G4+SS+U3+-+Colonial+and+Revolutionary+Periods

February 4th – April 19 “Our Country Atlas” & Text: Scott Foresman chapters 4 – 6 2012-2013
 * UNIT 3: COLONIAL AND REVOLUTIONARY PERIODS **
 * Enduring Understanding: **** Interactions within communities and environments can create conflict. **
 * Essential Question: **** How can interactions lead to conflict? **

W.4.2.  Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.4.  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. RI.4.3.  Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4.  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a //grade 4 topic or subject area//. RI.4.5.  Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.10.  By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range
 * Common Core State Standards**
 * EfS Standards **

Dynamics of Systems and Change

Inventing and Affecting the Future

Multiple Perspectives

Sense of Place

** CHOICE I. ** As a “green” architect you will represent your firm at the annual conference of the United States Green Builders Council. You will be responsible for creating a display table that demonstrates the firm’s awareness of sustainable building practices. Students will show the impact that humans have had/will have on the Earth, beginning with the Native Americans, then moving to colonialism, industrialization, the present and the future (designing an ecologically sound city)
 * Performance Task [|(Teacher Model)] **


 * Can be represented by the creation of comic books, power points, movies, dioramas, essays, persuasive letters, posters, news reports/ reporting, plays or 3 dimensional models (clay, legos, natural materials, recycled materials)

We have identified and decided to focus on creating one of the following

-News team (video) or newspaper -Comic books -3 dimensional model: city construction - Power point **Interactions Final Project** Since you have learned about the affects humans have on the natural environment your group will be responsible for creating a futuristic representation of the New York area. In your representation of the state be sure to include technology that can lessen the human impact on Earth. Be sure to include: ● A clear representation of how the human population is living and using its resources ● Technology that lessens the human impact (i.e. solar panels, sis terns, green roofs) ● Ensure that your group has properly labeled geographic regions and landforms
 * **3 Dimensional Model: Eco- Friendly Future State**

Detail the positive and negative impact humans have had on Earth using examples Explain how your future state lessens that impact Explain what will happen if these changes are not made || ** The Comic Book ** Time periods may include: - Early New York (Native Americans) - The Colonial and Revolutionary Period -The Industrialization Period -Modern times (Present day) - The future *If you choose to represent the future it should be ecologically sound ||
 * Writing Piece for the 3 Dimensional Model: Eco- Friendly Future State**
 * Task ** : Students are responsible for creating a comic book that represents how New York has been affected by both human interactions and natural processes. The pictures an d dialogue should also focus on the interactions between the land, air and water. Be sure to identify a time period or periods that you would like to focus on.

** CHOICE II ** Nation Building Network Party – Students study different historical figures from the Colonial/Revolutionary Period. They must use their research to take on the roles of the famous figures they studied. As an attendee you must prepare a speech portraying your opinion of the impending war. You must decide if you are a loyalist or a patriot and support your decision in your speech with accurate time period details.

Write a poem about the American Revolution Write a news article about one of the major news stories during the American Revolution

Conflict || Understand expectations and objectives of unit || Introduce unit making connections to units 1 & 2. Introduce enduring understanding and essential question. Show PowerPoint presentation of performance task teacher example. (See link above) || Write about an interaction you had with another person that caused conflict. Explain what you did to solve that conflict. || || || Colony Key || analyze a map using the map key || “Our Country Atlas” or go to [] Analyze map of the 13 colonies Locate the colonies and identify the names. Show video of teachers trying to name colonies (ask Griffiths) || If you could start a colony anywhere, where would it be? Why? What would it look like? || EfS
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/ **
 * KBAD ** || ** Activity ** || ** Homework ** || ** Standards ** || ** Comments/Observations ** ||
 * 1 || Interactions
 * ** Colonial Period ** ||
 * 2 || Atlas

I. Sense of Place ||  || Trials Freedom
 * 3 || Culture

|| 1. describe the variety of cultures and interactions of such cultures in New Netherland

2. describe the trials and accomplishments of a woman who fought for individual freedom for all || Word Splash “Freedom”

Read pgs. 112 – 113

The Jews were forced to leave a Dutch Colony in Brazil after Portugal took over. Why do you think they were forced to leave? Why did they come to New Netherland?
 * Discussion Questions: ** How do you think the arrival of many different cultures to New Netherland affected the way of life?

Read Aloud: New York’s Melting-Pot Culture by Natashya Wilson Rosen Classroom 2003 ISBN: 0-8239-8425

Learn about Deborah Moody pg. 120 – 121

|| Write about Deborah Moody – describe what type of person she is and why. What type of conflict do you think she encountered in while establishing Gravesend? || EfS

A. Cultural Preservation and Transformation B. Responsible Local and Global Citizenship C. Dynamics of Systems and Change G. Inventing and Affecting the Future ||  || trade || explain how colonists and Native Americans traded
 * 4 || Barter

discuss how a barter system can lead to conflict || Split students into two groups (Native Americans & colonists). Provide a list of supplies to both groups. Ss must barter successfully to survive Read pg. 114 Discuss the difference between trading for survival and trading for profit. How can this difference lead to conflict? Ss write a reflection of activity || Written assignment: What were the benefits for the N.A.’s and colonists in using the barter system? Would a barter system be successful today? Why or why not? Do you use a barter system in your life? || EfS

A. Cultural Preservation and Transformation

C. Dynamics of Systems and Change

D. Sustainable Economics

H. Multiple Perspectives ||  || Patroon Sharecropping Indentured servitude Agriculture Mob cropping || 1. analyze the patroon, sharecropping, and indentured servitude systems
 * 5 || Profit

2. look at community supported agriculture (just food) and Mob Cropping || Compare the different agricultural systems and explore their benefits to the participants Is one system better than others? Why? Are any of the systems equally beneficial to all involved? How can these systems lead to conflict? (May make a ppt or access various websites that portray these systems) Read pg. 115
 * Discussion Questions: **

Problem Solving activity on page 115 of the Teacher’s guide || Hand –out – write the solution to the problem that your group came up with || EfS

B. Responsible Local and Global Citizenship

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future ||  || Artisan || 1. describe the slave trade and slavery in colonial New York 2.Examine the slavery system *possible read aloud for RW or designated read aloud time (__Follow the Drinking Gourd__) || Read pgs. 136 – 137
 * 6 || Slave trade

Discuss chosen questions on pg. 137

http://www.pbs.org/ktca/liberty/perspectives_daily.html# || Workbook pp 28-29 || EfS B. Responsible Local and Global Citizenship

C. Dynamics of Systems and Change ||  || Discussion Questions: Do you think the positive changes Stuyvesant instituted outweigh the negative behaviors? What sustainable changes did Stuyvesant institute?
 * 7 & 8 || Governor || describe daily life in New Amsterdam || Create a T chart of likes/dislikes students have about Peter Stuyvesant

Read pg. 116 and use “If You Lived in Colonial Times” books

Write about education in colonial times -, double entry chart (what did I find out/what does this make me think)

http://www.pbs.org/ktca/liberty/perspectives_daily.html# || Mini – essay from venn diagram Include the similarities and differences. Explain why you think the differences exist. Were some of the early schooling practices unsustainable? || EfS

C. Dynamics of Systems and Change ||  ||
 * 9 || Petition || 1. analyze the conflicts between the Dutch and the English over North America

2. describe how and why life changed and how it stayed the same under English rule. || Read pgs. 122 – 124

Discuss review questions || Page 127 Answer questions 1, 2, 3 || EfS

C. Dynamics of Systems and Change

H. Multiple Perspectives

I. Sense of Place ||  || Answer questions 4 & 5 || Workbook page 26 || EfS C. Dynamics of Systems and Change D. Sustainable Economics ||  || Text book page 129 Write about History 1, 2 or 3 ||  ||   || Parliament Tax Stamp Act || 1. describe New York’s role in the French and Indian War
 * 10 || Economy || explain how and why New York’s economy changed under English rule. || Read pgs. 125 – 127
 * 11 ||  || Review for mid-unit assessment || Review for assessment pgs. 128 – 129 || Study for exam
 * 12 ||  || Complete the mid unit written assessment || Assessment book pgs. 17 – 20 || What have been the most interesting things that you have learned in this unit thus far? What questions do you still have? ||   ||   ||
 * ** Revolutionary Period ** ||
 * 13 || French and Indian War

2. explain how the British victory in the French and Indian war led to conflict in the colonies || Great website [|The 13 Colonies] at http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm

Read pgs. 168 – 170

Discuss the causes of the French and Indian War

Discuss the effects of the war || Complete a cause and effect map (French and Indian war)

Page 173 questions 1 & 2 || EfS

C. Dynamics of Systems and Change

H. Multiple Perspectives

I. Sense of Place ||  || Patriot Revolution Revolutionary War || 1. evaluate the colonists’ reaction to British taxes
 * 14 & 15 || Loyalist

2. identify the first battles of the American Revolution || Read pgs. 171 – 174

Use a Venn diagram to compare and contrast the loyalists and patriots || Use the Venn diagram created in class to write a mini – essay || EfS

H. Multiple Perspectives

I. Sense of Place ||  || Declaration of Independence || 1. describe the significance of the Declaration of Independence
 * 16 || Continental Congress

2. explain why the Declaration of Independence is a sustainable document || Read pgs. 176 – 177 Discuss the famous paragraph from the Declaration of Independence about important rights that can never be taken away by the government.

Discussion Questions: What does life, liberty and the pursuit of happiness mean? How might the definitions of these things change over time? || How do you think England reacted to the declaration? How do you think the colonists reacted? What do you think will happen as a result? || EfS

A. Cultural Preservation and Transformation

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future

H. Multiple Perspectives ||  ||
 * 17 ||  || 1. identify ways that Thomas Jefferson and George Washington helped lead the American Revolution

2. explain how New York’s geography influenced the American Revolution || Read pgs. 178 – 181

Using text and trade books compare and contrast the actions of Jefferson and Washington during the American Revolution || Page 180 Questions 1-5 || EfS

B. Responsible Local and Global Citizenship

G. Inventing and Affecting the Future

H. Multiple Perspectives || Cause and effect || Battle of Yorktown || 1. describe the Battle of Saratoga and its importance
 * 18 || Battle of Saratoga

2. to interpret, compare, and contrast

3. describe the Battle of Yorktown and its importance to maps || Read pgs. 182 – 184

Map Adventure “Attacking New

Read pgs. 187 – 188 York” pg. 184 || Pg. 188 – Link to Writing & question 5 || EfS

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future

H. Multiple Perspectives ||  ||
 * 19 ||  || analyze the causes and effects of major events during the American Revolution

create a timeline of the major events of the Revolutionary Period || Using sentence strips create a timeline of the major events of the Revolutionary Period

1754-French/Indian War 1765 Stamp Act Etc… Use pages 169-188 || How did the interactions between the different communities (Native Americans, colonists, Dutch, English, French) lead to conflict? Could these conflicts have been avoided? If so, how? Why did you think they didn’t? || EfS

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future

H. Multiple Perspectives || Cause and effect ||
 * 20-23 ||  || Design and complete final project ||   ||   || EfS

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future

H. Multiple Perspectives

I. Sense of Place ||  || Possible word splash, return to timeline from lesson 19
 * 24 ||  || Review of Unit || Debriefing of unit with students

Chapter Review pgs. 194-195 || Study for test Text book page 195 Write about History 1 or 2 and Apply Skills 1-3 ||  ||   ||
 * 25 ||  || Written Assessment ||   || Assessment Book pgs. 29 - 32 ||   ||   ||

NYCDOE Office of Curriculum, Standards and Academic Engagement Curriculum Guide: Colonial and Revolutionary Periods - NYS Grade 4: Unit 3 “Our Country Atlas”
 * Other Resources: **

Visit the New York Historical Society to view paintings of the American Revolution
 * Field Trips: **

February 4th – April 19 “Our Country Atlas” & Text: Scott Foresman chapters 4 – 6
 * UNIT 3: COLONIAL AND REVOLUTIONARY PERIODS **


 * Enduring Understanding: **** Interactions within communities and environments can create conflict. **
 * Essential Question: **** How can interactions lead to conflict? **

W.4.2. <span style="color: #3b3b3a; font-family: 'Helvetica','sans-serif'; font-size: 13px;"> Write informative/explanatory texts to examine a topic and convey ideas and information clearly. <span style="color: #8a2003; font-family: 'Helvetica','sans-serif'; font-size: 13px;">W.4.4. <span style="color: #3b3b3a; font-family: 'Helvetica','sans-serif'; font-size: 13px;"> Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. <span style="color: #8a2003; font-family: 'Helvetica','sans-serif'; font-size: 13px;">RI.4.3. <span style="color: #3b3b3a; font-family: 'Helvetica','sans-serif'; font-size: 13px;"> Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. <span style="color: #8a2003; font-family: 'Helvetica','sans-serif'; font-size: 13px;">RI.4.4. <span style="color: #3b3b3a; font-family: 'Helvetica','sans-serif'; font-size: 13px;"> Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a //grade 4 topic or subject area//. <span style="color: #8a2003; font-family: 'Helvetica','sans-serif'; font-size: 13px;">RI.4.5. <span style="color: #3b3b3a; font-family: 'Helvetica','sans-serif'; font-size: 13px;"> Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. <span style="color: #8a2003; font-family: 'Helvetica','sans-serif'; font-size: 13px;">RI.4.10. <span style="color: #3b3b3a; font-family: 'Helvetica','sans-serif'; font-size: 13px;"> By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range
 * Common Core State Standards**
 * EfS Standards **

Dynamics of Systems and Change

Inventing and Affecting the Future

Multiple Perspectives

Sense of Place

** CHOICE I. ** As a “green” architect you will represent your firm at the annual conference of the United States Green Builders Council. You will be responsible for creating a display table that demonstrates the firm’s awareness of sustainable building practices. Students will show the impact that humans have had/will have on the Earth, beginning with the Native Americans, then moving to colonialism, industrialization, the present and the future (designing an ecologically sound city)
 * Performance Task [|(Teacher Model)] **


 * Can be represented by the creation of comic books, power points, movies, dioramas, essays, persuasive letters, posters, news reports/ reporting, plays or 3 dimensional models (clay, legos, natural materials, recycled materials)

We have identified and decided to focus on creating one of the following

-News team (video) or newspaper -Comic books -3 dimensional model: city construction - Power point **Interactions Final Project** Since you have learned about the affects humans have on the natural environment your group will be responsible for creating a futuristic representation of the New York area. In your representation of the state be sure to include technology that can lessen the human impact on Earth. Be sure to include: <span style="font-family: 'Georgia','serif'; font-size: 13px;">● A clear representation of how the human population is living and using its resources <span style="font-family: 'Georgia','serif'; font-size: 13px;">● Technology that lessens the human impact (i.e. solar panels, sis terns, green roofs) <span style="font-family: 'Georgia','serif'; font-size: 13px;">● Ensure that your group has properly labeled geographic regions and landforms
 * **3 Dimensional Model: Eco- Friendly Future State**

Detail the positive and negative impact humans have had on Earth using examples Explain how your future state lessens that impact Explain what will happen if these changes are not made || ** The Comic Book ** Time periods may include: - Early New York (Native Americans) - The Colonial and Revolutionary Period -The Industrialization Period -Modern times (Present day) - The future *If you choose to represent the future it should be ecologically sound ||
 * Writing Piece for the 3 Dimensional Model: Eco- Friendly Future State**
 * Task ** : Students are responsible for creating a comic book that represents how New York has been affected by both human interactions and natural processes. The pictures an d dialogue should also focus on the interactions between the land, air and water. Be sure to identify a time period or periods that you would like to focus on.

** CHOICE II ** Nation Building Network Party – Students study different historical figures from the Colonial/Revolutionary Period. They must use their research to take on the roles of the famous figures they studied. As an attendee you must prepare a speech portraying your opinion of the impending war. You must decide if you are a loyalist or a patriot and support your decision in your speech with accurate time period details.

Write a poem about the American Revolution Write a news article about one of the major news stories during the American Revolution

Conflict || Understand expectations and objectives of unit || Introduce unit making connections to units 1 & 2. Introduce enduring understanding and essential question. Show PowerPoint presentation of performance task teacher example. (See link above) || Write about an interaction you had with another person that caused conflict. Explain what you did to solve that conflict. || || || Colony Key || analyze a map using the map key || “Our Country Atlas” or go to [] Analyze map of the 13 colonies Locate the colonies and identify the names. Show video of teachers trying to name colonies (ask Griffiths) || If you could start a colony anywhere, where would it be? Why? What would it look like? || EfS
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/ **
 * KBAD ** || ** Activity ** || ** Homework ** || ** Standards ** || ** Comments/Observations ** ||
 * 1 || Interactions
 * ** Colonial Period ** ||
 * 2 || Atlas

I. Sense of Place ||  || Trials Freedom
 * 3 || Culture

|| 1. describe the variety of cultures and interactions of such cultures in New Netherland

2. describe the trials and accomplishments of a woman who fought for individual freedom for all || Word Splash “Freedom”

Read pgs. 112 – 113

The Jews were forced to leave a Dutch Colony in Brazil after Portugal took over. Why do you think they were forced to leave? Why did they come to New Netherland?
 * Discussion Questions: ** How do you think the arrival of many different cultures to New Netherland affected the way of life?

Read Aloud: New York’s Melting-Pot Culture by Natashya Wilson Rosen Classroom 2003 ISBN: 0-8239-8425

Learn about Deborah Moody pg. 120 – 121

|| Write about Deborah Moody – describe what type of person she is and why. What type of conflict do you think she encountered in while establishing Gravesend? || EfS

A. Cultural Preservation and Transformation B. Responsible Local and Global Citizenship C. Dynamics of Systems and Change G. Inventing and Affecting the Future ||  || trade || explain how colonists and Native Americans traded
 * 4 || Barter

discuss how a barter system can lead to conflict || Split students into two groups (Native Americans & colonists). Provide a list of supplies to both groups. Ss must barter successfully to survive Read pg. 114 Discuss the difference between trading for survival and trading for profit. How can this difference lead to conflict? Ss write a reflection of activity || Written assignment: What were the benefits for the N.A.’s and colonists in using the barter system? Would a barter system be successful today? Why or why not? Do you use a barter system in your life? || EfS

A. Cultural Preservation and Transformation

C. Dynamics of Systems and Change

D. Sustainable Economics

H. Multiple Perspectives ||  || Patroon Sharecropping Indentured servitude Agriculture Mob cropping || 1. analyze the patroon, sharecropping, and indentured servitude systems
 * 5 || Profit

2. look at community supported agriculture (just food) and Mob Cropping || Compare the different agricultural systems and explore their benefits to the participants Is one system better than others? Why? Are any of the systems equally beneficial to all involved? How can these systems lead to conflict? (May make a ppt or access various websites that portray these systems) Read pg. 115
 * Discussion Questions: **

Problem Solving activity on page 115 of the Teacher’s guide || Hand –out – write the solution to the problem that your group came up with || EfS

B. Responsible Local and Global Citizenship

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future ||  || Artisan || 1. describe the slave trade and slavery in colonial New York 2.Examine the slavery system *possible read aloud for RW or designated read aloud time (__Follow the Drinking Gourd__) || Read pgs. 136 – 137
 * 6 || Slave trade

Discuss chosen questions on pg. 137

http://www.pbs.org/ktca/liberty/perspectives_daily.html# || Workbook pp 28-29 || EfS B. Responsible Local and Global Citizenship

C. Dynamics of Systems and Change ||  || Discussion Questions: Do you think the positive changes Stuyvesant instituted outweigh the negative behaviors? What sustainable changes did Stuyvesant institute?
 * 7 & 8 || Governor || describe daily life in New Amsterdam || Create a T chart of likes/dislikes students have about Peter Stuyvesant

Read pg. 116 and use “If You Lived in Colonial Times” books

Write about education in colonial times -, double entry chart (what did I find out/what does this make me think)

http://www.pbs.org/ktca/liberty/perspectives_daily.html# || Mini – essay from venn diagram Include the similarities and differences. Explain why you think the differences exist. Were some of the early schooling practices unsustainable? || EfS

C. Dynamics of Systems and Change ||  ||
 * 9 || Petition || 1. analyze the conflicts between the Dutch and the English over North America

2. describe how and why life changed and how it stayed the same under English rule. || Read pgs. 122 – 124

Discuss review questions || Page 127 Answer questions 1, 2, 3 || EfS

C. Dynamics of Systems and Change

H. Multiple Perspectives

I. Sense of Place ||  || Answer questions 4 & 5 || Workbook page 26 || EfS C. Dynamics of Systems and Change D. Sustainable Economics ||  || Text book page 129 Write about History 1, 2 or 3 ||  ||   || Parliament Tax Stamp Act || 1. describe New York’s role in the French and Indian War
 * 10 || Economy || explain how and why New York’s economy changed under English rule. || Read pgs. 125 – 127
 * 11 ||  || Review for mid-unit assessment || Review for assessment pgs. 128 – 129 || Study for exam
 * 12 ||  || Complete the mid unit written assessment || Assessment book pgs. 17 – 20 || What have been the most interesting things that you have learned in this unit thus far? What questions do you still have? ||   ||   ||
 * ** Revolutionary Period ** ||
 * 13 || French and Indian War

2. explain how the British victory in the French and Indian war led to conflict in the colonies || Great website [|The 13 Colonies] at http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm

Read pgs. 168 – 170

Discuss the causes of the French and Indian War

Discuss the effects of the war || Complete a cause and effect map (French and Indian war)

Page 173 questions 1 & 2 || EfS

C. Dynamics of Systems and Change

H. Multiple Perspectives

I. Sense of Place ||  || Patriot Revolution Revolutionary War || 1. evaluate the colonists’ reaction to British taxes
 * 14 & 15 || Loyalist

2. identify the first battles of the American Revolution || Read pgs. 171 – 174

Use a Venn diagram to compare and contrast the loyalists and patriots || Use the Venn diagram created in class to write a mini – essay || EfS

H. Multiple Perspectives

I. Sense of Place ||  || Declaration of Independence || 1. describe the significance of the Declaration of Independence
 * 16 || Continental Congress

2. explain why the Declaration of Independence is a sustainable document || Read pgs. 176 – 177 Discuss the famous paragraph from the Declaration of Independence about important rights that can never be taken away by the government.

Discussion Questions: What does life, liberty and the pursuit of happiness mean? How might the definitions of these things change over time? || How do you think England reacted to the declaration? How do you think the colonists reacted? What do you think will happen as a result? || EfS

A. Cultural Preservation and Transformation

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future

H. Multiple Perspectives ||  ||
 * 17 ||  || 1. identify ways that Thomas Jefferson and George Washington helped lead the American Revolution

2. explain how New York’s geography influenced the American Revolution || Read pgs. 178 – 181

Using text and trade books compare and contrast the actions of Jefferson and Washington during the American Revolution || Page 180 Questions 1-5 || EfS

B. Responsible Local and Global Citizenship

G. Inventing and Affecting the Future

H. Multiple Perspectives || Cause and effect || Battle of Yorktown || 1. describe the Battle of Saratoga and its importance
 * 18 || Battle of Saratoga

2. to interpret, compare, and contrast

3. describe the Battle of Yorktown and its importance to maps || Read pgs. 182 – 184

Map Adventure “Attacking New

Read pgs. 187 – 188 York” pg. 184 || Pg. 188 – Link to Writing & question 5 || EfS

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future

H. Multiple Perspectives ||  ||
 * 19 ||  || analyze the causes and effects of major events during the American Revolution

create a timeline of the major events of the Revolutionary Period || Using sentence strips create a timeline of the major events of the Revolutionary Period

1754-French/Indian War 1765 Stamp Act Etc… Use pages 169-188 || How did the interactions between the different communities (Native Americans, colonists, Dutch, English, French) lead to conflict? Could these conflicts have been avoided? If so, how? Why did you think they didn’t? || EfS

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future

H. Multiple Perspectives || Cause and effect ||
 * 20-23 ||  || Design and complete final project ||   ||   || EfS

C. Dynamics of Systems and Change

G. Inventing and Affecting the Future

H. Multiple Perspectives

I. Sense of Place ||  || Possible word splash, return to timeline from lesson 19
 * 24 ||  || Review of Unit || Debriefing of unit with students

Chapter Review pgs. 194-195 || Study for test Text book page 195 Write about History 1 or 2 and Apply Skills 1-3 ||  ||   ||
 * 25 ||  || Written Assessment ||   || Assessment Book pgs. 29 - 32 ||   ||   ||

NYCDOE Office of Curriculum, Standards and Academic Engagement Curriculum Guide: Colonial and Revolutionary Periods - NYS Grade 4: Unit 3 “Our Country Atlas”
 * Other Resources: **

Visit the New York Historical Society to view paintings of the American Revolution
 * Field Trips: **