Atlas Curriculum Management Unit Map 2011-2012 P.S. 105 the Blythebourne Collaboration

/ Unit Map 2011-2012
P.S. 105 The Blythebourne
Collaboration / Grade 4 Unit 1 2012-2013* / Grade 4 (P.S. 105 The Blythebourne)
Wednesday, June 27, 2012, 11:01AM /
Unit: Native Americans: First Inhabitants of NYS (Week 1, 13 Weeks)
Standards
NYS: CCLS:ELA & Literacy in History/Social Studies, Science, & Technical Subjects PreK–5, NYS: 4th Grade , Reading: Informational Text
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
§ 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
§ 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
§ 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
§ 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
§ 10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Big Ideas / Essential Questions
EQ-How did environmentand natural resources influence thedevelopment of the Native Americancommunities in New YorkState?
1.Whatare the geographic features of New York State?
2 Howhas the geography of New York Statechanged over time?
3.What is the relationship between New York State geography and Native Americans settlement patterns?
4.How did Native Americans use New York State's natural resources to meet their basic needs?
5.How did the structure of New York State Native American life result in complex, self-sustaining communities?
Content
Geographic Features of New York State
Location of NewYork State inrelation to other states.
Geographic features of New York State andNewYorkCity
Importantbodies of water, landforms, mountains, etc.
Geographic Changes of New York StateOver Time
Location of NewYork State inrelation to other states.
Geographic features of New York State and New YorkCity
Location of NewYork State inrelation to other states.
Relationship between New York State geography and Native Americans settlement patterns
Location of the Iroquois/Algonquian territories of NewYork
First native inhabitantsof New York State: Algonquians,Iroquois
Role of climate, environment,animals, natural resources in thelocation and development of Native American cultures in New York State
Native Americans use ofNew York State's natural resources to meet their basic needs
First native inhabitantsof New York State: Algonquians,Iroquois
Role of climate, environment,animals, natural resources in thelocation and development of Native American cultures in New York State
The structure of New York State Native American life results in complex, self-sustaining communities
New York StateNative American culture / Skills/Strategies
Classify the location of New York State in relation to other states
Describe important geographic features of New York State andNew York City.
Identifywhere Native Americans live(d) in New York State.
Analyze howthe roles ofclimate, environment, animals and naturalresources played in the location and development of NativeAmerican cultures in New York State.
Describe the cultures of New York State Native Americans.
Recognize the contributions of New York State’s Native Americans.
Recognizehow the actions of the past have a continuous impact.
Acquire an appreciation of indigenous cultures.
Ask authentic questions.
Identify facts and details that support main idea
Assessment/ Performance Task
Case Study Model
Formative: Oral: Presentation
Create and present a model to showhow the Native Americans (case study)use the environment and natural resourcesto developtheir communities. Each class will choose atribe to study.
Criteria:
-What group did they belong to?
-Where were the villages built (ex.near rivers, etc.)
-What type of houses did they live in?
-How did they get food?
-What were the roles and men, women, and children?
-How did they organize their government?
-Did they have anything unique to their group?
Learning Activities
Geographic Features of New York State
Locate NYS on a map of the United States; Define relative location and describe New York's relative location to other states, bodies of water, and in the world and review basic map skills including cardinal and ordinal directions, legend and scale.
(Consult TheNortheasttradebook)
*Creating an outline map:
1. Identify New York State Mountains; examine images depicting scenery from several mountain views such as Bear Mountain or the Adirondacks and chart observations.
(Consult All Around the World and Heinrich's New York)
2. Identify NYS bodies of water; divide the children into groups to chart what they know about lakes, oceans, rivers, etc. and compare similarities and differences (Consult Cotter's New York)
3. Identify NYS natural resources; define natural resources and discuss the diversity of resources ranging from livestock, produce, minerals,etc.
Consult All Around New York, Cotter’s
New York and Gelman’s New York.
Identify NYS habitats and the plants and
animals found in each.
Consult New York Plants and Animals.
Geographic Changes of New York StateOver Time
What Was NYC Like 400 Years Ago?
• Read narrative nonfiction quotes of early NYS.
• Visualize the images described.
• Draw representations of the descriptive scenes from the time.
How has the Hudson River changed over time?
• Locate the Hudson River on a map.
• Based on a reading of Hudson, draw conclusions about what life may have been like 400 years ago.
Consult Uniquely New York and E is for Empire.
Analyze illustrations from Hudson to make inferences on how and why the Hudson River has changed.
• Share observations.
• Discuss how developing technology impacted
ecosystems along the Hudson River.
• Use the text set to find images (evidence) of
other ways NYS ecology has changed over time
Relationship between New York State geography and Native Americans settlement patterns
How did the geography of New York State influence where the Native Americanssettled?
• Use a relief map to identify key NYS landforms.
This Land is Your Land: New York.
• Read descriptions of daily life of NYS Native Americans.
• Make inferences about which regions
might support these communities.
• Compare a Five Nations map with the
relief map to evaluate conclusions.
Consult The Algonquian of New York, The
Lenape and New York Native Peoples.
Native Americans use ofNew York State's natural resources to meet their basic needs
Working in groups using maps, identify the natural resources that were available to the Iroquois.
• Brainstorm ways that the Native
Americans used these natural resources
in their daily lives.
• Examine the connection between Native
American respect for nature and their use
of natural resources.
• Study how the Iroquois utilized all parts
of animals they hunted.
Consult The Algonquian of New York, The Lenape, Native Americans in New York andNew York Native Peoples
The structure of New York State Native American life results in complex, self-sustaining communities.
Using a map of Native American settlements identify how many Algonquian settlements are located in NYS and neighboring states.
Jigsaw cultural features the Algonquian's shared such as language, beliefs, social systems, economy, religion, government, etc.
The Northeast Indians, The Algonquin, and The Eastern Woodland Indians
Identify the factors that led the Five Nations to set aside disagreements.
Examine the key features of the Iroquois
Confederacy.
Appreciate how the Iroquois form of government was a model for U.S. government
Who were the Lenape?
Review student maps and identify wherethe Lenape lived, focusing on NYC adn recognize that many of the Lenape alsolived outside of NYS.
• Use The Lenape to read aloud background
information that includes Lenape
settlement patterns and identification as
Delaware and Algonquian.
• Do a 3-2-1 activity (3 facts, 2 questions
and 1 opinion) based on the background
reading.
• Analyze an image of a Lenape village,
making inferences about how this culture
used natural resources to meet their
needs.
• Research other ways the Lenape used
natural resources.
Consult Life in a Longhouse Village, The
Lenape and The AlgonquinExamine artifacts to draw conclusions about Lenape life.
Examine Native American use of animals
to represent clans.
Consult The Lenape, The Iroquois.
Examine the role of myths in culture.
• Compare Lenape myths.
• Draw conclusions about Lenape beliefs
and ways of life.Discuss why members of the Lenape
(men, women, children, elders) had
different roles.
• Understand that every member
contributed to the welfare of the group.
Discuss why communities need rules and laws.
• Read selections on Lenape government.
• Make observations about how leaders were chosen and laws were made.
• Compare to contemporary systems of government Work in pairs to select an example of how NYS Native Americans were connected to the natural world.
• Write a description of this connection.
• Represent this idea/concept using a creative medium such as a drawing, skit or song. Complete presentations.
• Participate in a gallery walk.
• Ask questions of other groups
*How are Lenape values andbeliefs reflected in their Creation Myths? Unit guide pg.101-103 (integration with Literacy) / Resources/Touchtone Texts/Field Trips
Trips:
Snug Harbor Cultural Center: Lenape Lesson
NationalMuseum of the American Indian

Resources:
Did You Hear the Wind Sing Your Name?
by Sandra DeCoteau Orie
Encounter by Jane Yolen and David Shannon
www.nativeamericans.mrdonn.org/index.html
http://www.google.com/earth/index.html
http://www.authentichistory.com/ (history through artifacts)
http://welikia.org (history through maps)

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Last Updated: Wednesday, June 27, 2012, 11:01AM

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