Teaching for Successful Intelligence Final Exam Project 8 th Grade Social Studies

1. Teaching for Successful IntelligenceFinal Exam Project8th Grade Social Studies Zach Ashley Allie Walker Kylee Frye Ginger Buchanan

2. NC Standard Course of Study • 1.02 Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony • 1.04 Evaluate the impact of the Columbian Exchange on the cultures of American Indians, Europeans, and Africans • 1.05 Describe the factors that led to the founding and settlement of the American colonies including religious persecution, economic opportunity, adventure, and forced migration.

3. Memory Learning Students will each draw one card at random from a set of teacher-constructed cards, each containing one significant figure or event from the Colonial Period. The cards will also have key facts about the person or event. In a circle, the students will take turns using the facts on their card to defend the figure or event as being the "most important" figure or event from the Colonial Period. At the end of the activity the students will have heard facts from all of the cards. The teacher will facilitate a class discussion on how the figures and events interacted and whether or not one event was more important than another. Objective: The purpose of this activity is to help students to be able to easily recall facts about the Colonial Period.

4. Analytical Learning After creating a solid knowledge of the material based on the activities of Teaching for Memory Learning students will analyze the pilgrim's actions upon first arriving in the New World. They will judge how they would have reacted towards the natives or Indians that they would have encountered had they arrived with the others on the Mayflower and depict this encounter through either writing or pictures depending on the students choice. Finally they will create a Venn Diagram to compare and contrast the customs and cultures of the Native Americans to that of the Pilgrams.

5. Creative Learning • Upon the completion of the Chapter pertaining to the voyage to the new world, students will be broken up into groups of 4-5. • Each group will receive 2-3 of the 10 pilgrim fact cards. • Students will draw a number that is accompanied by either an F or an M out of a bowl. The number is the age of the person they will pretend to be while in their groups and the F and M signifies whether they are male or female. Both of these things are significant because it drastically impacts what tasks and the overall experience of the voyage that person would have experienced. • The assignment will be for students to pretend that they are sailing on the Mayflower in 1620. As a group they will list of as many items that they like and don't like about being aboard a ship crossing the Atlantic. Some items will be specific to the student’s specified age and gender. • After brainstorming and discussing as a group, each student individually will then write their top three likes and dislikes about being on the ship. • Students will then write a letter to a relative or friend in England from the perspective of their age and gender on the voyage, telling the relative or friend about the voyage and their jobs while onboard the ship. Students should get creative with their letters and should come up with a name, birthday, and list of their personal favorite hobby. They will then read their letter to their groups.

6. Creative Learning • The objective is to provide everyone with some facts and knowledge of the voyage, tasks, and the people on the ships both historically and from the personal perspective of the people. • By putting students in groups with Pilgrim Fact cards it gives all students information. By designating each student an individual age and gender, it makes the lesson personal and more memorable to the student. • Allowing students to create a character, imagine the characters hobby, and also write a letter to fictional people will allow for their imagination to take over, while also making this lesson stick to their memory.

7. Practical Learning • Students, in groups, will create a cultural preservation proposal to maintain the heritage of the lost or dwindling Indian cultures. The groups will be split up into some Indian cultures in or around North Carolina. • Catauba • Cherau • Cherokee • Cores • Eno • Chauranse • Students will learn the answers to the following question: • How did these tribes survive? • What cultural correlations can be found in seen in comparison to when American cultures originally existed • What areas of North Carolina did these cultures come from? • Students will gain a hands on knowledge of Indian culture existing around them and be able to draw real life comparisons between their life and the life the Indians experience now and traditionally.