G4+SS+U2+-+Three+Worlds+Meet+European+Encounter

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

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 Responsible Local and Global Citizenship
 * Education for Sustainability (EfS) Standards **

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]

Influence Inspire || Understand expectations and objectives of unit || Introduce unit making connections to unit 1. Introduce enduring understanding and essential question. Show PowerPoint presentation of performance task teacher example. (See link above) || Write about one person in your life that you have learned from and how you have changed as a result of this learning. || EfS C. Dynamics of Systems and Change ||  || Cartographer Key Scale || demonstrate an ability to read maps using keys and scales
 * ** Lesson ** || ** Vocabulary ** || ** Objectives/KBAD ** || ** Activity ** || ** Homework ** || ** Standards ** || ** Notes **  ||
 * ** 1 ** || Exchanges
 * 2-3 || Atlas

identify reasons for shifting boundaries and populations || “Our Country Atlas” pgs. 8 – 19

Study maps of 1400’s – 1600’s Identify changes in boundaries and establish reasons for the changes as an influx of European settlers || || EfS C. Dynamics of Systems and Change I. Sense of Place || || Northwest Passage || analyze reasons European explorers came to what is now New York || Read Aloud Early Explorers in New York: Native Americans and Europeans. Lynn George 2003 Rosen Classroom ISBN: 0-8239-8402-8
 * 4 || Explorer

Read text pgs. 104 – 105

Read bio of Henry Hudson pg. 109 || What factors motivated European explorers to travel to New York? What changes in their lifestyles did they face? || EfS Multiple Perspectives H 11, 12 ||  || New Amsterdam Fort Orange || identify European explorers in New York and the areas they explored || Read and discuss pg. 106 Research explorers using trade books || Workbook page 23
 * 5 || Establish

Start preparing project || EfS

C. Dynamics of Systems and Change

I. Sense of Place ||  || Colonist Dutch West India co. || 1. describe early Dutch settlements in present day New York
 * 6 || Colony

2. Identify the natural resources used to build the settlements

3. compare settlements to Native Americans villages || Read pgs. 107 – 108 Complete the “summarize” graphic organizer on pg. 108 || What lasting impact have the Dutch had on New York? || EfS A. Cultural Preservation and Transformation B. Responsible Local and Global Citizenship C. Dynamics of Systems and Change E. Healthy Commons F. Natural Laws and Ecological Principles G. Inventing and Affecting the Future I. Sense of Place ||  || Physical feature Culture || 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 || Pretend that you are arriving in NYC 400 years from today. What does it look like? How has it changed and how do those changes affect the physical features and culture of NYC. Draw a picture and write a one page explanation. || EfS A. Cultural Preservation and Transformation A 1, 3 ,4, 6 Dynamics of Systems and Change C14, 15,16 ||  || Profit Governor || Evaluate and explain the initial exchanges between the European Explorers and the Native American || Read pages 112-115 || Read pages 116-119 Answer questions 1,2,5, link to art || Multiple Perspectives H 8, 11, 12 ||  || (possible start up of final project) || Multiple Perspectives H 6,8,9 12 ||  || B. Responsible Local and Global Citizenship
 * 7 || Settlement
 * 8 || Trade
 * 9 || Perspective || Analyze the perspectives of Native Americans and Europeans || Read – aloud “Encounter” by Jane Yolen || Write a narrative from the perspective of a Native American or European describing their first encounter with the other
 * 10-13 ||  || Ss will work on final project || Students will identify the role they want to portray: || Textbook page 129 Write about history section || EfS
 * 10-13 ||  || Ss will work on final project || Students will identify the role they want to portray: || Textbook page 129 Write about history section || EfS

E. Healthy Commons

F. Natural Laws and Ecological Principles

H. Multiple Perspectives ||  ||
 * 14 ||  || Review of Unit || Text Pages 128 & 129 || Study for exam ||   ||   ||
 * 15 ||  || End of Unit Assessment || Students will complete written exam || Students will write a reflection based on what they learned in this unit ||   ||   ||

NYCDOE Office of Curriculum, Standards and Academic Engagement Curriculum Guide: Three Worlds Meet - NYS Grade 4: Unit 2 “Our Country Atlas”
 * Other Resources: **