Salem Lesson Plan Format

GRADE/CLASS: 4th Grade Social Studies

UNIT TOPIC: North Carolina

Desired learning outcome(s):

-Students will be able to compare and contrast important North Carolina figures of past and
present.
-Students will be able to identify important facts about the history of North Carolina by studying
its monuments and statues.
Essential question(s) from learning objective(s):
-How can the past play an important part in the characteristics and cultural heritage of a group of
people?
-How can the history of a community be visualized in statues and monuments?
Common Core/NC Essential Standard(s):
NCES 4.H.2 Understand how notable structures symbols, and place names are significant to
North Carolina
CO 4.H.2.1 Explain why important buildings, statues, monuments, and place names are
associated with the states history
Learner prior knowledge/learner background experiences:
At this time of year in 4th grade students have spent a large part of the year studying North
Carolina. The students should be familiar with the North Carolina Constitution, the important
key figures in North Carolinas history and physical characteristics that are important to the
growth of North Carolinas economy. Students should have a prior knowledge of the state
capital layout and its location in Raleigh. Students should also have a prior knowledge of
research and citing works properly. Students should also be familiar with proper writing styles
and appropriate describing words.
Materials and resources needed:
-computer
-whiteboard with sound for students to hear

-computers for students

-books to research
-paper
-pencils
-big paper with scale map of the capital of Raleigh, area around the Capital Building
-crayons, markers or colored pencils
-index cards
Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
product, and process.
Introductory strategies
Engage
As the lesson begins the teacher will introduce the next topic that students will be
learning about in their North Carolina studies. The teacher will begin by asking the
students to think about all of the statues and monuments that they have seen in various
sites. The teacher will then play a quick clip of the monuments and statues in Raleigh at
http://www.youtube.com/watch?v=HI0XAyFlV94. The teacher will then briefly discuss
the video and follow up with any questions the students may have about what they saw.
Next, the teacher will direct the students to their assignment regarding the North Carolina
monuments and statues. The students will be using various North Carolina websites to
view the statues that are located around the state capital building in Raleigh. Students
will be accessing the Commemorative Landscapes website at
http://docsouth.unc.edu/commland/, and the North Carolina historic sites website at
http://www.nchistoricsites.org/capitol/stat_cap/tour.htm# in order to see the list of the
monuments and statues that are at the North Carolina Capital Building and surrounding

areas. The students will be responsible for researching one of the statues or monuments in
the North Carolina State Capital area as the exploration in this lesson.

Main instructional strategies

Explore
The teacher will instruct the students to pick a statue that they have just seen in the brief
website exercises. The students will take time to research a statue or monument that they
might see in a visit to Raleigh. The students will take time to research from books,
websites, or articles and will read all about that particular monument or statue. The
student will be responsible for taking notes and citing their sources. The students will
look for information regarding the statue or monument of their choice in the following
aspects: Of whom was the statue built?; What year was it erected?; Who asked to put the
statue there?; Are there reasons it was built in a particular location?; What does the statue
look like? Students will be asked to provide a picture. The students will present this
information in essay format.
Explain
The students will finish up their research and share their findings with the class. The
teacher will set up a giant piece of paper on the board. The paper will be marked with
landmarks of the Capital Building in Raleigh. As each student shares information about
their monument the teacher will mark where the monument is on the large scale map.
With the help of the students, the teacher will then write two or three sentences about
each landmark on an index card and stick the card to the map. This information will be
recorded by the students in note-taking form.

Elaborate
To elaborate the concepts the teacher will ask each student to develop an idea for a statue
of their own. The students will be asked to draw a statue of a person or group of people
that they believe has done something significant to help the state of North Carolina. The
students will draw this statue in similar fashion the forms of the statues they already
viewed. The students will write a short paragraph describing the statue and the reason for
their choice of subject. They will also include their choices significance to North
Carolina.

Concluding strategies
Evaluate
In the evaluation portion of the lesson, the students will write a compare and contrast in
their journals about the already existing statue and the statue that they created. The
students will ask themselves: How is my statue similar? How is it different? Was the
reason for the statues similar in nature? This questioning will offer students the
opportunity to use higher level thinking skills by asking them to apply the past history to
the possibilities of the future. The reflection also will allow students to make a
connection to the concept that Social Studies is an evolving subject that is constantly
changing with the events.

Assessment (utilize a blend of traditional and performance assessments):

The teacher will use a rubric for the essay on the statue that the children write. A grade will also
be given for the effort of the created statue and the reflection offered by the student. A blend of

all three assignments will allow the teacher to measure the students understanding of how
important figures of the past affect our heritage in the state of North Carolina.
EC Accommodations/modifications to strategies or assessments:
Any student needing accommodations can be met throughout the lesson, through an individual
need. The lesson is differentiated throughout and any further accommodation could be met by
the teacher.

References
Sources from the websites:
http://www.youtube.com/watch?v=HI0XAyFlV94
http://docsouth.unc.edu/commland/
http://www.nchistoricsites.org/capitol/stat_cap/tour.htm#

Research Report : North Carolina Statues and Monuments

Teacher Name: S Worley
Student Name:
________________________________________
CATEGORY
Amount of
Information

Quality of
Information

Sources

4
All topics are
addressed and
all questions
answered with
at least 2
sentences
about each.
Information
clearly relates
to the main
topic. It
includes
several
supporting
details and/or
examples.
All sources
(information
and graphics)
are accurately
documented in
the desired
format.

3
All topics are
addressed and
most questions
answered with
at least 2
sentences
about each.
Information
clearly relates
to the main
topic. It
provides 1-2
supporting
details and/or
examples.

2
All topics are
addressed, and
most questions
answered with
1 sentence
about each.

1
One or more
topics were not
addressed.

Information
clearly relates
to the main
topic. No
details and/or
examples are
given.

Information has
little or nothing
to do with the
main topic.

All sources
(information
and graphics)
are accurately
documented,
but many are
not in the
desired format.
Occasionally
able to use
suggested
internet links to
find
information
and navigates
within these
sites easily
without
assistance.
Diagrams and
illustrations are
neat and
accurate and
sometimes add
to the reader\'s
understanding
of the topic.

Some sources
are not
accurately
documented.

Internet Use

Successfully
uses suggested
internet links to
find
information
and navigates
within these
sites easily
without
assistance.

All sources
(information
and graphics)
are accurately
documented,
but a few are
not in the
desired format.
Usually able to
use suggested
internet links to
find
information
and navigates
within these
sites easily
without
assistance.

Diagrams &
Illustrations

Diagrams and
illustrations are
neat, accurate
and add to the
reader\'s
understanding
of the topic.

Diagrams and
illustrations are
accurate and
add to the
reader\'s
understanding
of the topic.

Needs
assistance or
supervision to
use suggested
internet links
and/or to
navigate within
these sites.

Diagrams and
illustrations are
not accurate
OR do not add
to the reader\'s
understanding
of the topic.

Organization

Information is
very organized
with wellconstructed
paragraphs and
subheadings.

Information is
organized with
wellconstructed
paragraphs.

Information is
organized, but
paragraphs are
not wellconstructed.

The
information
appears to be
disorganized.
8)