During this lesson, students begin by exploring several ways in which humans have changed their physical environment and evaluate whether those ways might be considered positive or negative. The students then take a close look at erosion on the Outer Banks and decide whether or not it should be prevented. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this lesson, students will listen to a read aloud book called Coming to America by Betsy Maestro. The class will discuss why the people in the story decided to immigrate to the United States and how they acclimated themselves within the culture. In groups of four, students will take a virtual field trip to Ellis Island. They will compare and contrast immigration from a long time ago to the present. The teacher will assess student achievement by having students fill in the last portion of the Know, Want to Know, and Learned chart (see attachment). In addition, the students will write a summative paper that includes a reflection on what the students learned throughout the unit using a “Summative Reflection Rubric” (see attachment). This lesson was developed by Cheryl Riffe as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this lesson, students will be introduced to an immigrant from Canada. From a first hand account, students will learn what it is like to immigrate. The students will be divided into six groups and they will write questions to ask the interviewee. The students will conduct an interview through a video chat device. If no technology is available the teacher can bring in community members that have immigrated to the United States to conduct a live interview. After the interview, students will reflect on what they learned by using sticky notes and attaching them to a class chart to discuss. This lesson was developed by Cheryl Riffe as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this lesson, students will be introduced to an immigrant from Vietnam. From a first hand account, students will learn what it is like to immigrate to the United States as a very young child. The students will be divided into six groups and they will write questions to ask the interviewee. The students will conduct an interview through a video chat device. If no technology is available the teacher can bring in community members that have immigrated to the United States to conduct a live interview. After the interview, students will reflect on what they learned by using sticky notes and attaching them to a class chart (for inteview two) to discuss. This lesson was developed by Cheryl Riffe as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this lesson, students will be introduced to an immigrant from France. From a first hand account, students will learn what it is like to immigrate to the United States as a high school student. The students will be divided into six groups and they will write questions to ask the interviewee. The students will conduct an interview through a video chat device. If no technology is available the teacher can bring in community members that have immigrated to the United States to conduct a live interview. After the interview, students will reflect on what they learned by using sticky notes and attaching them to a class chart (for interview three) to discuss. This lesson was developed by Cheryl Riffe as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this lesson, students will be introduced to immigration. The students will view three pictures of people immigrating. The teacher will use the books: If Your Name was Changed at Ellis Island by Levine, Ellen, and Wayne Parmenter, How I Learned Geography by Shulevitz, Uri and Lost and Found Cat: The True Story of Kunkushs Incredible Journey by Kuntz, Doug to show the students pictures that depict immigration.The students will also complete a three columned Know, Want to Know and Learned chart on what is immigration. The students will complete a sorting vocabulary activity to become more knowledgeable about immigration terms. This lesson was developed by Cheryl Riffe as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this lesson, students will watch a short video to review immigration terms. The students will review the sticky note reflections from the previous three interviews by people who immigrated to the United States from other countries. The students will conduct a research assignment to learn about children who have immigrated to the United States. The students will work in pairs and will use a chart to answer specific questions pertaining to immigration. The pairs will use the information from their research to analyze and discuss why people immigrate to another country from their homeland. This lesson was developed by Cheryl Riffe as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this short video and accompanying activity and readings, students learn about a unique blackwater river in North Carolina - the Lumber River. The river has played an important role for the plants, people, and animals that have called it home.

In this short video and accompanying activity and readings, students learn about navigating the Lumber River and the people who navigated it for hundreds of years.

 After reading their Wonders anchor text, “Camping with the President”, students will be asked to choose a national park from those provided to research. Students will create a presentation of their choice (i.e Google slide, Jamboard, Flipgrid, Prezi) with visuals and informational facts. The goal of the students’ presentation is to persuade others to visit their national park.

Should water from the Great Lakes be used in other places? The question of “who owns the water?” and “should it be used to help other places in the country that need it?” is one that our nation has been wrestling with for years. You will be responsible for writing an opinion essay on this very topic. You will be introduced to the topic of decreasing water levels in the Great Lakes by watching two videos and reading a short passage. Finally you will compose an opinion essay on the public issue: Should water be diverted from the Great Lakes to other parts of the United States that need water?