This time-lapse microphotography of developing embryos shows the common ancestry of all vertebrates. Footage from NOVA: "Odyssey of Life."
Introduction to French language and culture. Emphasis on the acquisition of vocabulary and grammatical concepts through active communication. Immediate exposure to authentic French via video sources and printed materials for developing cultural awareness as well as linguistic proficiency. Coordinated language lab program. For graduate credit see 21F.351.
Further development of linguistic proficiency through active communication. Expansion of vocabulary and completion of the basics of French grammar. Continued exposure to culturally authentic audio and video materials in the classroom and the language lab. Study of short texts. Increased practice in writing. For graduate credit see 21F.352.
This lesson will introduce students to the grid system of an archaeological site. This unit is based on Lesson 2.1 in "Intrigue of the Past: North Carolina's First Peoples", which is part of a national curriculum-development program called "Project Archaeology."
Students will use ethnohistoric sources and an archaeological site map to study ethnohistoric analogy. This unit is based on Lesson 2.11 in "Intrigue of the Past: North Carolina's First Peoples", which is part of a national curriculum-development program called "Project Archaeology":
Students investigate NCECHO site to "read all about" the 1753 Moravian settlement of Bethabara within our Social Sciences curriculum topic on Life Long Ago. The Historic Bethabara Park website has historic background in narrative and diary form. After reading and discussing this information in teams with the teacher, student teams present information to classmates in some visual product in one of five categories. Students also will visit the photos on NCECHO and answer analytical questions to increase understanding of the past as compared to today.
This lesson contrasts and compares the names Native peoples of North Carolina gave to places with the names given by later settlers. This unit is based on Lesson 4.7 in "Intrigue of the Past: North Carolina's First Peoples", which is part of a national curriculum-development program called "Project Archaeology."
Indian people throughout North America created rock art in ancient times. Its meaning is mysterious and sometimes controversial. Some archaeologists think rock art is a type of storytelling. Others believe it depicts religious or spiritual beliefs, while still others regard it as solely an artistic expression. In this lesson, students will investigate various forms of rock art to further their understanding of the past.
This lesson introduces students to scientific inquiry through the use of an activity sheet. This unit is based on Lesson 1.7 in "Intrigue of the Past: North Carolina's First Peoples", which is part of a national curriculum-development program called "Project Archaeology":
In their study of artifact and lifeway pictures, students will observe and discuss past Native American lifeways and construct a timeline of four major culture periods in Native American Social Sciences. This unit is based on Lesson 4.1
When students have inconsistent verb tense, they have a "time warp" in their stories. In this lesson, students learn that verbs tell not only what action takes place, but also when the action takes place. They will learn to identify past, present and future verb tenses and to check sentences and paragraphs for inconsistent verb tense.
Students learn the importance of their past by bringing in a personal object from their own life and explain its significance. This lesson plan is a part of Intrigue of the Past: North Carolina's First Peoples made available by the UNC-CH Research Laboratories of Archaeology.
