Many of the land forms were formed by glaciers during the last Ice Age. X

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1 4 th Grade - New York State Learning Standards for Social Studies DRAFT 8/05 Topic/Theme: Geography of New York 1-2 weeks 1- How are land forms, waterways, and climate important to New York State? Land forms specific to New York State are plains, hills, moraines, drumlins, plateaus, and mountains Many of the land forms were formed by glaciers during the last Ice Age. Water ways connect communities to one and another. They also connect NYS to other states and other countries. Temperature and precipitation are two key parts of climate. Elevation, distance from the equator, and distance from large bodies are three factors that affect climate. Define: land forms Identify and describe major land forms in NYS Eplore how land forms are formed (glaciers) Read (+) interpret elevation map Eplore effects of elevation on water ways Eplore the major bodies of water in New York and analyze how they are used Define climate and how temperature and precipitation affect it Read (+) interpret climate map Identify three factors of climate Locate on classroom maps different areas of New York and the land forms found there create brochures for different areas of NYS showing specific characteristics find pictures in magazines or newspapers that reflect New York s different climates (Internet) Connections to Tet: New York: Adventures in Time and Place, Chapter 1, New York: Adventures in Time and Place Practice and Project book pages 4, 6, 7, 8, 9, 10 Resources: All Around NY Regions and Resources Chapter 1 test, quizzes on direction, Great Lakes, rivers, and cities of NY surrounding states choose two bodies of water and compare their similarities & differences (i.e., Hudson & Niagara Rivers) Ask students to write a descriptive paragraph eplaining how 3 factors of climate affect their area 1

2 Topic/Theme: Resources and Regions 1-2 weeks 1- What specific characteristics about the geographic regions of New York attracted people to settle there? Renewable resources can be replaced (i.e., water, trees, and soil). Describe the ways people use renewable and non-renewable Non-renewable cannot be replaced (i.e., oil and resources natural gas) Eplore why people are New York s People are the most important resource because they most important resource have skills (+) knowledge. Locate and identify the si regions of Western, Northern, Central, Finger Lakes, Hudson New York State Valley and Catskill Mountains, and New York City and Long Island are the si regions of New York State. Analyze the economic implications of natural resources in specific regions Connections to Tet: New York: Adventures in Time and Place, Chapter 2, New York: Adventures in Time and Place Practice and Project book pages 11 & 14 Resources: Students create a T chart so they can compare and contrast renewable and non-renewable resources Eplore regions of New York by researching a specific region Divide class into si groups each group will research a different region. The groups will create visuals and report to whole class. Chapter 2 test, quiz Resources of NYS Locate and identify the si different regions Students write a paragraph eplaining why it is important to conserve New York s natural resources 2

3 Topic/Theme: Native American Indians of New York State 2-3 weeks 1- Why did the first people to occupy North America come there and who were they? 2- Why did the Eastern Woodland people settle in NYS? 3- What were the contributions of Native American Indians? Iroquois (Haudenosaunee) and the Algonquain were the early inhabitants of NYS Meeting basic needs food, clothing, and shelter Uses of environment and how Native American Indian settlements were influenced by it and geographic factors Important accomplishments and contributions of Native American Indians Eplain how the first people came to North America and who they were Identify and describe the major Native American Indian groups in NYS Eplain what can be learned by studying artifacts and how they affect present day culture (Native American Indians) Eplore the purpose of creating the Iroquois Confederacy Describe the function of the Confederacy and the structure of its council Evaluate the importance of respect and citizenship within the Confederacy Create a Venn diagram Hunter/gathers vs. early farmers Construct or draw Iroquois Longhouse Generate a list of Native American Indian loan words using a dictionary or reference source (Native American Indian Glossary) Read legends to learn about how the Iroquois eplained nature Create a graphic organizer to illustrate the different roles of men and women of the Iroquois Confederacy Chapter 3 test and quizzes on: Hunter/gathers, Native American Indians, NYS Iroquois culture, Iroquois Confederacy (include CRQ) DBQ complete a Venn Diagram comparing two photographs (artifacts) New York State Activity Book Grade 4 p. 22 Connections to Tet: New York: Adventures in Time and Place, Chapter 3, New York: Adventures in Time and Place Practice and Project book pages 15-17, New York State Activity Book Grade 4 p. 7-13, Resources: New York Native Peoples 3

4 Topic/Theme: European Encounters/Colonial Period 2-3 weeks 1- What were the reasons why eplorers came to New York State? 2- How did European settlers influence the development of NYS? Major eplorers of NYS Impacts of eploration The slave trade and slavery in the colonies Groups of people who migrated to NYS Ways people depended on and modified their environment Dutch and British influences on NYS Colonial government Colonial cultures and economics Important accomplishments of individuals and groups Identify the first eplorers to reach NYS and describe their routes (i.e., Champlain, Hudson ) Analyze the significance of Hudson s voyage up the Hudson River Eplain the role Dutch West India Company in the settling of New Netherlands in NYS Eplore the important Dutch settlements in New Netherlands Describe how P. Stuyvesant created ways to improve life in New Amsterdam Eplain ways British leaders encouraged growth in NYS Analyze the social and economic structure of land ownership and tenant farming Evaluate importance of perseverance, courage, and citizenship early settlers create post cards from perspective of European eplorer seeing NYS for the first time Create a timeline including dates, eplorers, countries, etc. use map on p. 33 (NYS Activity Book Gr. 4) to answer questions Write a letter to Stuyvesant telling him how you feel about his policies Create triple T chart comparing landowners tenant farmers Show Dear America video Journey to the New World Chapter 4 test and quizzes on: European eplorers, Dutch West India Co., New Netherlands, Stuyvesant, British and Dutch contributions create a brochure that encourages settlers to come to NYS listing types of work available Connections to Tet: New York: Adventures in Time and Place, Chapter 4, New York: Adventures in Time and Place Practice and Project book p. 20, 22, 25, New York State Activity Book Grade 4 p. 32, 33, 37, 38 Resources: We The People The Plymouth Colony Andrew Santella 4

5 Topic/Theme: Colonial and Revolutionary Peirods 2-3 weeks 1- What were the causes for the colonists becoming dissatisfied with British rule? 2- How was NYS s location important to the defeat of British rule? 3- What was the war strategy for Saratoga and other battles? Causes for the revolution; social, political, economic Location of NYS Geographic features that influenced the War Native American Indians in NYS influenced the war War strategies Loyalists and Patriots in NYS Leaders of the Revolution Effects of the Revolutionary War Foundations of our new government Declaration of Independence - Freedoms Summarize the French and Indian War Analyze the colonist s reasons for declaring independence Eplore the meaning of the Declaration of Independence Eplain the importance of NYS s location to the Revolutionary War Analyze the significance of the Battle of Saratoga to America s victory Evaluate the types of traits/characteristics essential for the American Colonists (i.e., perseverance, courage, citizenship ) to help them Pages (NYS Activity Book Gr. 4) have students create a timeline using events and dates write a letter to King George III eplaining their reasons why the colonies should be independent create a Venn diagram comparing/ contrasting British rule vs. Independent Country Chapter 5 test and quizzes on: French & Indian War, Revolutionary War timeline, essay-write a response eplaining Colonists reasons for declaring their independence DBQ p. 6-7 Using Primary Sources Level B analyze part of Declaration of Independence and then write a response Connections to Tet: New York: Adventures in Time and Place, Chapter 5, New York: Adventures in Time and Place Practice and Project book p. 26, 29, New York State Activity Book Grade 4 p. 65, 66, 70, 72, Using Primary Sources Level B p. 6, 7 Resources: We The People p , American Moments by Robert Burleigh 5

6 Topic/Theme: The New Nation/Government 1- As a result of the American Revolution, what changes happened in government? 2- How did the Framers organize the new government? 3- What cultural practices and values helped to unite Americans? 4- Who were the individuals and groups who helped strengthen democracy? Foundations of a new government Mayflower Compact Constitutions NYS and USA Importance of the Bill of Rights Individuals and groups who helped to strengthen democracy USA Roots of American culture and how it played a role in creating diversity in NYS and USA Values, practices, and traditions that helped unite Americans Purposes of government which is to protect individuals and promote the common good Identify and describe the process by which NY became a state Analyze the process by which the USA s government was organized Eplain how G. Clinton, A. Hamilton, and other individuals from NYS helped to strengthen democracy Eplain the reasons for Separation of Powers (checks (+) balances) Evaluate the qualities needed for a good citizen or a good leader (i.e., responsibility, etc.) create a class constitution with a Bill of Rights Show video Shh! We re writing the Constitution and then compare their process to Framers list qualities important for a good leader and then have them write a short speech called What Makes a Good Leader? Chapter 6 test and quiz on: Constitution Bill of Rights, 3 branches of government important leaders who helped strengthen democracy write a short essay eplaining how Freedoms of the Constitution apply to them in their lives Connections to Tet: New York: Adventures in Time and Place, Chapter 6, New York: Adventures in Time and Place Practice and Project book p. 31, New York State Activity Book Grade 4 p. 83, 84, 85, 86, 92 Resources: We The People The Bill of Rights M. Burgan, We the People p

7 Topic/Theme: Industrial Growth and Epansion 2-3 weeks 1- What changes occurred in NYS when it became a state? 2- How did these changes affect immigration and migration? 3- What were some of the contributions of immigrants to NYS? 4- How did geography influence industrial growth and epansion? Transportation, inventions, communication, and technology Immigration and migration Important contributions of immigrants to NYS Geographic influences of industrial growth and epansion Eplain the role of land companies in Western NYS Analyze the effect of settlers on Iroquois groups Identify the new forms of transportation and analyze the impact on NYS Eplain the construction of the Erie Canal and describe its importance to NYS Identify and eplain the important contributions of industries and artists to NYS Evaluate the implications of such a huge growth in industry and how it affected immigration and migration fill in a graphic organizer sequencing dates and events (p. 34 in workbook) CRQ (p. 121 NYS Activity Book) student answer questions by using a timeline Read the Legend of Sleepy Hollow then compare the life of I. Crane to the life of a teacher today Chapter 7 test and quiz on: Industrial Revolution,growth and epansion in NYS, migration & immigration Connections to Tet: New York: Adventures in Time and Place, Chapter 7, New York: Adventures in Time and Place Practice and Project book p , New York State Activity Book Grade 4 p. 103, 104, 121 Resources: 7

8 Topic/Theme: Reform and the Civil War 2-3 weeks 1- How did many New Yorkers work for reform during the early 1880 s? 2- Who were the individuals and groups that worked to reform slavery and women s rights? 3- What were some of the causes of the Civil War? Freedom from slavery and women s suffrage were important reform movements of the 1800 s A. Lincoln did not want new states to allow slavery Southern states were worried slavery might end War - long and hard with many soldiers dying on both the Confederate and Union sides (All American Citizen) Congress passed a law called a draft law which required young men to join the Union Army or pay $300 fee Compare New York State s reform movements during the 1800 s Eplain why dignity, perseverance, and responsibility were important to the reform movement Eamine the causes of the Civil War Evaluate the warships of the Civil War Eplore the impact of the draft law on New Yorkers who fought for the Union create trading cards with a picture and short biography of reformers (small group project) Read Clara s Quilt and have students identify the clues the slaves used to map their journey to freedom use a Venn diagram to compare/contrast the Civil War and the American Revolution Chapter 8 test Reformers Causes of the Civil War DBQ essay p. 59 (using primary sources) have students write a short essay using a painting to help them respond Connections to Tet: New York: Adventures in Time and Place, Chapter 8, New York: Adventures in Time and Place Practice and Project book p., New York State Activity Book Grade 4 p. 110, Using Primary Documents Level B p , Resources: Federick Douglas Fights For Freedom by M. Davidson, Remember the Ladies by N. Johnston 8

9 Topic/Theme: Industrial Growth and Epansion 2-3 weeks 19 th Century 1- What industries helped make New York a center for business 2- How did inventors and their inventions influence industry in NY? 3- What challenges did immigrants face when they arrived at Ellis Island? 4- How were the Brooklyn Bridge, NYS Capitol Building, and the Statue of Liberty important symbols of modern advances that took place in NYS? Transportation, inventions, communications, and technology Immigration and migration Important contributions of immigrants to NYS Geographic influences of industrialization and epansion Rural to urban to suburban Economic interdependence Labor movement and child labor Eamine the growth of industry in NYS after the Civil War Identify famous New York inventors and the importance of their inventions Identify and eplain problems of immigrants arriving in NYS Analyze the epansion from rural to urban to suburban areas Identify and evaluate the importance of structures and monuments built during the last years of the 19 th Century and how they inspired: dignity, perseverance, courage, caring, and tolerance Invite a local person who has come to our country from another country to tell them why, how they came, and how they felt when they first arrived View the video Ellis Island Vol. III (#25223 Madison Oneida BOCES) Create a brochure describing some of NY s structures including facts about how and why they were built Students create Venn diagram comparing the life of a child labor to their life now Chapter 9 test on: inventors, growth after Civil War, immigrants in NYS, labor and child labor DBQ photo of Statue of Liberty which students will write a response to Connections to Tet: New York: Adventures in Time and Place, Chapter 9, New York: Adventures in Time and Place Practice and Project book p , New York State Activity Book Grade 4 p. 116 Resources: Becoming a Citizen by S. DeCapua 9

10 Topic/Theme: New York during the 20 th Century 2-3 weeks World War I and World War II 1- What effects did our participation in World War I have on NYS? 2- What changes came about in NYS as a result of World War II? World War I changed NY businesses and industries grew rapidly Women and African Americans made advancements NYS faces hard times during the Great Depression (i.e., banks closed, people lost their jobs, etc.) Urban to suburban migration Analyze how World War I affected life in NYS Eplore advancements made by women and African Americans Eplain the government s reactions during the Great Depression Eplain how World War II helped to end the Great Depression Analyze the reasons why people moved to suburbs Evaluate and discuss the continuing fight for fair and equal treatment tolerance, perseverance, and citizenship create a 10 item graphic that shows events that took place in NYS during World War II DBQ (p Using Primary Sources Level B) Students will analyze a political cartoon Great Depression and then answer multiple choice questions Working in partners design a map of an ideal suburb which would appeal to people wanting to move out of the city Chapter 10 test and quiz on: World War I, World War II, Great Depression Women and the war effort DBQ (p Using Primary Sources Level B) students write constructed response using the advertisement Connections to Tet: New York: Adventures in Time and Place, Chapter 10, New York: Adventures in Time and Place Practice and Project book p. 49, 52, Using Primary Sources Level B p. 22, 23, 38, 39 Resources: 10

11 Topic/Theme: Government/Federal 1-2 weeks 1- How are fundamental values and principles of American democracy epressed? 2- What are the jobs of the three branches of federal government? Fundamental values and principles of American democracy Declaration of Independence, Bill of Rights, etc. Structure and function of the federal government Citizenship includes awareness of holidays, celebrations, and symbols of our nation, including the flag of USA and its proper display and use. Identify and describe the jobs of the eecutive, legislative, and judicial branches of the federal government Define what a federal government is and how the people give powers to different parts of our government Analyze the different types of patriotic symbols, celebrations, holidays, etc. and how they promote unity in our country Students will use a graphic (p. 126 NYS Gr. 4) to help them match the job to the specific branch of federal government Using a T chart students will compare two patriotic songs (Star Spangled Banner and the Grand Ole Flag) identifying patriotic words and the songs purpose (NYS Activity Book p. 127) DBQ (using Primary Sources Level B p ) students will compare powers of the national and state government under federal system Connections to Tet: New York Activity Book Gr. 4 p , Using Primary Sources Level B p , We the People p Resources: Capitol Lynn Curlee, The Flag We Love Pam Munoz Ryan, America A Patriotic Primer Lynne Cheney 11

12 Topic/Theme: Government Local and State 2-3 weeks 1- What are the roles of local government in our communities? 2- What are the jobs of the three branches of state government? The structure and function of state and local governments Meaning of key terms and concepts related to government (i.e., democracy, power & citizenship) Representatives in legislative, eecutive, and judicial branches in local and state levels People elect and/or appoint leaders Citizenship and the rules and responsibilities of citizenship in school, home, and local government Citizens can participate in political decision making and problem solving at local and state levels Identify and describe different types of municipal governments Analyze the process of how government leaders are elected to office Identify and define the jobs of the eecutive, legislative, and judicial branches in NYS government Evaluate the importance strong & effective citizenship and why citizens need to be aware and participate in political decision making/problem solving in local and state levels write a short speech as if they are running for mayor, eplaining their platform create a web with NYS government in the center and then draw and label the three sections for each branch of state government (NYS Activity Book p. 129) Students go to the Lamont Library to research local government Chapter 12 test - local and state government structures and functions, electing or appointing leaders Connections to Tet: New York: Adventures in Time and Place Chapter 12, New York: Adventures in Time and Place Practice/Project Book p. 58, 59, 62, New York Activity Book Gr. 4 p. 129, 130, 134, 135, 136 Resources: 12