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Fourth Grade Social Studies

Fourth Grade Social Studies. Teaching Unit 3 The Colonization of North America Marlo Mong October 16, 2008. How do I know what concepts to teach?. Use your curriculum map! Unit One on every map lists the concepts used for the rest of the year

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Fourth Grade Social Studies

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  1. Fourth Grade Social Studies Teaching Unit 3 The Colonization of North America Marlo Mong October 16, 2008

  2. How do I know what concepts to teach? • Use your curriculum map! • Unit One on every map lists the concepts used for the rest of the year • Every piece of content for the rest of the year is listed under a relevant concept • These are suggestions – make them work for your class! • Keep up with it all using a concept wall.

  3. K-5 Suggested Enduring Understandings

  4. What is colonial life?Use more than 4H3 to answer this question. Include 4G2c and 4E1b, c, d. Colonial Comparisons • Students will work with partners to compare and contrast the daily lives of colonial people.  Each partner will select a pair of roles from the list below.  Partners will discuss the differences and similarities of the two colonial subjects.  They will work together to complete a Venn diagram organizing their information to show similarities and differences. • Slave /Indentured Servant • Large Landowner/Small Farmer • Farmer/Artisan • Native American/Farmer • Attachment 9: Venn Diagram

  5. History, Geography, and Economics Go Together Colonial Region: Guided Thinking Activity • As knowledge is gained through class discussion and readings, students can complete the Colonial Region table. The teacher will assist students so they can use this as a note-taking tool. The Colonial Region table provides clear organization of life in the colonies. Students can use the table to organize facts under different the categories of geographical features, resources, industries, religion, government, occupations, and people.

  6. The impact of geography on economics Colonial Regions and Products Maps • In this lesson the natural resources and economic specializations of the colonial regions will be examined through the development of product and industry maps.  In pairs, students will label and color blank outline maps to identify the New England, Mid-Atlantic and Southern colonies.  The students will use textbooks, encyclopedias and Internet resources to research and identify the major industries and crops associated with each region.  The students will create and add symbols to the maps that represent the major industries and crops region in the appropriate locations.  They will create map keys to interpret the symbols and display their maps for others to read.  • Suggestion:  At least two crops and two industries for each region should be included.

  7. A Quick Economics Lesson • What is specialization and how does it lead to voluntary exchange? • Bring in a dress/shirt/pants with many missing buttons, sleeves of different lengths, broken zipper. Also, bring in a batch of burned cookies/ brownies. Explain that you are not good at making clothes or baking desserts. Ask students what you should do to get clothes you can wear and desserts you can eat. When students tell you to go to the store or bakery, introduce the term specialization. • Students will learn that because we specialize, we go to other sources to get those specialized goods. That is voluntary exchange. A person willingly trades (now-a-days we use money) something they have for something they need or want. • Such as prehistoric and colonial times: • What did the different Native American nations have that others would have wanted from them? • Think about trade between the Native peoples and European explorers: fur, “new” animals, precious stones, crops • How did the economies develop in the three colonial regions? • Think about how the three colonial regions needed each other to get their supplies. • Look at the exchange of goods between the colonies and England. • Discuss the influence of geography and why the regions specialized the way they did.

  8. Trade Book Resources

  9. More Resources • America’s Story is from the Library of Congress and is written for young people to learn the history of our country. • http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/colonial • University of Richmond webquest on colonial America • http://oncampus.richmond.edu/academics/education/projects/webquests/colonial/ • A compare/contrast website from National Endowment for the Humanities of colonial life to life in the present. • http://edsitement.neh.gov/printable_lesson_plan.asp?id=411 • The Learning Page from the Library of Congress • http://memory.loc.gov/learn/features/timeline/colonial/colonial.html • A cyber library with links to resources and activities about colonial life • http://www.cybrary.org/colonial.htm • Using the poetry of Phillis Wheatley • http://www.loc.gov/exhibits/treasures/tri013.html • Resources from Scholastic • http://teacher.scholastic.com/activities/our_America/colonial/

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