national or state African American emphasizing his/her contributions to public education. Suggested persons: Booker T. Washington, W.E.B. Dubois, James Dudley, Charlotte Hawkins Brown, Professor William S. Turner, Charles N. Hunter, D. J. Jordan, and Charles H. Moore.

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North Carolina. 5.06 Describe North Carolina’s reaction to the increasing United States involvement in world affairs including participation in World War I, and evaluate the impact on the state’s economy.

5.02.3 Research and discuss: The African American Church Through Time. Have students research the history of local African American Churches.

5.02.4 Research the African American Masonic and Eastern Star lodges.

5.03.1 Plot the life of George H. White. Why did

he migrate? Would you have done the same? Explain.

Note: George H. White, an African American from Tarboro, NC, was elected to the U.S. House of Representatives in 1896. 5.03.2 Brainstorm an issue or problem in NC as the

nation moved from an agrarian to an industrial society. List and categorize changes. Make inferences about similarities between NC and the nation. Be sure to include Black migration to northern industrial area and the resurgence of the KKK to attempt to control Black progress. See: “The Klan Revival” in the addendum and The Promised Land by Nicholas Lemann (CL)

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5.03.3 Identify: The Harlem Renaissance. Note: Some African American of the era: Langston Hughes, Zora Neale Hurston, Countee Cullen, Paul Robeson, Jean Toomer; 5.04 See the book Black Inventors (CL) 5.05 Analyze the involvement and impact of

African American on political changes during the New Deal. Research:

“Daddy Grace” “Father Divine” A. Phillip Randolph Elijah Poole Nation of Islam Master Fard Nation of Islam 5.05 Research the role of African American in World War I. See Earl Thorpe’s Blacks in World War I. Curriculum Lab (CL) Resources The Promised Land by Nicholas Lemann (CL)

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Black Inventors of America by Burt McKinley, Jr. (CL) Blacks in World War I by Earl Thorpe

COMPETENCY GOAL 6: The learner will analyze the immediate and long-term effects of the Great Depression and World War II on North Carolina. OBJECTIVES ACTIVITIES 6.01 Identify the causes and effects of the Great Depression and analyze the impact of New Deal policies on Depression Era life in North Carolina. 6.02 Describe the significance of major events and military engagements associated with World War II and evaluate the impact of the war on North Carolina. 6.03 Examine the significance of key ideas and individuals associated with World War II.

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6.04 Assess the impact of World War II on the economic, political, social, and military roles of different groups in North Carolina including women and minorities. COMPETENCY GOAL 7: The learner will analyze changes in North Carolina during the postwar period to the 1970's. OBJECTIVES ACTIVITIES 7.01 Analyze the extent and significant of economic changes in North Carolina. 7.02 Evaluate the importance of social changes to different groups in North Carolina. 7.03 Assess the influence of technological advances on economic development and daily life. 7.04 Compare and contrast the various political viewpoints surrounding issues of the post World War II era.

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7.05 Evaluate the major changes and events that have effected the roles of local, state, and national governments. COMPETENCY GOAL 8: The learner will evaluate the impact of demographic, economic technological, social, and political developments in North Carolina since the 1970's. OBJECTIVES ACTIVITIES8.01 Describe the changing demographics in North Carolina and analyze their significance for North Carolina's society and economy. 8.02 List economic and technological advances occurring in North Carolina since 1970, and assess their influence on North Carolina's role in the nation and the world. 8.03 Describe the impact of state and national issues on the political climate of North Carolina. 8.04 Assess the importance of regional diversity on the development of economic, social, and political institutions in North Carolina.

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COMPETENCY GOAL 9: The learner will explore examples of and opportunities for active citizenship, past and present, at the local and state levels. OBJECTIVES ACTIVITIES9.01 Describe contemporary political, economic, and social issues at the state and local levels and evaluate their impact on the community. 9.02 Identify past and present state and local leaders from diverse cultural backgrounds and assess their influence in affecting change. 9.03 Describe opportunities for and benefits of civic participation.

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