Lesson Plan : "What's in a Name"

Teacher Name:
 Lonnie R. Gilmore
 Grade 7-8
 Social Studies

 Cumberland County, North Carolina Fayetteville, North Carolina
 Marquise de Lafayette Highland Scots Scotch Irish Battle of Culloden Cape Fear Pine tar & Pitch
 Competency Goal I: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period
 Objective: TLW 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. 1.06 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
 McDougal Little text book, “North Carolina: A Proud State in Our Nation”, William S. Powell, “North Carolina: Through Four Centuries”, Word Processing, Database, Spreadsheet, Telecommunication, Ethical Behaviors, Graphics, Hardware, and Software.
 TLW answer the question: “What’s in a name?” Have you ever wonder how you got your name. Like, who started the Williams or the Johnson’s? This is a critical question to ask yourself, especially if your ancestors are from areas other than Europe. In the movie “Roots” one of the main characters was named Kunta Kintae, and one of the last great Indian Chief’s was known as “Sitting Bull.” Where did American last names come from?
 TTW lead instruction on the development of the Cape Fear Region with emphasis on Fayetteville, North Carolina. TTW identify the origins and founders of Cumberland County. Furthermore, detailed historical information about the Dogwood City will be shared with the students.
 As a class we will concentrate on the differences between the Scots-Irish and Highland Scots of Europe. Using the analogy of family members, one who has made it out “the hood” to come back and the other who has stayed their his whole life, the debate over the two factions will be settled.
 Kinesthetic learners-TLW demonstrate a reenactment of the events described in the lesson. Visual/Tactile learners-TLW construct a timeline of events that capture the nature of the lesson to fit their learning modality
Checking For Understanding:
 Near the conclusion of the class period, the learner will create a list of four questions that they would propose to a peer partner about the lesson. They will then jot these questions down and exchange with their peer. The questions and answers will be assessed by the teacher as they turn these items in on the way out of class.
 TLW reflect on the intended goal of the objective by giving a brief oral summation of what they learned to a peer partner.

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