Grade 4 teachers - Please understand that this outline is just a beginning. Activities and Resources sections can and will need to be expanded and revised as we all learn more about the new standards and tests and as we share and receive specific lesson plans and materials. (Writing ideas and models are in Writers Express books.) Topics are from the New York State Social Studies Resource Guide and Core Curriculum with some details expanded from my studies and discussions with other teachers. I will try to update this document periodically – please email me with comments, ideas, resources, etc. Thanks, Kate Hamlin

1. explain and demonstrate how the basic purposes for government in the United States are to protect the rights of individuals and to promote the common good
2. understand the fundamental values of American democracy

1. individual rights to life, liberty, property, and the pursuit of happiness
2. the public or common good
3. justice
4. equality of opportunity
5. diversity
6. truth
7. patriotism

1. show how values are expressed in the Declaration of Independence, Preamble to the U.S. Constitution, the Bill of Rights, Pledge of Allegiance, speeches, songs, and stories

letters to the editors

• write a Children’s Bill of Rights
• read Martin Luther King’s "I have a dream" speech
• prepare a time line of civil rights legislation
• list students’ daily activities and show what "rights" are being exercised
• write a report about a famous person (use Research Writing section from Writer’s Express)
• investigate a local property rights issue such as the Metroplex, downtown development, Union College and Realty Plot properties, Stockade properties development, and write opinion papers or hold a debate
• use picture books that illustrate themes
• Tar Beach by Faith Ringold (Dragonfly, ISBN 0-517-88544-1)

2. identify the structure and function of State and Local government – legislative,

executive, judicial

3. understand the rights and responsibilities of citizenship

1. why are there rules and laws in families, classrooms, communities
2. what might happen without government
3. voting, jury duty, community service

2. understand how elections are run and the concept of representative democracy

1. how citizens participate in making decisions and problem solving
2. advertising, media, and technology in government

2. demonstrate awareness of national and state holidays, celebrations, and symbols, including proper display and use of the U.S. flag

1. identify the general location of Algonquian and Haudenosaunee (Iroquois) people as the first inhabitants of our region and state
2. explain how basic needs for food, clothing and shelter were met
3. understand how native Americans were influenced by environmental and geographic factors
4. list the important accomplishments and contributions of Native American Indians who lived in our community and State

• visit to NY State Museum in Albany
• visit to Iroquois Museum near Howe’s Cavern
• Mr. Peale’s Bones by Tracey West (Silver Moon Press ISBN 1-881889-50-5) is a fast read about an archaeological dig in 1801 in N.Y. – good character development, inventions, science
• story telling – legends – how did native people view themselves in relation to the environment

• Tales of the Iroquois by tehanetorens (published by Akwesasne Notes, Mohawk Nation, via Rooseveltown, New York 13683) Authentic tales , many told with accompanying pictographs - students will want to write their own stories using pictographs, or retell the stories with only pictographs to read
• make dioramas or murals showing daily life
• use blank map of New York and show location of Iroquois and Algonquian People
• play a game with latitude/longitude to locate groups of people
• venn diagram to compare/contrast lives of different native peoples or students
• take notes using a graphic organizer as information is read orally
• The Iroquois by Virginia Driving Hawk Sneve (Holiday House ISBN 0 8234 –1163–x)has excellent text and pictures about culture – beliefs, daily work, food, homes, etc. includes poems that would make an excellent model for students to analyze beliefs about the environment, and then write their own poems
• list natural resources used by the people in a picture
• Hiawatha and the Iroquois League by Megan McClard (Silver Burdett ISBN 0-382-09757-2) – the "real" story and how ideas influenced writers of the U.S. Constitution
• Related literature Sign of the Beaver by Elizabeth Speare

1. trace the voyages of John Cabot, Giovanni da Verrazano, Jacques Cartier, Samuel de Champlain, and Henry Hudson to New York
2. analyze the impacts of exploration – cultural exchange, political alliances, trading, migration, and use of the environment
3. recognize the groups of people who migrated to Schenectady and New York
4. explain the slave trade and indenture in the colonies

1. trace the political and economic development of the Dutch in New York

1. New Netherland: New Amsterdam, Fort Orange, Hudson River trading posts
2. Dutch West India Company and the fur trade
3. The Patroon System: Van Rensselaer
4. Governor Kieft and the Indian Wars, Governor Peter Stuyvesant

1. describe the daily life and work of Dutch colonists

1. architecture, clothing, tools, and work (farming, trading, transportation, artisans)
2. responsibilities of men, women, children, servants and slaves
3. religion and beliefs

1. identify Dutch cultural contributions

1. words and place names; kill, Rensselaer, Kinderhook, Normanskill
2. foods and customs; cookies, coleslaw, Santa Claus
3. folklore and festivals; Sleepy Hollow, Pinksterfest

1. trace the political and economic development of the French in New York

1. trading and missionary work – few farming settlements
2. alliances with the Iroquois
3. Quebec, St. Lawrence, Montreal
4. historic enmity with the English

1. trace the political and economic development of the English in New York

1. England takes over from the Dutch – 1664 – New Netherland becomes New York and Fort Orange becomes Albany
2. Governors, manor holders, and relationship with England
3. Desire for self rule – the Assembly and struggles with the Governor
4. Sir William Johnson (Amsterdam)
5. Growth of towns and cities; the merchant class, artisans, craftsmen, shipping and transportation, whaling industry, use of natural resources
6. War with the French – 1755 – 1759 and subsequent transfer of territory

1. explain the social, political, and economic causes for revolution

1. increased taxes to pay for French and Indian War – representation in Parliament – Stamp Act and Townshend Acts
2. New York City and the battle of Golden Hill (1770) – Committees of Correspondence – Sons of Liberty
3. Massachusettes Colony – Boston Tea Party
4. Ethan Allen and Benedict Arnold capture Fort Ticonderoga in May, 1775
5. First Continental Congress
6. British evacuate New York City
7. Declaration of Independence

1. demonstrate the tactical significance of New York as the center of the Colonies with NH, Ma, Conn, and RI to the east and Pa, NJ, Del, MD, Va, NC, SC, and Georgia to the south.
2. trace rivers and lakes as routes to move soldiers and arms – British Plan : Burgoyne moves south through Lake Champlain to the Hudson; St. Leger moves southwest on the St. Lawrence, through Lake Ontario, and east on the Mohawk; Howe moves north on the Hudson
3. show the results of battles at Brooklyn and Harlem Heights (Long Island), White Plains, and Fort Washington and explain why each battle was lost or won.
4. demonstrate the significance of the Battles of Ft. Stanwix, Oriskany, Saratoga, Stony Point, and Johnstown
5. understand the points of view of Patriots and Loyalists in their support for opposing sides
6. explain how alliances with Native American Indians and the French influenced the War, and how the Indians were affected by the War
7. describe the contributions of General Washington, Ethan Allen, Benedict Arnold, Margaret Corbin, General Nicholas Herkimer, General Horatio Gates, Generals Sullivan and Clinton, and members of the frontier militia
8. list effects of the War ; population decrease in New York City, personal tragedies, treatment of Loyalists, need for a new government

• Revolutionary War Thematic Unit by Teacher Created Materials Inc. uses Johnny Tremain by Esther Forbes and The Fighting Ground by Avi as the literature for this unit – has good activities – flags to color, famous people book to make, fact finders, map work, etc.
• United States History American Revolution by Jane Pofahl (Denison – Time Traveler Series TSD 2223-6) is a teacher theme book with one – page reproducibles on topics like Boston massacre and tea party, Declaration of Independence, Heroic Men and Women, the Constitution and Bill of Rights, etc. with some activities, research questions, and projects
• Use feather quill pens to write documents with liquid ink

1. explain the formation of the NYS government – the State Constitution, legislature, and first Governor (George Clinton) and how land disputes were handled
2. demonstrate knowledge that the Constitution was adopted as the new plan for the U.S. government, and that there was conflict about States’ rights versus Federal powers versus rights of individual citizens
3. explain the compromises reached – checks and balances, allocation of representatives in Congress, and Bill of Rights
4. show knowledge of New York’s position as the first capitol of the U.S., and the role of New Yorkers Alexander Hamilton and John Jay in the new government
5. explain how American culture developed from many different traditions
6. demonstrate understanding of values, practices, and traditions that unite all Americans

1. show how settlers moved westward and interacted with the environment

1. clearing the land
2. use of water resources for power, transportation, and irrigation
3. explain how natural resources influenced where people lived
4. growth of factories and cities

1. identify and explain the relationship between westward migration in New York and the development of transportation and communication in the 1800s

(Erie Canal, turnpikes, railroads, steamboats, telegraph and cable)

2. identify inventions and technology and show how people’s lives were changed in the 1900s

(automobiles, subways, air travel, seaways, telephones, radios, televisions, computers)

3. show the importance of immigration and migration to the development of New York and the United States

1. reasons for immigration - starvation in Ireland, political or religious persecution, opportunities
2. Ellis Island and the experience of immigration
3. forced relocation of Native Americans in New York

• If Your Name Was Changed at Ellis Island by Ellen Levine (Houghton Mifflin, Scholastic ISBN 0-395-81143-0)
• Imagine you are an immigrant moving to ________ list what you would bring and why – include space limitations
• Ellis Island by Catherine Reef (Dillon ISBN 0-382-24772-8)
• Journey to Ellis Island – How my Father Came to America by Carol Bierman – picture book(Hyperion, ISBN 0-7868-0377-0)
• The Amazing Impossible Erie Canal by Cheryl Harness
• The Real McCoy - The Life of an African-American Inventor by Wendy Towle (Scholastic ISBN 0-590-48102-9) excellent picture book
• Focus On Inventors by Teacher Created Materials Inc.– one page informational article about each inventor with extension activities for each one – includes Franklin, McCoy, Ferris, Goodyear,etc.
• Erie Canal –Canoeing America’s Great Waterway by Peter Lourie (Boyds Mills, ISBN 1-56397-669-2)
• write reports about inventions/inventors

1. explain how cities grew and why people moved
2. show how basic needs for food, clothing, and shelter were met
3. describe reasons for the labor movement and child labor laws
4. debate some of the issues of urbanization
5. explain the growth of public education in Schenectady and New York