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History Through A Looking Glass

NC Early Explorer Program

After the Spanish claimed discovery of the "New World" by Columbus, the race was on and the "Age of Discovery" was born. Every major eastern European power of the era was an eager participant in the search for untold riches and glory. From the early Spanish exploration of DeSoto, Cortes, and Ponce deLeon, to the search for the Northwest passage by Henry Hudson; this presentation is related to the the audience in retropsect from the perspective of a settler of the Jamestown Colony in the newly claimed English territory of Virginia.

Together with a colorful narrative constructed from first-hand accounts of the daily lives of the Jamestown settlers, this progrgram also introduces the audience to the difficulties faced by our earliest English ancestors. From droughts and famine to encounters with strange native people with bizzare customs. Recent discoveries have added a new dimension to our understanding of our nations history. A collection of everyday 17th century items will also give the opportunity for "hands-on" holding of the items by the students or audience.


Fourth Grade
Competency Goal 2:  The learner will examine theimportance of the role of thnic groups and examine the multiple roles they have played in the development of North Carolina. 


2.01 Locate and describe American Indians in North Carolina, past and present.

2.02 Trace the growth and development of immigration to North Carolina, over time from Europe, Asia, and Latin America..

2.03 Describe the similarities and differences among people of North Carolina, past and present.

2.04 Describe how different ethnic groups have influenced culture, customs and history of North Carolina.

Competency Goal 3: The learner will trace the history of colonization in North Carolina and evaluate its significane for diverse people's ideas.


3.01 Assess changes in ways of living over time and determine whether the changes are primarily political, economic, or social.

3.02 Identify people, symbols, events, and documents associated with North Carolina's history.

3.03 Examine the Lost Colony and explain its importance in the settlement of North Carolina.

3.04 Compare and contrast ways in which people, goods, and ideas moved in the past with their movement today.

3.05 Describe the political and social history of colonial North Carolina and analyze its influence on the state today.


Eighth Grade

Competency Goal 1:  The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.


1.01 Assess the impact of geography on the settlement and developing economy of the Carolina colony.

1.02 Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.

1.03 Compare and contrast the relative importance of differing economic, geographic, religious, and political motives for European exploration.

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.

1.06 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.

1.07 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.

Advanced Placement (AP®) Social Studies Courses - United States History

COMPETENCY GOAL 1: Colonial America (1492-1754) The learner will identify causes of European exploration and colonial settlement and assess the structure of the European colonies.


1.01 Identify and evaluate the causes of European exploration from the late 15th to the early 17th century.

1.02 Assess the structure and long-term influence of European settlements on the New World and the effects on American Indians.

American Indian Studies

COMPETENCY GOAL 1: The learner will examine American Indian life prior to the arrival of Columbus.


1.01 Describe the Paleo-Indian, Archaic, Woodland, and Mississippian phases of American Indian prehistory.

1.02 Explain the technological changes which occurred during prehistory.

1.03 Describe the lifestyles of American Indians in prehistory such as subsistence, settlement patterns, and social organization.

1.04 Describe the adaptations of American Indians to local environments.

1.05 Identify how North Carolina fits in the larger prehistoric context, including regional studies of archaeological sites.