G4+Unit+3+Colonial+&+Revolutionary+Periods+Lessons+&+Procedures

February 13th – April 20th
 * Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * UNIT 3: Colonial and Revolutionary Periods **


 * Enduring Understanding: ** Conflict within communities and environments creates change
 * Essential Questions: ** How does conflict lead to 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 **

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)] **

** 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.

(See bottom of document for more detail)

Understand expectations and objectives of unit || Introduce unit making connections to units 1 & 2. Introduce enduring understanding and essential question. Pass out performance task rubric and read through as a whole group. Show PowerPoint presentation of performance task teacher example. (See link above) || Students will use the [|performance task rubric] to evaluate the teacher exemplar. || Students will analyze a map using the map key || The teacher will give each child a copy of “Our Country Atlas”. The teacher and students discuss map features, such as a key which are used when analyzing maps. Teacher and students analyze the location of the 13 colonies. Discussion Questions: What do you notice about where the 13 colonies are located? What do they have in common? Why do you think the Dutch established colonies along the Eastern seaboard? || Place a colored copy of the thirteen colonies under the ELMO, or the teacher may choose to display a map of the 13 colonies on the SMART board.
 * Lesson ||  Procedures, Materials and Discussion Questions  ||  Differentiation options/ check for understanding  ||
 * Colonial Times  ||
 * 1.
 * 2.

What is the purpose of a key on a map? Where were the 13 colonies located?

Homework:If you could start a colony anywhere, where would it be? Why? What would it look like? What impact will it have on the existing environment? || a. Students will describe the variety of cultures in New Netherland
 * 2.

b. Students will also be able todescribe the trials and accomplishments of a woman who foughtfor individual freedom for all || Begin with a “word splash” or a concept map for the how word freedom. Students will red pages 112 and 113.

Discuss the idea that freedom comes in many forms including the freedom of religion, why many people came to New Amsterdam.

What is the most important freedom that you could not live without? What would you do if you were told you could not have that freedom? How do you think the arrival of many different cultures to New Netherland affected the way of life?
 * Discussion Questions:**

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?

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

The teacher asks students how they would describe the settlers in the New Netherlands (Turn and Talk). Then the teacher will focus on one particular colonist, Deborah Moody, in order to highlight reasons why some colonists migrated to America. Students will read text pages 120 and 121.

Learn about Deborah Moody pg. 120 – 121 || Students may engaged in a shared or partner reading of the required pages. Some students may read in a small guided reading group with the teacher. Or the teacher may choose to display the text on the ELMO and allow students to engage in round robin reading. Teacher may choose to show a video about the Dutch in New York: []

Exit slip: How was the melting pot created from conflict? what were some similarities and differences between New Netherland and Present Day New York? What is one reason why the colonists came to America? Homework: Write about Deborah Moody – describe what type of person she is and why || Students will be able to explain how colonists and Native Americans traded || The teacher will divide students into two groups: Native Americans & colonists. The Teacher will Provide a list of supplies to both groups. Students must barter successfully to survive. After playing this game for a few minutes the students discuss their noticings and opinions about bartering. : Was bartering fair? Why was it necessary? Read pg. 114 Discuss the difference between trading for survival and trading for profit. Teacher asks: why was the fur trade important to both the colonists and the Native Americans. || The teacher may choose to have four groups: two pairs of colonists and Native Americans. One pair may be provided with a list of supplies, whereas the other group may generate their own list of supplies. That group may determine the items that they already have as well as the items that they need. The pair will barter to get all of the necessary supplies. Check for Understanding 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? || Students will be able to analyze the patroon, sharecropping, and indentured servitude systems || 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
 * 3.
 * 4.
 * Discussion Questions:**

Problem Solving activity on page 115 of the Teacher’s guide || Play a matching game on the Smart Board in which features of each system are scattered and need to be placed in the proper column || We know that as the colony of New Amsterdam grew larger and larger many structures were built. A wall was built, docks were built in NY Harbor and roads were constructed. Who do you think built these things? Did slavery exist in NY?
 * 5. Students will describe the slave trade and slavery in colonial New York. Students will also examine the slavery system || Discussion Question:

Students will navigate the [|slavery in NY] website as a scavenger hunt. (scavenger hunt needs to be created, basically questions they need to find the answers to) http://www.slaveryinnewyork.org/index.html Read pgs. 136 – 137

Discuss chosen questions on pg. 137

http://www.pbs.org/ktca/liberty/perspectives_daily.html# || For scavenger hunt page numbers can be supplied to struggling readers. || Students willdescribe daily life in New Amsterdam || Create a [|T chart] of likes/dislikes students have about Peter Stuyvesant. Likes and dislikes should be based on his policies and demeanor Discussion Questions: What qualities did Stuyvesant have that made him a good/poor leader? Do you think the positive changes Stuyvesant instituted outweigh the negative behaviors? What sustainable changes did Stuyvesant institute?
 * 6.

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

http://www.pbs.org/ktca/liberty/perspectives_daily.html# || Students can be supplied with the different impacts (positive & negative) that Stuyvesant had and decide which side of the chart it belongs. || Students will explain what it was like to be a student in colonial times || Deliver [|PowerPoint] presentation
 * 7.

Write about education in colonial times -, double entry chart (what did I find out/what does this make me think) || Provide access to PowerPoint for students to review as many times as needed || a. Students willanalyze the conflicts between the Dutch and the English over North America
 * 8.

b. Students will describe how life changed and how it stayed the same under English rule || We have learned that Manhattan was a desirable place to live because of its location. As a result conflict arose as more than one group of people wanted control of it. First the Native Americans lived here, then the Dutch took control but not for long. The English wanted to establish control and later we will learn they would eventually lose control to the colonists. Read pgs. 122 – 124 Display maps of English colonies with Te Dutch colony of New Amsterdam sandwiched in between. Map can be found at [|Social Studies for Kids] http://www.socialstudiesforkids.com/

Discussion questions: Do you think the Dutch colony had a chance to maintain control under the large presence of the English? We learned that most of the freedoms the Dutch enjoyed were kept intact when the English took over. How do you think this impacted the colonists’ perception of the leadership change? What if the English took control and stripped the freedoms from the Dutch? Why do you think the English were able to maintain control of the colonies for 100 years? (Idea is that allowing the colonists to maintain freedoms lead to a sustainable change of leadership and not further rebellion) || Role Play scenario. || Answer questions 4 & 5 Focus attention on the development of industry and decreased reliance on trading. The colonies became more independent requiring less and less support. Discussion Questions: How did the economy change after England took control of New Amsterdam? Why? How was it a step toward creating the New York we know today? ||  || Students will Complete the mid unit written assessment || Ass essment book pgs. 17 – 20 ||  || a. Students will describe the causes and effects of the French and Indian War
 * 9. Students will explain how New York’s economy changed under English rule. || Read pgs. 125 – 127
 * 10.Students will review for mid-unit assessment || Using sentence strips create a timeline of the major events of the colonial Period. (This timeline will be added to later on to reflect the events leading up to the revolution and independence.) ||  ||
 * 11.
 * Revolutionary Period  ||
 * 12.

b. Students will explain how the British victory in the French and Indian war led to conflict in the colonies || Read pgs. 168 – 170 After reading and discussing the causes of the war explain that this war was a cause of the American Revolution. Colonists that formerly fought with the English to defeat the French were angry with the English taxes to help cover the cost of the war.

Discussion Question: How did the French and Indian War cause unsustainable changes in the colonies?

Great website [|The 13 Colonies] at http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm || Students can browse website to locate details related to the French & Indian War identifying causes and effects.

Complete a cause and effect graph organizer || Students will evaluate the colonists’ reaction to British taxes || In our last lesson we learned the English started enforcing taxes on the colonies to help recoup the money they had spent to fight the French and Indian War.
 * 13.

Discussion Question (scenario): From now on in this classroom you have to pay me one dollar every time you take a drink from the water fountain and one dollar each time you need to use the restroom. What are you going to do about it?

Explain the reaction to the Stamp Act and the Tea Tax. (page 171 text). ||  || Students will identify the first battles of the American Revolution || English reaction to the Boston Tea Party was to send more troops to the colonies to force the colonists to follow English rule. Two factions resulted: the Patriots and the Loyalists. The Patriots were fighting for freedom and they were the leaders in the American Revolution. The first battles started near Boston when the colonists were defending themselves from the British soldiers that were trying to take their weapons. The second battle was in Fort Ticonderoga NY where the colonists actually surprised attacked the British soldiers. || Role play scenario Patriots vs. Loyalists debate on their right to store weapons || Students will describe the significance of the Declaration of Independence || 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. (Put this paragraph on chart paper).
 * 14.
 * 15.

Discussion Questions: How did this paragraph establish a sustainable future for the establishment of the future U.S.? What do life, liberty and the pursuit of happiness mean? How might the definitions of these things change over time? || Students can read the Declaration of Independence paragraph in partnerships to form a reaction and opinion of its intended purpose || a. Students will identify ways that Thomas Jefferson and George Washington helped lead the American Revolution b. Students will explain how New York’s geography influenced the American Revolution || Read pgs. 178 – 181
 * 16.

Students will choose to spend 20 minutes researching/locating info on either Washington or Jefferson. Regroup to share findings charting accomplishments on a T Chart

Using text and trade books compare and contrast the actions of Jefferson and Washington during the American Revolution

Discussion Question: What characteristics did these men possess? How do you know?

b. Refer back to a map of the 13 colonies. Identify NY as near the center of the settlements. Explain the strategy of divide and conquer the British were trying to employ and the importance for the patriots to maintain possession. || Provide reading level appropriate trade books and texts ||
 * 17. Students will describe the Battle of Saratoga and the Battle of Yorktown and their importance in the Revolutionary War || Read pgs. 182 – 184

We have learned about the importance of NY in the Revolution. Control of this state would help segment the American forces and make victory easier for the English. The Battle of Saratoga helped to secure NY was not taken over by the English

Map Adventure “Attacking New York” pg. 184

Identify the Battle of Yorktown as the final battle of the war. Read pgs. 187 – 188

Discussion Question: What would have happened if all three British armies reached Albany? What effect would that have had on the war? || Provide color blocked maps that illustrate the different locations of the Dutch and English || Using sentence strips create a timeline of the major events of the Revolutionary Period
 * 18. Students will analyze the causes and effects of major events during the American Revolution || Use this as a review of the unit to summarize the different causes and effects events had on the establishment of an independent country of America.

1754-French/Indian War 1765 Stamp Act Etc… Use pages 169-188 || Have events with dates that students can place in sequential order on a timeline. ||
 * 19-22 || Complete Performance Task ||  ||

** 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