Social Studies Curriculum Guide Fourth Grade Alabama Studies August 14 October 9, 2014 Unit 1 Suggested Pacing: First Nine Weeks 40 Days (45 Minute Lessons) Unit At A Glance: In this unit, students will analyze and gain a deeper understanding of the social, political, and economic impact of European exploration and settlement in Alabama through the early 1800s. Students will compare historical and current thematic maps, relating reasons for the exploration and settlement. They will come to realize how the exploration impacted trade, health, social and political land expansions, economics, and the impact of the War of 1812 in Alabama. Student will be able to relate to the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century. In order to access all available resources, click on the hyperlink by holding down the Ctrl and Enter keys simultaneously. ACOS Standards Social Studies (2010) 1.) Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps. Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama 2.) Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama. Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims Tracing on maps and globes, the routes of early explorers of the New World, including Juan 1
Ponce de León, Hernando de Soto, and Vasco Nunez de Balboa Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture 3. Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama Examples: social adoption of European culture by American Indians, opening of Alabama land for settlement political forced relocation of American Indians, labeling of Andrew Jackson as a hero and propelling him toward Presidency economic acquisition of tribal land in Alabama by the United States Explaining the impact of the Trail of Tears on Alabama American Indians' lives, rights, and territories 4.) Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century. Identifying natural resources of Alabama during the early nineteenth century Describing human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names CCRS: ELA (2013) Reading: Information Text: 11.) Determine the main idea of a text and explain how it is supported by key details; summarize the text. [RI.4.2] Reading: Information Text: 16. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. [RI.4.7] Writing: 24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3] 2
Speaking and Listening: 32.) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others' ideas and expressing their own clearly. [SL.4.1] a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.4.1a] b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.4.1b] c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c] d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [SL.4.1d] Language: 39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.4.2] Essential Question(s): How did European exploration and settlement impact life in Alabama from 1519 through the War of 1812 and the Creek War? How did the War of 1812 and the Creek War impact Alabama? How did Alabama s five geographic regions affect migration and settlement in Alabama during the early nineteenth century? Learning Objective(s): I can analyze text to compare information from contemporary thematic maps to information from historic thematic maps. I can analyze text to explain the effect European exploration and settlement in Alabama had on trade, health, and land expansion in our state. I can analyze text to explain the effects that the War of 1812 had on Alabama. I can describe the relationship between the five regions of Alabama to the migration patterns of the settlers during the early 1800s. Key Vocabulary: Content Specific: Analyze Juan Ponce de Leon Trail of Tears Compare Hernando de Soto Fort Conde Contrast Vasco Nunez de Balboa Fort Toulouse *Please add vocabulary to word Tecumseh Fort Mims wall. For suggestions on how to Sam Dale Red Sticks and White Sticks effectively implement a word wall please visit 3
Assessments: Formative assessments can be used to adjust teaching and learning while they are happening within the classroom. Formative assessments can inform both teachers and students when instructional adjustments should be made and helps teachers determine next steps during the learning process. Some examples of formative assessments may include, but are not limited to the following: assessment books, unit tests, Chapter Test Forms A and B, standardized test practice, activity sheet, and teacher-made common assessment tests. Use formative assessments to guide instructional planning toward students progress and their learning goals. Formative assessments answer the important question of how do you know what the students need to learn. 6Retellings is a strategy that allows students to summarize what they understand about the text with a partner or group. 6Think-Pair-Share or Think Pair Share Square: The teacher presents a question or topic for discussion. Students are given think time (1-2 minutes) before sharing with one other student (again, 1-2 minutes). Optional: Student pairs can share again with another pair of students. 6Hand Signals is a strategy used by teachers to rate or indicate students understanding of content. Thumbs up indicates, I understand and can explain; thumbs sideways means, I am not completely sure; and thumbs down signals, I do not yet understand. Journals will be used by students to record their understanding of the topic, concept or lesson taught. 6Quick Write is an exercise/strategy that could generate multiple ideas that could be turned into longer pieces of writing at a later time. The use of Graphic Organizers is an effective way to guide students thinking. Expository text is one of the most difficult types of readings students will encounter. The use of graphic organizers should be used to assist students in comprehending and retrieving information. They can be used before, during, and after reading of text to increase students learning. 6 3-2-1: is a strategy that can be used as an exit slip -3 things they learned; 2 things they have questions about; 1 thing they did not understand. This strategy works well with any lesson. Teacher Observation helps to assess the degree to which students understand the content being taught and can provide the teacher with information about the effectiveness of their teaching methods. Observation works well when the teacher wishes to monitor how students work together in groups or individually. The teacher takes notes on how students are performing and also whether or not modifications need to be made to the assignment. The purpose of RAFT is to give students a fresh way to think about approaching their writing. It occupies a nice middle ground between standard, dry essays and free-for-all creative writing. After reading passages about the cultures of people that lived during different time periods, such as the Mississippian Period, ask students to identify reasons for the different cultures from each time period changed or migrated. This can be done by having students do a 6Quickwrite, or 6Retell the information. 4
Students can do a 6Quickwrite that compares similarities and differences of life on the frontier for Indians and white settlers, describing Andrew Jackson s involvement in the War of 1812 that led him to become President of the United States. Summative assessments can be used to gauge students learning relative to content standards. They are given to determine what students have mastered. Some examples of summative assessments include, but are not limited to the following: state assessments, district benchmarks, weekly tests, end of unit tests, and end of term exams Summative Assessment I: Pre-Test, August 25- September 5, 2014 Post-Test, October 1-15, 2014 Instructional Consideration: Before: The teacher should consider beginning the lesson by discussing and completing a K-W-L chart. A K-W- L is a graphic organizer that can be used to check the background knowledge of students. The L part of the chart will be completed toward the end of the lesson. Another option is to engage students with a read aloud of Y is for Yellowhammer, an ABC book about Alabama. Use the Promethean Board for whole classroom discussions, or to project links embedded in this section and the technologysection. K-W-L The teacher should consider unpacking the standards and searching for passages about specific topics such as Fort Condé, Fort Toulouse, and Fort Mims individually. Passages and books are available with Alabama State Government, when searching for broader topics like the War of 1812 and the Creek War in books about other states. Thematic maps will be taught throughout the year so do not spend too much time on them in isolation. During: In order to access all available resources, click on the hyperlink by holding down the Ctrl key. Once the small hand appears, click on the mouse (you must hold down the ctrl key as you click). 5
The teacher should integrate lessons with art and/or music. Address all learning styles by allowing students to draw/create the maps studied using different mediums. Reliefs maps and felt maps can be done to keep students engaged. Students can write various types of poems and add music. Students can illustrate vocabulary to deepen their understanding. Contemporary/Historical Maps (Alabama) Technology plays a major role in the lives of today s students. Students use Twitter, so can teachers. The teacher should allow students to create pretend tweets about historical events as if they were present during the times. Use the education section of the Alabama State Government site for a wealth of resources including a timelines. Students should use Interactive Journals as references or for use as a study guide. Foldables that compare European explorers or Native American tribes, graphic organizers such as the KWL, or poems about Alabama, are all samples of activities that may be included. Use EdWorks - Expect Success Rigor/Relevance Framework and Blooms Taxonomy for the lowest of questioning, then continuing to the higher levels. Blooms question stems or sites that include Bloom s questions stems with activities. Allow students to do what they enjoy doing, talking. One way to promote student discourse is to use the 6 Think-Pair-Share strategy during lessons. Students can talk about places they have visited in Alabama including a review of Maps showing both contemporary and historical population maps; for example: Facilitate discussions by providing the guidance/topic. Set parameters early and be consistent. Allow students to become familiar with the concepts/events by providing articles or texts about topics such as European exploration and explorers like Juan Ponce de Leon, Hernando de Soto, and Vasco Nunez de Balboa. The teacher should use cooperative groups to meet the needs of diverse learners and to meet the needs of students with various learning styles and interests. Be sure to include art and technology with the creation of props for the plays or displays for classroom presentations that are hands-on materials or digitally created ones. Have students create a booklet called What s Special About Alabama? The booklet should include information about each of the five landform regions, river systems, climate, and natural resources. Have students imagine that they live along Alabama s Gulf Coast. The National Weather Service has just issued a hurricane warning for your area. Create a To Do list telling how they would prepare for a 6
severe storm. For example, you might include providing for basic needs, electricity, or the lack thereof, to protect their family and home, or evacuation routes from the area. Students can write a reaction to a woman taking on her husband s role while he is fighting in the war; worrying about him not coming home; wondering what will happen shoild their people lose the war. Students can play Alabama Games after the unit has been completed. Students could research one of Alabama s tourist attractions. Use this information to create an in-depth travel brochure making sure to include information such as population, climate, places of interest, and directions from Alabama s larger cities. Include why tourists must see this attraction. Use primary sources when available such as primary documents about the War of 1812. After: Students should explain why each region is special, including how the landforms impacted the economic growth of the area. After each group assignment, have students present their research or report to the class. Use various sources to research Alabama s natural resources. Choose one natural resource and write a persuasive speech explaining why this resource should be protected. RAFT Students will choose one row to complete. They will write about the TOPIC from the perspective of the ROLE to the AUDIENCE using the FORMAT. Teachers may also allow the student to choose one item from each of the four columns. Provide an audience for the students to present their products. RAFT Students will choose one row to complete. They will write about the TOPIC from the perspective of the ROLE to the AUDIENCE using the FORMAT. Teachers may also allow the student to choose one item from each of the four columns. Provide an audience for the students to present their products ROLE AUDIENCE FORMAT TOPIC Federal Road Settlers Newspaper ad Travel through Creek territory Red Sticks Tecumseh Rap Burn, Baby, Burn! Canoe Sam Dale and his men Wanted Poster Men to transport down the river. Gate at Fort Mims Major Beasley Letter You should have listened! Treaty Red Eagle Urgent E-mail l Why you need to surrender Trail of Tears American Indians Song Sell or submit. 7
Differentiation: Intervention: Use cooperative learning groups as need for struggling students. Use manipulatives and handouts such as an Alabama map. Students can label the five geographic regions during one lesson and Alabama s major rivers and battles. Allow students to use their prior knowledge of physical features of Alabama to infer reasons for settlement in Alabama. On Level: Have students write letters to develop dialogue between similar profiles on different sides of the war: the wives of a Redstick and a militiaman could begin writing to one another. Acceleration: Prepare scenarios describing the impact of hurricanes at a particular location (i.e., New Orleans, Gulf Coast, and Atlantic Coast). Assign students to work in groups of three to four - one as the reporter, the other three as family members. Allow the entire group to come up with possible question the reporter. would ask. Groups can role-play each scenario, or involve members of the class to reenact a scenario. Students may create their own symbols for mountains, valleys, and cities, as well as other features such as rivers and wetlands. Students should be sure to make a map key and place the symbols in their appropriate place on the map. Explain how these geographic features influenced the locations of the largest cities. Accommodations: ELL/SPED The descriptors provide a starting point for working with ELS. It serves as a tool for planning. The Descriptors provide a continuum of English language development. As teachers become aware of their students English levels of proficiency, the descriptors provide sensory, graphics and interactive support needed to facilitate ELs access to content. Technology: (Hardware) (Software) Computer with Internet access Promethean Board Alabama History CD Promethean Clickers LCD Projector 8
Materials Alabama History Teacher Edition Text Book and CD *Review teacher resource books for passages about topics or concepts included in this unit. Internet access to Alabama Archives and History Trade books such as Y is for Yellowhammer written by Carol Crane can be helpful. Challenging Social Studies Activities Supplemental Resources SF leveled readers for Social Studies available via pearsonsuccessnet.com site Resource books that describe the events leading to and occurring in the settlement of Alabama up to early 1800s. Use Destiny from your school s library site to locate ebooks and other resources. Reading comprehension resource books often include information about Social Studies topics. Trade books such as If you lived with the Cherokee written by Peter and Connie Roop can be helpful. Birmingham City Schools K-5 Reading website has a vast assortment of resources. Online Resources www.alex.alsde.edu *The information contained in these websites is for educational purposes only. We make no representations or warranties of any kind, express or implied, about the completeness, accuracy, reliability, suitability or availability with respect to the sites. Social Studies Course of Study (v2010) Alabama Historical Maps Alabama Contemporary Maps Alabama Interactive Maps Alabama Map Collection War of 1812 Alabama Department of Archives and History (view documents 1-8 for first-person accounts) Four Views of European American/American Indian Relations Reading 2: Four Views of European American/American Indian Relations Causes of the Creek War About the Creek The Effects of the War of 1812 Alabama Games Fort Condé 9
Flocabulary Hip Hop in the Classroom Challenging Social Studies Activities Fourth grade 44 Fort Condé, Fort Toulouse, Fort Mims K-W-L five landform regions Alabama Games WIDA's Can Do Descriptors Teacher Notes: Preparation in the planning of lessons for this suggested nine-week unit is critical to the successful implementation of Unit Plan1. Lessons should be designed to introduce students to the activities, to provide background information and scaffolding, to prepare students for success in mastering the standards and grade-level expectations associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional intervention. Students should be monitored throughout the work on all activities and group discussions. All student-developed products and student investigations should be evaluated as the 10
unit progresses. Use a variety of performance assessments to determine students understanding and comprehension. Select assessments consistent with the types of products that result from the student activities. As you plan for this unit, consider the learning styles of all students. This year-long study focuses on skills necessary for students to organize information about people, places, and environments in a spatial context. This unit serves as a suggested guide for your instructional planning, and is not intended take away the autonomy from you, the teacher. Your Scott Foresman Social Studies Kit came with leveled nonfiction social studies readers; do not forget to use them. It is recommended that you include a balance of fiction and nonfiction materials for your students. Looking Ahead: Use Unit 1 as a springboard for Unit 2. In Unit 2, our focus skills will continue to be on main idea and supporting details, summarizing, and illustrating. Our content focus will cover: Alabama s entry into statehood and of its three branches of government and the constitutions, cultural, economic and political aspects of the lifestyle of early nineteenth-century, and social and educational changes during the late nineteenth-century and early twenty centuries for their impact on Alabama. 11