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Fourth Grade Social Studies

Fourth Grade Social Studies. Planning for Unit 6 Expansion of a New Nation Marlo Mong February 23, 2009. 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 Planning for Unit 6 Expansion of a New Nation Marlo Mong February 23, 2009

  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. Rock the Vote! • The Abolitionist Movement • Help students understand the conflict over slavery and why change was needed. • Why was this wrong? Think about the Enduring Understanding of Beliefs and Ideals. • Women’s Suffrage (…and suffrage in general) • Again, think Conflict and Change. • Why should groups of people not have the same rights as others if this is a democracy? • Discussing the biographies of Harriet Tubman, Elizabeth Cady Staton, and Sojourner Truth • The idea should be how their actions would help or harm those around them. • Birth & death dates? No • Think about the significance of the work done by these women to help create these needed changes. Elizabeth Leads the Way: Elizabeth Cady Staton and the Right to Vote By: Tanya Lee Stone Publisher: Henry Holt & Company, Incorporated Moses: When Harriet Tubman Led Her People to Freedom By Carole Boston Weatherford Publisher: Hyperion Books for Children Only Passing Through: The Story of Sojourner Truth By Anne F. Rockwell Publisher: Random House Children's Books

  4. Framework Support http://memory.loc.gov/cgi-bin/query/D?suffrg:1:./temp/~ammem_MW5Z:: Suffrage Cartoon • Part 1: Students will use the political cartoon analysis worksheet to analyze the political cartoon titled, "Election Day" located at the Library of Congress website.  Students will discuss how and why the cartoonist depicted the man and woman the way he did as the woman goes off to cast her ballot. • Part 2: Students will analyze the persuasive writing techniques of the New Jersey Woman Suffrage Association's broadside poster that encourages working men to let their wives have the vote. 

  5. Go West Young Man! The United States in 1860 The United States in 1830 http://www.lib.utexas.edu/maps/histus.html#growth.html The United States in 1800 Create overheads of maps that show the westward growth of the United States. Overlay a physical map on the territorial maps to help students find the physical gateways or barriers that the pioneers would face during their travels. http://www.freeworldmaps.net/printable/us/us1.jpg

  6. The Native Americans • Many stories about westward expansion and the American pioneers include depictions of Native Americans. • Make sure they are authentic and accurate. • http://www.oyate.org/aboutus.html • http://americanindiansinchildrensliterature.blogspot.com/ • The standard has been revised next year to include the impact westward expansion had on Native Americans.

  7. Framework Support Lewis and Clark • President Jefferson wanted to find out as much as he could about the new territory the United States had just purchased from France.  This vast and uncharted land held great promise: Could a transcontinental waterway still be located?  What new and valuable natural resources could be discovered there?  What was the terrain like?  Were the Native Americans hostile or friendly?  Who: The students will imagine that they are recruiting a team to set out on an expedition to the Pacific and back.  They will describe the type of people needed to successfully make such a trip.  The students will list the most important traits members of the expedition should have.  They will create applications for the expedition. What:  The students will compile a list of supplies needed for the expedition.  Students will compare their lists with the actual supply list from the Lewis and Clark journal/notes.  Students will create a chart that compare the two lists and addresses the following questions: How were they alike?  How were they different?  What surprises were there? Where: Students will use a map to trace the route of the Lewis and Clark and Clark Expedition.  With a partner, students will select three points along the route and describe what Lewis and Clark may have seen and done there.  Students will determine the longitude and latitude coordinates of each of the three locations. Students will practice Map/Globe Matrix skills in this part of the activity. • Interactive Lewis and Clark Website Including Map and Journal Notes Integration Idea: In a follow-up activity in the framework, students write a headline that describes the excitement of the Lewis & Clark expedition. Teach the difference between active and passive voice in writing. Help students understand how to use strong active verbs and adjectives to create concise headlines.

  8. Can’t Ya Hear the Whistle Blowin’? • Students need to explain how new technology helped encourage movement from the original 13 states. • Compare/contrast travel by wagons vs. steamboat/locomotives • Think about the economic impact of being able to distribute goods and services between the established cities/towns of the east with the new settlements of the west • Production, Distribution, Consumption-Which seems more practical/profitable-carrying goods in wagons which could take days and days and days and days…or using the rails and boats? • The telegraph connect the rails and people- • Trains could be dispatched by telegraphs AND communication is quicker over long distances. Letter written by Samuel Morse that includes drawings of telegraph poles. http://memory.loc.gov/mss/mmorse/018/018001/0096d.jpg Students can take a ride on a steamboat with Marco Paul as he down the Erie Canal. http://memory.loc.gov/learn/lessons/00/canal/winkle.html Schematic and plan for the first steam locomotive in the United States. It could pull almost 100 tons at 4 mph on a level grade. http://www.loc.gov/exhibits/treasures/trr141.html

  9. Framework Support 19th Century Technological Innovation - Part II The teacher will prompt a classroom discussion by asking:  Which technological innovation had the most impact on change in the lives of Americans:  the locomotive, the steamboat, or the telegraph? Students will work with partners to discuss and rank the three innovations according from most to least impact on change in Americans' lives.  Students should rank the technologies in each of the following areas:  work and productivity, communication, travel and transportation The student pairs will write a short justification for their rankings to share with the class. Part I of this activity includes background information that will support student discussions. http://dlg.galileo.usg.edu/vanga/html/vanga_homeframe_default.html • Make It Integrated - Think about… • Technological Innovations and Time, Change, and Continuity • Using different size objects, observe how force affects speed and motion; demonstrate the effect of gravitational force on the motion of an object • Balanced vs. Unbalanced forces • Informational reading and writing strategies; compare/ contrast

  10. Resources • From the America Story Collection: • Harriet Tubman: http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/activists/tubman • Elizabeth Cady Staton: http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/stanton • http://memory.loc.gov/ammem/today/nov12.html: Learn about the life of Elizabeth Cady Staton and see original drafts of some of her work. From the American Memory Collection, Library of Congress. • http://www.sojournertruth.org/History/Default.htm: The Sojourner Truth Institute website has biography, timeline, and photographs to share with students. • http://digital.library.upenn.edu/women/truth/1850/1850.html: In her own words, she dictates her life story and this becomes The Narrative of Sojourner Truth. • http://www.loc.gov/rr/program/bib/tubman/: A guide to all the resources from the Library of Congress about the life and work of Harriet Tubman. • http://www.enchantedlearning.com/history/us/1800/louisianapurchase/index.shtml: Map and information about the Louisiana Purchase. • http://www.eyewitnesstohistory.com/tomthumb.htm: The story of the first locomotive in the United States. • http://www.steamboats.com/museum/: A virtual museum of the steamboat – then and now. • http://www.steamboats.com/research/classroom.html: From the virtual museum, students can find resources to help them learn more about the steamboat. • http://xroads.virginia.edu/~HYPER/DETOC/transport/steamboats.html: Interesting article about the history of the steamboat. • http://americanhistory.si.edu/onthemove/exhibition/exhibition_1_2.html: America on the Move-This is from the Smithsonian Institute and discusses how transportation would connect the expanding country.

  11. Resources for Integration Harriet and the Promised Land By: Jacob Lawrence Publisher: Simon & Schuster Children's Publishing Seaman’s Journal: On the Trail with Lewis and Clark By Patricia Eubank Publisher: Ideals Publications Sojourner Truth: Preacher for Freedom and Equality By: Suzanne Slade Publisher: Picture Window Books Voices of the Alamo By: Sherry Garland Publisher: Pelican Publishing Company, Incorporated Quick Annie, Give Me a Catchy Line! By: Robert Quackenbush Publisher: Prentice Hall The Ballot Box Battle By: Emily Arnold McCully Publisher: Random House Children's Books The California Gold Rush By: May McNeer Publisher: Random House Books for Young Readers Ste-e-e-e-eamboat a-Comin'! By Jill Esbaum Publisher: Farrar, Straus and Giroux When Harriet Met Sojourner By: Catherine Clinton Publisher: HarperCollins Publishers True Heart By Marisa Moss Publisher: Silver Whistle

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