Teacher Note: While the strands appear separate in the middle of the document, this simply serves as a means of developing focus questions for discussion and inquiry. The sample performance tasks blend the strands back into cohesive culminating experiences. PEOPLES OF NORTH AMERICA FOURTH GRADE How and why do people come to different regions of North America? How are the regions and people of North America unique? How and why are the regions of our North America interconnected? Unifying Themes: Diversity and Interconnectedness Context: States/Regional Studies-comparative studies Immigration- African American, European, Latino, and Asian Experience African American History and Forced Migration Political Science Economics History Geography Social Science/Culture Compare and contrast governments and explain why the government and leadership role of the US was a draw to international immigrants. Analyze and explore how economic structures in a government affect the movement of people to meet their needs. Learn from primary documents about the nature of our government and the stories of our nation s people. Use maps to learn more about the world and develop geographic literacy. Exploration of a culturally diverse US. Study the elements of culture in diverse groups. Identify consistencies and insistencies between expressed US political traditions and ideas and actual practices. (Civil Rights) Look at how individuals and groups influence and change public policy. How do the resources within geographic regions of North America define the economic opportunities? How did slavery and indentured servitude influence the early economy of the US? Look at the contributions of immigrants to our economic and business development. Identify the stories of significant people who influenced communities and the course of history. How do those stories change over time? Identify turning points in history and place them on the timeline. Studies stories of current people and events that are shaping the stories of the present and will influence the future Identify environmental factors that drew immigrants and settlers to a region. Describe how people in early cultures adapted to their respective environment and contrast that to current society. Using maps and other geographic representations compare and contrast the physical features of regions. Study the interaction of human endeavors and physical forces shape the physical nature of our earth. Do regions express cultural differences? Study the expressions of culture through the arts of individual groups. Observe or study how diverse cultures have adapted to change. How have they maintained or lost cultural traditions and practices. How has technology influenced the course of history and culture today? GLOBAL CONNECTIONS: Study students family origins. Look at the cultural contributions various groups have made to the different regions of North America. Look at forced immigration past and present. Bring in relevant current events. POSSIBLE PERFORMANCE TASKS: Develop and role-play the life story of an immigrant. Describe how an immigrant group affects a region. Compare/Contrast the difference between physical, political, population, natural vegetation, landform, and climate maps. Compose a written piece, such as poetry, from a slave s point of view. 1
Fourth Grade Social Studies Unit - States and North American Regional Studies STAGE 1 DESIRED RESULTS Established Goals: Understand how and why regions/peoples of North America are unique and how they are connected. Understandings: Students will understand that: The five themes of geography: location, place, region, environment, human interaction and movement. Various environmental factors drew immigrants and settlers to a particular region. People in early cultures adapted to their respective environment. Maps of various kinds and other geographic representations can compare and contrast the physical features of a region. How do the stories of individuals and groups lead to the understanding of interconnectedness. How and why do people come to different regions of North America? How are the regions of North America unique? How and why are the regions of North America connected? Students will know: Names of regions and cultures. Factors that affect the human environment and interaction. Geographical vocabulary. Students will be able to: Interpret maps and globes for information. Compare and contrast the regions and people who lived there. Express their findings artistically, creatively, orally and in writing. STAGE 2 ASSESSMENT EVIDENCE Performance Tasks: Make a Venn diagram comparing and contrasting the regions. Create a display of a 2 or 3 dimensional nature which demonstrates understanding of people and cultures of various regions. Other Evidence: Able to use geographical vocabulary in context. Create a 3-D representation of North America or specific parts of a region and its landforms. Oral or written response to the essential questions.
Create a mural. Possible Learning Activities: STAGE 3 LEARNING PLAN Use K.W.L. and Venn diagrams Make a map or a state book Study landform flashcards Use Our Country curriculum Read Time For Kids or other current news sources Use fiction and nonfiction books to enhance students understandings
Fourth Grade Social Studies Unit Immigration STAGE 1 DESIRED RESULTS Established Goals: Students will understand how immigrants have shaped North America over time. Understandings: Students will understand that: Environmental, political, religious, and economic factors drew immigrants to North America. Immigrants made substantial contributions to North America. How do the stories of individuals and groups lead to the understanding of interconnectedness? How and why do people come to different regions of North America? How are the regions of North America unique? How and why are the regions of North America connected? Students will know: How laws and attitudes have changed over time. The time periods of various immigrant waves. How immigrants entered the U.S. legally and illegally and how that has changed over time. Students will be able to: Identify push and pull factors of immigration. Compare and contrast immigrant stories. Research and share their own family immigration stories. Performance Tasks: Research family history. STAGE 2 ASSESSMENT EVIDENCE Other Evidence: Oral/written response Simulate an immigration experience including post-arrival. Connect own experience to general immigration history. Narrative journals Drawings Identify vocabulary, location, and time periods significant to history
Possible Learning Activities: STAGE 3 LEARNING PLAN Chart pushes and pulls from the countries of origin from family Use fiction, non fiction, readers theaters, and news media to enhance students understanding Huddled-masses cafe Trip to the National Museum of Mexican Art Bring in an immigrant guest speaker
Fourth Grade Social Studies Unit - African American History and Forced Migration STAGE 1 DESIRED RESULTS Established Goals: Understand the forced migration of Africans and the effects on North American society and culture. Understandings: Students will understand three themes of slavery; rebellion(1), liberation(2) and empowerment(3). Africans were brought against their will, by the millions, for the economic benefit of others including North Americans, Europeans, and Africans. African Americans in our country sought ways to empower their community through, the arts and economic opportunities. African Americans continually contributed to and influenced American society and culture. Students will know: What a slave is. Vocabulary/terminology of the slavery movement. How the Underground Railroad operated. How the North American society changed drastically after the slavery movement ended. How slavery destroyed the African family unit. How slavery affected the lives of slaves/slave owners. How do the stories of individuals and groups lead to the understanding of interconnectedness. How and why do people come to different regions of North America? How are the regions of North America unique? How and why are the regions of North America connected? How does history shape the present? Students will be able to: Identify the different forms of slavery throughout time, such as indentured servitude. Interpret/analyze art, music, poetry, and the writings of slaves. Identify important figures of the Underground Railroad and abolitionist movement. STAGE 2 ASSESSMENT EVIDENCE Performance Tasks: Use multiple media to understand the slave experience from capture in Africa to life in the U.S. Research famous African American Other Evidence: Journal writing Research paper Interpret images through poetry writing
and be able to identify contributions to society Publish an Underground Railroad newspaper Oral discussion/debate Create quilts Write a letter to Lincoln STAGE 3 LEARNING PLAN Possible Learning Activities: Read slave ship narratives Watch and discuss edited version of "Roots" Watch "Escape to Freedom" Read: African Folk Tales Night John -Gary Paulsen Jumpship to Freedom- Collier Amos Freeman Jacob Lawrence's Biography and Art (various books) *Readers Theaters (Publications) Books and Stories on Rebellion Story of Toussaint L'Overture The Underground Railroad National Geographic Booklets Study spirituals and songs. Books on Civil Rights Movement Watsons go to Birmingham -Christopher Paul Curtis Mississippi Bridge- Mildred Taylor The Friendship- Mildred Taylor Mayfield Crossing-Vaunda Nelson Fieldtrips The Du Sable Museum (make sure it is age appropriate) Color of Justice Center East Freedom Train - Copernicus Theater