G4+SS+Unit+2+Three+Worlds+Meet+Lessons+&+Procedures


 * Alain L. Locke Magnet School for Environmental Stewardship **
 * GRADE 4 SOCIAL STUDIES CURICULUM: 2012 – 2013 **

November 26– February 1 Our Country Atlas & Scott Foresman Chapter 4
 * Unit 2: Three Worlds Meet: European Encounter **


 * Big Understanding: **Exchanges within communities and environments are factors that influence change.


 * Essential Question: **What inspires sustainable change?


 * Common Core Learning Standards**

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


 * Education for Sustainability (EfS) Standards **

Responsible Local and Global Citizenship

Healthy Commons

Natural Laws and Ecological Principles

Multiple Perspectives

Who are you? As a historian students will create a multimedia presentation from the point of view of a colonist, Native American or a water droplet for the History Channel’s celebration of the Colonial period. The presentation will depict the relationships between the Native Americans, colonists and their environment (water) during the colonial period. How could you rewrite history to make it the environment more sustainable? What would our world look like if the colonists had adopted the Native Americans way of life?
 * Performance Task: **

*As a water droplet what changes have you been through and witnessed and how has it changed you? *As a Native American how did the migration of Europeans change your life? How was there way of life different from yours? *As a colonist how did your life change when you arrived in the New World? What challenges did you encounter that you were not prepared for? What were the results of these struggles and how did you overcome them?

[|Performance Task Teacher Example]

Understand expectations and objectives of unit || Introduce unit and expectations of learning. Introduce enduring understanding, essential question and performance task. Make connections to unit 2. Introduce [|performance task rubric]. Show unit 2 teacher model [|PowerPoint.] || Check for understanding: Students will use the performance task rubric to score the teacher example || demonstrate an ability to read maps using keys and scales
 * Lesson ||  Procedures, Materials and Discussion Questions  ||  Differentiation options/ check for understanding  ||
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identify reasons for shifting boundaries and populations || Discussion Questions: How would you redesign this classroom, your apartment, your apartment building to give more space? How would that design affect the space your family members and neighbors have? What would happen if 5 more people moved into your apartment? 1,000 more people moved into your apartment building? 20,000 more in the neighborhood? 100,000 more in Manhattan. Discuss answers focusing on the lifestyle changes that would have to be made on a personal and community level.

“Our Country Atlas” pgs. 8 – 19 Study maps of 1400’s – 1600’s Alternate source: [] Identify changes in boundaries Discussion Questions: What changes do you observe in the maps? Why do you think the changes occurred? What do you think are the long term effects of these changes? and establish reasons for the changes as an influx of European settlers. Focus wrap up discussion around the concept that land is a limited natural resource and the exchanges between increasing populations and the environment need to be thought of in a sustainable way. || Present students with a rectangle that represents a living space (apartment). Inform them that they must divide the rectangle into rooms for a family of four. Then as you move through the discussion questions of increased populations they need to allot space for additional people.

If using internet source for maps of the 1400-1600’s provide copies for students || analyze reasons European explorers came to what is now New York || Discussion Questions: Is there any place you have never been that you are really interested in going? Why do you want to go there? What do you think would be the most difficult part of getting there?
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Read Aloud: Early Explorers in New York: Native Americans and Europeans. Lynn George 2003 Rosen Classroom ISBN: 0-8239-8402-8 Discussion Questions: What factors motivated European explorers to travel to New York? What changes in their lifestyles did they face?

Read text pgs. 104 – 105 Read bio of Henry Hudson pg. 109 || Make copies of Lynn George text available || identify European explorers in New York and the areas they explored || Read and discuss text pg. 106 Research explorers using trade books || Provide a copy of maps to allow students to trace the routes of explorers in different colors || a. describe early Dutch settlements in present day New York
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b. Identify the natural resources used to build the settlements

c. compare settlements to Native Americans villages || Read pgs. 107 – 108 Students observe diagrams of early Dutch settlements to observe the natural resources used in the creation. Allow students time to work in partnerships to discuss diagrams and list resources they observe being used to build these settlements. T Chart: Dutch Use of Resources Vs. Native American

Show students picture of an [|early Dutch fort] Discussion Questions: Why do you think the Dutch built huge walls around their settlements? How do you think the Native Americans reacted to the establishment of these forts? What do you think happened to this fort when more Dutch settlers arrived?

Show students picture of [|lower Manhattan] (Wall Street) Picture can also be found in text on pages above.

Complete the “summarize” graphic organizer on pg. 108 ||  || Explain how early settlements changed the physical features and culture of NY || Read pages 122-127 Discuss questions 1, 2,4,5 Ss will examine different before and after pictures of settled areas noting the differences and discussing effects ||  || Evaluate and explain the initial exchanges between the European Explorers and the Native American || Discussion Questions: How do you feel when you first meet someone? Do you trust them? Why or why not? Read pages 112-115 ||  || Analyze the perspectives of Native Americans and Europeans || Read – aloud “Encounter” by Jane Yolen Students will jot notes based on reaction to characters in the story. Focus reactions on the boy, the Europeans and the chief. Tell students they are to focus on these characters and think about how they feel based on what they say and do. Discussion Questions: Do you think the chief made wise decisions? Why do you think he allowed the Europeans into their village? What would you do? Why? || Front load new vocabulary Build in stopping points to ask: does anyone have a reaction to this part of Encounter? Thumbs of if you trust the Europeans? || Ss will work on performance task || Students will identify the role they want to portray and begin to complete performance task ||  || Review of Unit || Text Pages 128 & 129 ||  || End of Unit Assessment || Students will complete written exam ||  ||
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