Click here for the NC 4th Grade Social Studies Standards. Click here for the NC 4th Grade Social Studies Unpacking Document.
4th Grade Social Studies Standards Relating to NC Native Americans:
4H.1.1 - Summarize the change in cultures, everyday life and status of indigenous American Indian groups in North Carolina before and after European exploration.
The student will understand:
When new groups move into an area, existing groups may experience change.
Interactions between indigenous and migrant groups often result in cultural transformation.
The student will know:
The types of government, language, food, shelter, and cultural traditions of various American Indian groups (e.g. Algonquian, Iroquois, Siouan, Tuscarora, Occaneechi, Tutelo, the Waxhaw, Catawba and Cherokee).
How the culture, everyday life and status of American Indian groups changed after the arrival of Europeans. (For example: American Indians were displaced as Europeans arrived and cleared land to build settlements.)
4G.1.3 - Exemplify the interactions of various peoples, places and cultures in terms of adaptation and modification of the environment.
The student will know:
How American Indians, Europeans, and Africans shaped the North Carolina environment.
For example: American Indians use stone axes and fire to remove brush and timber as a means to clear farmland. They stripped the bark (a process as known as girdling) from larger trees so they sprouted no leaves and eventually died.
4C&G1.4 - Compare North Carolina’s government with local governments.
The student will know:
Local governments can be compared to American Indian’s tribal governments.
4C.1.1 - Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods, and traditions).
The student will know:
Settlement patterns of immigrants and American Indians in North Carolina.
4C.1.2 - Explain how the artistic expression of various groups represents the cultural heritage of North Carolina.
The student will understand:
Artistic expressions are often used to express the values, traditions and religious beliefs of a culture.
A region’s heritage can often be recognized by the artistic expressions of its inhabitants.
The student will know:
People and society define the places that are important to their cultural heritage.
Ways in which North Carolinians have artistically represented their cultural heritage.
Important Things to Keep in Mind When Teaching This Unit:
Teach the difference between an Indian and the proper term, Native Americans, focusing on what "native" means. An Indian is someone from the country of India. (I recommend pulling up a map and showing them where India is located.) The term "American Indians" is also acceptable.
Be sure the resources you choose show the perspective of the Native Americans, not just the European perspective.
Try to help your students understand the true heritage and history of Native Americans, being careful to avoid simply teaching the stereotypes (e.g. feathers, large headdresses, Disney's Pocohontas, etc.). Give them authentic experiences if you can. For example, showing a video of Native Americans telling their story versus a cartoon figure telling their story is much more authentic.
Study up on your own knowledge of the history of Native Americans. Make sure you understand even more than you want your students to be able to understand. Be familiar with the resources on the website before giving to your students.
Website Created By: Chelsea Noah on June 25, 2020