Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. Act II of Birth of a Colony focuses on the Spanish exploration and exploitation of the New World and the attempt to find a new route to Zacatecas. Vast wealth from silver enabled Spain to finance more exploration and expand its empire. In an effort to defend Spanish trade and protect Spain?s investment in the mines, King Philip II launched an attempt to establish a colony in North America. This teacher's guide contains 2 SS lessons plans: Finding a Lost Spanish Fort; Mapping Juan Pardo. Additional suggested resources are also included. The Birth of a Colony video can be accessed at the following link: http://video.unctv.org/video/2149619983/ The referenced article can be accessed at the following link: http://www.ncmuseumofhistory.org/collateral/articles/F07.lost.spanish.fort.pdf

Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. Act IV of Birth of a Colony is divided into three parts. The first part explores the development of permanent English settlements in North Carolina. The second part of this segment focuses on the establishment of a proprietary colony in Carolina. The The third part of this segment focuses on the journey of John Lawson from Charleston, through the interior sections of the Piedmont, to the Pamlico Sound. This teacher's guide includes 2 SS lessons: John Lawson, Surveyor; Teaching the Carolina Charter. Additional suggested resources and optional extension activities are also included. The Birth of a Colony video can be accessed at the following link: http://video.unctv.org/video/2149619983/

Birth of a Colony explores the history of North Carolina from the time of European exploration through the Tuscarora War. Presented in five acts, the video combines primary sources and expert commentary to bring this period of our history to life. The final segment of Birth of a Colony discusses the Tuscarora War, the Barnwell Expedition, and the Moore Expedition. ELA extension activities included: writing letters, diary entries, oral histories. The Birth of a Colony video can be accessed at the following link: http://video.unctv.org/video/2149619983/

In this lesson, students perform a close reading of an informational text to learn about the history of the Blackstone Canal.

José feels he is destined to a life filled with physical labor because both of his parents work hard. His mother works at a sewing machine all day, and his father works for the telephone company and often tells José that life is hard. In this CCSS lesson, students will explore this story through text dependent questions, academic vocabulary, and writing assignments.

The students are introduced to the research process through an assignment (https://docs.google.com/document/d/1aV1canXyzEv0imNlA3VgYuAqXqJV4ax7xv0opIt4mtQ/edit?usp=sharing) that requires them to perform research on an individual who has had to overcome challenges and has benefitted others (eg. Jackie Robinson)

I want to work towards making them more savvy researchers as well as more digitally literate. I envision this lesson as part of a focus on conducting quality research. Another lesson, probably prior to this, would be on identifying credible sources of research. A follow-up lesson could easily be on performing effective web searches in research.

This collection of primary resources and corresponding activities sheds light on the endurance of peaceful protesters in Montgomery, Ala., who overturned an unjust law.

This inquiry provides students with an opportunity to explore how words affect public opinion through an examination of Harriet Beecher Stowe's novel Uncle Tom's Cabin. Students will investigate historical sources related to the novel and reactions of people in the North and South in order to address the compelling question "Can words lead to war?" The final summative assessment asks the to make an argument about the impact of the words in Uncle Tom's Cabin.

Students describe environmental and herditary factors that increase the chance of developing cancer.

Students examine books, selected from the American Library Association Challenged/Banned Books list, and write persuasive pieces expressing their views about what should be done with the books at their school.

This resource is a nonfiction, Common Core aligned reading passage with textual analysis activities.

This resource is a nonfiction, Common Core aligned reading passage with textual analysis questions about main idea, characterization, and supporting details.

This resource is a nonfiction, Common Core aligned reading passage with textual analysis questions about main idea and textual support.

In this CCSS lesson, students will explore this history through text dependent questions, academic vocabulary, and writing assignments.

In this CCSS lesson students will explore citizenship and government in Athens through text dependent questions, academic vocabulary, and writing assignments.

Using classified advertisements, students work in groups to draw conclusions and make inferences about the writer of the ad and to whom the ad may appeal.

This resource is a nonfiction, Common Core aligned reading passage with textual analysis questions about main idea, characterization and inferences.

This resource is a nonfiction, Common Core aligned reading passage with textual analysis questions about main idea and supporting details.

This activity asks students to reflect on similarities and differences between the following religions and belief systems: Buddhism, Confucianism, Christianity, Hinduism, Islam, Judaism, Shinto, and Daoism. Although not a religion, the philosophical writings of Confucius are included because it is one of the major belief systems that flourished along the Silk Roads.Using quotations from translations of religious texts, students are asked to organize these quotations into broad categories of essential concerns. The quotations will be posted on a silk routes map as reminders of how cultural interchange and belief systems are represented in the ancient and contemporary world.

Students read two descriptions of Earth's interior structure and summarize similarities and differences between the two and answer a series on analysis questions.