This document outlines a social studies lesson plan for 4th grade students on the history of North Carolina from pre-colonial times to Reconstruction. The lesson examines the roles and experiences of indigenous peoples, European colonization, and major conflicts and developments that shaped the state. The plan provides learning objectives, academic language, materials, instructional strategies, assessments, and supports to engage students and ensure understanding of key concepts.

1. Brittney Okafor
Subject: Social Studies
Lesson Title/Lesson #: The History of North Carolina (Pre-
Colonial to Reconstruction)
Grade Level: Fourth Grade
Content Standard(s)
State standards and/or Common Core Standards
Analyze the chronology of key historical events in
North Carolina history.
1. De Soto’s expedition for gold leading to exposing the natives
to European illnesses and disease.
2. Roanoke colonization
3. Trade Establishment
4. The Tuscarora War
The learner will examine the importance of the role of native
American groups and examine the multiple roles they have
played in the development of North Carolina.
2. The learner will trace the history of colonization in North
Carolina and evaluate its significance for diverse people's ideas.
Goals/Objectives
SMART OBJECTIVES (aligned with the standards) for the
lesson
1. Summarize the 3 main changes in cultures, everyday life and
status
of indigenous American Indian groups in North Carolina
once the Europeans arrived.
2. Explain how people, events and developments brought
about changes to communities in various regions of North
Carolina.
Academic Language
What is the oral and/or written language used for academic
purposes? How will you know that your students develop and
express content understandings?

2. 1. Students will be expected read passages written about native
American children of the time and interpret their thoughts,
feelings, and experiences in their own words.
2. They will also be responsible for these vocabulary words and
definitions: Barter, Colonization, Archaeologist, artifact,
Natural Resources (Raw), Settle, Great Britain/England,
American Indians, Enclosure Act, Coastal Plain Region,
Piedmont Region, Mountain Region, King George III, French
and Indian War.
3. An understanding of these terms and how they apply to the
colonization of North Carolina along with having the ability to
compare and contrast the experiences of the first settlers and
native Americans will demonstrate their understanding of the
material.
Prior Knowledge
What are the students’ content knowledge and skills as well as
academic experiences developed prior to the learning segment?
Prior to this lesson, the students should have a basic knowledge
of what a native American is, who Christopher Columbus was,
and have at least heard of the thirteen original colonies. The
students should also have an understanding of trading or
bartering, and why it is important.
Materials
What materials are needed for the teacher and students?
Instructional resources?
1. Students will need their composition notebooks to add their
journal entries.
2. We will also need access to computers on the day when we
complete the virtual tours.
3. A smart board will be an excellent resource when it is time to
play audio clips, watch video clips, and show maps of the
locations in question.
4. A map of N.C. for each student.
5. The tools worksheet with the images of native American
tools.

3. 6. Questionnaire about the video.
7. Shoe boxes, Scissors, glue, magazines, other recycled
material that can be used to make the diorama.
Instruction
Detailed step by step procedures
What will you be doing to model your instruction?
I do (Teacher Modeling)
1. Discuss who Native Americans were, what their significance
was in North Carolina, where they were in NC, and what their
contributions to NC lead to in the pre-colonial era.
2. Allow the students to listen to the audio clip about native
Americans before colonization in NC, as well as the clip about
them after colonization. Ask the students to listen closely to
how they lived, and what changed between those times. Once
the clips have been played work together to answer questions
about specific tribes in the area, as well as key individuals that
contributed to the changes and development of the colony.
3. In groups allow the students to take a virtual self-guided tour
of NC and where the native American tribes were located before
colonization, as well as their significance.
4. Watch a video on early N.C. Explorers
5. Lead a guided discussion on the impact that human activity
had on the availability of natural resources in North Carolina.
6. Bartering activity that explains what the practice of bartering
is and why it was so significant during this time period in NC.
Practice & Application
How will students practice and apply what they have learned?
1. Provide students with pictures of tools, and equipment used
by native Americans. Ask them what they think (based on all of
the information that they have gathered) the items were used
for.
2. Select several of the individuals discussed during the lesson

4. and allow the students to select one and write a passage about
them.
Application
How will students apply what they have learned?
1. Provide students with a map of NC and instruct them to use
specific colors to shade in the locations of each tribe discussed
in class.
2. Have the students pair up and re-enact how a native American
and European would conduct trades.
3. Write a paragraph about what they learned in the early
explorer video.
Supports
How will you engage students based on individual and group
needs?
Using the audio clips instead of reading from a textbook will
appeal to auditory learners. The virtual tour would best benefit
the kinesthetic learners, and the visual learners should benefit
from the video clips and worksheets.
Closing
How will you end the lesson?
Culminating activity or task
The final task will be a group assignment. Four groups of
students all assigned an event of significance from just before,
during and after the colonization of North Carolina. They will
be responsible for creatively presenting to the class a visual aid,
and oral presentation that represents their assigned event.
Assessment
Formal and informal assessments
How will students be evaluated? How will you know if the
students attained what you expected?
1. Ten-minute journal entry on topics learned about the
everyday life and status
of indigenous American Indian groups in North Carolina.
2. Break the students up into groups and provide each group
with the different events and developments that brought

5. about changes to communities in various regions of North
Carolina to research further and discuss.
3. Oral presentations about the role that NC played in major
conflicts and wars
from the Pre-Colonial period through Reconstruction.
4. Create a diorama of what the home life would be for an
American in the new NC colony.
5. Quizzes on spelling words, and significant dates discussed
throughout the unit.
6. A unit test that contains the information that the students are
expected to retain.
RUNNING HEADER: Potential Risk Factors
Potential Risk Factors

6. Potential Risk Factors
BUS475
Understanding the risks listed below is regular will be
indispensable to assessing an association's necessary
arrangement. Besides, seeing how to quantify and screen these
risks can assist organizations with recognizing and relieve
barricades in the essential provision.
1. Economic Struggles
Changing large scale and microeconomic conditions can cause
increasingly significant expenses underway; for instance,
required materials can turn out to be scant or have lower edges
causing lower benefit. Checking the changing monetary
conditions can assist with envisioning the impacts on the
business and change techniques varying.
2. Political vulnerability.
The administration assumes an indispensable job in the
maintainability and strength, all things considered, legislative
unsteadiness, such as visit changes in arrangements, can prompt
vulnerabilities and lower benefits. Observing the world of
politics can help in the capacity to make inside approach
changes to relieve outside risks.
3. Demographic changes.
Changes in populace demographics of the objective market can
be gainful because, as it may, gone unchecked can prompt
misfortunes. Checking deals information, client profiles, and
dissecting buyer conduct can quantify the demographic changes
that can compromise the organization.
4. Increasing competition.
With a profitable business comes increasingly extensive
measures of competition, and the risk for impersonation
increments. The degree of competition can be persistently
checked and estimated through statistical surveying and
examination, enabling a business to keep its upper hand.
5. Quality Control.

7. The test of meeting and surpassing the degrees of quality
wanted by purchasers frequently represent a risk because of the
capacity for new organizations to improve and enter the market.
Checking clients' assessment and revamping items to line up
with showcase needs can help decrease losses because of quality
issues.
Contingency planning
A business contingency plan is a game-plan that your
association would take if a surprising occasion or circumstance
happens. In some cases, a contingency can be sure, for example,
an unexpected flood of cash—however, regularly, the term
alludes to an adverse occasion that influences an association's
notoriety, money-related well-being, or capacity to remain in
business. These incorporate a fire, flood, information
penetrates, significant system disappointment, and only the tip
of the iceberg.
Contingency plans are a significant part of your general
business coherence methodology since they help you guarantee
your association is prepared for anything. Numerous huge
organizations and government associations make different
arrangements of contingency designs with the goal that an
assortment of potential dangers is very much looked into, and
their proper reactions are thoroughly drilled before an
emergency hit.
Consider contingency planning as a proactive system, though
emergency the executives—the other bit of the business
coherence puzzle—is all the more a responsive procedure. A
contingency plan helps guarantee you are set up for what may
come; an emergency the executives plan engages you to deal
with the reaction after the episode happens. Some of the things
to be included in a contingency plan include: Investigate
Competition Trends and Industry; Distinguish Potential Target
Market; Normalize Operating Procedures; IT Breach and Data
Recovery; Screen Consumer Opinion; Emergency
Communication Plan; Basic Functions Plan and Bug Secondary
and Primary Safeguards.

8. References
Rothaermel, F. T. (2019). Strategic management (Fourth).
New York: McGraw-Hill Education.
Fischer, R. J., Halibozek, E. P., & Walters, D. C. (2019).
Contingency Planning Emergency Response and Safety.
Introduction to Security, 249.
BUS/475v10
Project Plan
BUS/475 v10
Page 2 of 3Project Title: Wk 4 – Apply: Project PlanProject
Objectives:
· Product Planning
· Product Development
· Product Release
Operational Step
Responsible Person
Timeline
Decision areas, design of goods and services. The system of
interactions area are successful in making Apple excel in the
design of its technological products.
Senior VP (Engineering) and Senior VP (Operations)
4-6 weeks
Schedule performance, product cost, the measurement of
effectiveness, details every stage of the designing process
Jony Ive, a British designer which is the chief design officer
and his design team
Meet every Monday to examine every product that’s in design

9. phase
The final step is the product release is when the product is
reviewed and considered to be as good as it can be
The engineering program manager and the global supply
manager
Released every year in September
Example
Project Title: Desert Taco Opportunity
Description: Based on initial feedback from customer surveys,
online discussion/social media groups, and SWOT analyses,
you’ve determined that there is an opportunity to increase your
organization’s customer base through the introduction of desert
tacos in your food truck menu.Project Objectives:
· Identify the top 3 potential customer groups for this
opportunity and describe their characteristics and preferences
Operational Step
Responsible Person
Timeline
Analyze data to determine what will get potential customers
Market Research Manager
3 weeks
People from the age of 18-35 which includes the youth, students
and young working professionals
Director of Marketing
4 weeks
Faster processor, larger screen and a lower price
Market research
3 weeks
Finding out if customers are satisfied with the quantity of
product on hand or the wait time for new products
Senior operations manager

10. 1 week
Determine the top 5 locations and times to complete a pilot
study with your test market.
Operational Step
Responsible Person
Timeline
Determine the best research methods to use and to troubleshoot
unforeseen issues
Research team
2 weeks
Research what areas that have the strongest number of sales
Research team
4 weeks
Putting ads on social media to promote new products
Social Media Marketing team
1 week
Keeping track of product and inventory
Inventory Team
Daily
Estimate the required inventory and supply chain needs
necessary to support the Apple pilot
Operational Step
Responsible Person
Timeline
Apple’s inventory turnover
Inventory Team
weekly
How the product will be supplied and obtain product pricing
quotes and delivery timelines.
Research team
1 week
How the product will be shipped and storage needs
Operations Manager
Daily

11. My project plan’s objective is to define what are the strategic
management and role of strategies used and to focus on the
process and focusing on the target audience. Apple is well
known globally and is the 3rd largest in technology and services
and the 2nd largest smartphone company in the world. Apple is
known to be one of the most valuable and strongest brands in
the world. Apple has a uniqueness which is one of the reasons
for its success. Apple’s marketing strategy for its products is
finding out what the customer wants, what features it has, where
and when it will be available and the cost. Apple’s mission is
committed to providing the best innovations and technologies in
the world. With these various roles, steps along with the people
who are responsible for making sure that these tasks are going
according to plan at a timely manner. Apple provides its users
with a wide range of products in order to satisfy its customers
technology needs. The company strives to achieve the benefits
that are key to its users like quality, customers want something
that’s durable. In order to stay relevant the design market must
have a well thought out design. In order to do a good job, you
must be focused and eliminate all of the unimportant
opportunities and have empathy to truly understand the
customers needs.
https://www.apple.com
https://project-management.com
Signature Assignment: Content Area Literacy Unit
Program SLO1: Students will demonstrate mastery of content
and content pedagogical knowledge through the use of
discipline-specific practices to advance learning in secondary
education.
Program SLO2: Students will engage in self-reflection to
evaluate and improve professional practice to enhance student
learning in secondary education.
Design a 1-week content area literacy unit for an identified

12. secondary grade level that:
• Integrates reading and writing strategies and literary
elements into one of the following major subject areas:
mathematics, science, social studies, the arts (visual or
performing)
• Engages students in speaking and listening skills
• Incorporates appropriate technology
The content area literacy unit will comprise 4 sections: unit
introduction, resources toolkit, lesson planning, and reflection.
You will develop 4 lesson plans for this unit.
1. Unit Introduction
a. Include:
1) Subject
2) Lesson Segment Title
3) Grade Level
4) Content Area (unit must include at least two
reading/writing standards and one content-area standard)
5) Central Focus
6) Language Function
b. Write a 1- to 2-paragraph narrative that summarizes:
1) How the content of the unit is appropriate for the grade
level and content area chosen
2) A summary of how this unit integrates reading and writing
strategies and literary elements into one of the following major
subject areas: mathematics, science, social studies, the arts
(visual or performing)
3) How specific learning needs will be addressed throughout
the unit
4) Current learning theories that influenced instructional
decisions in your unit
5) Strategies for student motivation and engagement that will
be used in the unit
6) How formative and summative assessment will be used to
plan, evaluate, and strengthen instruction and promote
continuous learning
2. Resources Toolkit

13. a. Compile a 5-source annotated bibliography that comprises
current research and professional literature associated with your
chosen content area.
b. Resources should:
1) Include 2 targeted resources for teacher use that address
the development of pedagogy in the content area
2) Include 3 targeted resources for student use that address
discipline specific practices to improve student learning in the
content area
3) Be aligned with and support unit objectives
4) Comprise at least 3 multimedia materials, including web-
based resources
5) Account for the diversity of your learners, including varied
reading levels, English language learners and students with
exceptional needs
c. Annotated bibliography should:
1) Begin with the resource reference
2) Appear in alphabetical order
3) Use block indentation and explicitly connect the selected
resource to the unit in 3 to 5 sentences
4) Follow APA formatting guidelines
3. Lesson Planning
a. Develop 4 lesson plans using the Lesson Segment
Template, each integrating reading with 1 content area.
b. Ensure that state standards are covered in the unit
c. Lesson plans must include:
1) Reading and writing areas to be addressed
2) Literary elements (setting, plot, characters, conflict,
theme).
3) One technology tool per lesson
d. All lesson plans must show evidence of differentiation for
English language learners, struggling readers, and gifted
learners.
e. Incorporate 1 formative assessment for each lesson and 1
summative assessment for the entire unit.
4. Reflection

14. a. Solicit feedback from a practicing teacher concerning the
following areas of your unit (Option: Seek feedback during the
required clinical experience for this course.):
1) Appropriateness of the unit and selected content for the
grade level
2) Appropriateness of the lesson procedures (content and
instructional strategies) for the grade level
3) Effectiveness of the use of digital tools and resources
4) Potential for the students to achieve the objectives and
meet the content standards
5) Advice for designing and delivering interdisciplinary units
b. Write a 300- to 350-word reflection based on your
feedback session that describes implications for professional
development and growth based on the specific teacher feedback.
Lesson Plan Template
Subject:
Lesson Title/Lesson #:
Grade Level:
Content Standard(s)
State standards and/or Common Core Standards
Goals/Objectives
SMART OBJECTIVES (aligned with the standards) for the
lesson
Academic Language
What is the oral and/or written language used for academic
purposes? How will you know that your students develop and
express content understandings?
Prior Knowledge
What are the students’ content knowledge and skills as well as
academic experiences developed prior to the learning segment?

15. Materials
What materials are needed for the teacher and students?
Instructional resources?
Instruction
Detailed step by step procedures
What will you be doing to model your instruction?
I do (Teacher Modeling)
Practice & Application
How will students practice and apply what they have learned?
Application
How will students apply what they have learned?
Supports
How will you engage students based on individual and group
needs?
Closing
How will you end the lesson?
Culminating activity or task
Assessment
Formal and informal assessments
How will students be evaluated? How will you know if the
students attained what you expected?