4th Grade American Revolution

Explain

UNIT PLAN
Essential Question

(Knowledge)

4.2A Geographic factors often

influenced locations of early
settlements. People made use of the
resources and the lands around them
to meet their basic needs of food,
clothing, and shelter. 4.2B Native
American groups developed specific
patterns of organization and
governance to manage their societies

Were the Native Americans a

more advanced society than
the Europeans who colonized
America?

Big
Idea
s

Students will know European

colonists who colonized the United
States would not have survived
without the Native American
knowledge of the environment.
Students will know the values of the
Iroquois people and their shared
history on lacrosse and gambling.
Students will know the difference
between the role of women in
Iroquois government and European
government and the difference
between the Iroquois government and
the European government.

Perspective/Empathy
-Children will simulate two different
versions of Thanksgiving through a
series of skits called Act It Outs
-History Alive Activity creating statues
using Iroquois values.
- Students will participate in a History
Alive simulation in which they simulate
meetings of the Native Americans and
European Colonists.

- The Native Americans taught the

colonists valuable agricultural
techniques, such as: how to fertilize the
soil with fish heads and how to grow the
three sisters
-The European colonists might not have
been able to survive the harsh climate
and terrain of the United States without
the help of the Native Americans
-The Native Americans have preserved
their core values that have lasted for
thousands of years, which make them
who they are today.
-The Native American values of lacrosse
have influenced American culture today.
-Native Americans had a more
sophisticated government.
-Native Americans included women in
their government and treated them with
respect.

Application

-Students look at optical illusions and then share

moments from their life when they perceived
something one way, but in reality, it was quite
different.
-Students will analyze the song Help! by The
Beatles to make connections to the relationship
between the Native Americans and European
colonists.
-Students will listen to a personal anecdote about
values from the teacher and are then encouraged
to share their personal values in their life.
-Students will apply song lyrics to life.

Interpret
(Skills/Analysis)
Listen and Retell: Early
relations between the Native
Americans and the Europeans
Students will do a listen and
retell on generational values
-Students will do a listen and
retell on lacrosse
-Students will do a listen and
retell on gambling
Flipped Instruction: Video:
The Pilgrims and the
Wampanoag
Document Analysis: Four
document history mystery
activity-Students will read primary
documents and answer
document based questions on
Iroquois values
-Students will read secondary
documents and answer
document based questions on
Iroquois values
- Students will participate in
a Read and Retell strategy
where they will read about
the Iroquois Confederacy and
the European Colonists.
Students will then complete a
Venn Diagram
-Students will be given
documents to analyze and
form opinions on who was
more democratic. Lastly,
students will write a debate
between a Native American
and a European Colonist on
who was more democratic.

Clarifying Content Priorities

History Activity: Act-It-Out:

The Two Thanksgivings
Listen and Retell, Flipped
Instruction, Graphic
Organizers, Exit Slips, Letter
Writing
History Alive: living statues
History Alive: Act it out
Read and Retell, graphic
organizers, debate

Worth being familiar with

4.2 NATIVE AMERICAN GROUPS AND THE
ENVIRONMENT:

Important to
know & do

Big ideas
worth understanding

The Native Americans taught

colonists valuable agricultural
techniques.
The European colonists might
not have been able to survive
without the help of the Native
Americans
The Native Americans have
preserved their core values
that have lasted for thousands
of years, which make them
who they are today.
Native Americans had a more
sophisticated government.
Native Americans included
women in their government
and treated them with respect.

4.2A Geographic factors often influenced locations of early

settlements. People made use of the resources and the lands
around them to meet their basic needs of food, clothing, and
shelter.
4.2B Native American groups developed specific patterns of
organization and governance to manage their societies
Students will know the values of the Iroquois people and their
shared history on lacrosse and gambling.
Students will be able to form an opinion based on documental
evidence on whether or the European colonists who colonized the
United States would have survived without the Native American
knowledge of the environment.
Students will know the values of the Iroquois people and their
shared history on lacrosse and gambling.
Students will know European colonists who colonized the United
States would not have survived without the Native American
knowledge of the environment.
and European government and the difference between the
Iroquois government and the European government.

STAGE 1- DESIRED RESULTS

Understandings(s):

Essential Questions(s):
U

The Native Americans taught the colonists

valuable agricultural techniques, such as: how to
fertilize the soil with fish heads and how to grow
the three sisters
The European colonists might not have been able
to survive the harsh climate and terrain of the
United States without the help of the Native
Americans
Native Americans had a more sophisticated
government.
Native Americans included women in their
government and treated them with respect.
The Native Americans have preserved their core
values that have lasted for thousands of years,
which make them who they are today.
The Native American values of lacrosse have
influenced American culture today.

Were the Native Americans a more advanced

society than the Europeans who colonized
America?
Would the Europeans who colonized America have
survived without the Native American knowledge of the
environment?
Do the Native American values and culture we studied
still define their culture today?

Were the Native Americans more democratic than the

European Colonists?

K
Students will know
4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT:
4.2A Geographic factors often influenced locations of early settlements. People made use of the resources and the lands around them to
meet their basic needs of food, clothing, and shelter.
4.2B Native American groups developed specific patterns of organization and governance to manage their societies
Students will know the values of the Iroquois people and their shared history on lacrosse and gambling.
Students will be able to form an opinion based on documental evidence on whether or the European colonists who colonized the United
States would have survived without the Native American knowledge of the environment.
Students will know the values of the Iroquois people and their shared history on lacrosse and gambling.
Students will know European colonists who colonized the United States would not have survived without the Native American knowledge
of the environment.

Students will do
Listen and Retell: Early relations between the Native Americans and the Europeans Students will do a listen and
retell on generational values
-Students will do a listen and retell on lacrosse
-Students will do a listen and retell on gambling
Flipped Instruction: Video: The Pilgrims and the Wampanoag
Document Analysis: Four document history mystery activity-Students will read primary documents and answer document based questions on Iroquois values
-Students will read secondary documents and answer document based questions on Iroquois values
- Students will participate in a Read and Retell strategy where they will read about the Iroquois Confederacy and
the European Colonists. Students will then complete a Venn Diagram
-Students will be given documents to analyze and form opinions on who was more democratic. Lastly, students will
write a debate between a Native American and a European Colonist on who was more democratic

STAGE 2 ASSESSMENT EVIDENCE

Performance Task:
History Alive!
Act It Out
Create a Statue

Other Evidence:
DBQ
Read and Retell Activities
Song Analysis
Thinking Like A Historian Document Analysis
Flipped Instruction Homework

STAGE 3 LEARNING PLAN

Learning Activities:
L
(see attached sheet)

Essential question:
Were the Native Americans a more advanced society than the Europeans who
colonized America?
Would the Europeans who colonized America have survived without the Native American
knowledge of the environment?
Lesson 1:
After listening to a short passage, students will form an opinion based on evidence about the
early relations between the Native Americans and Europeans. Students will fill in a graphic
organizer and complete an exit slip with 100 percent accuracy.
Lesson 2:
After going over the flipped instruction homework students will analyze documents and form an
opinion based on evidence on whether Europeans who colonized New York have survived
without the Native American knowledge of the environment. Students will present their point of
view by completing the mystery envelope activity.
Lesson 3:

After reviewing the song Help! by The Beatles for homework, students will participate
effectively in a range of conversations with diverse partners in a History Alive! Act-It-Out
activity with at least a score of 3 on the rubric.

Essential question:
Do the Native American values and culture we studied still define their culture
today?
Lesson 1: After an introduction to the Iroquois Values and Culture, students will form an opinion
based on evidence about whether the Iroquois values still define their culture today. Students will
complete three listen and retells, as well as a compare and contrast chart with a partner, to
determine whether or not the Iroquois contributions are still evident in values today.
Lesson 2: After an introduction to Iroquois values, students will form an opinion based on
evidence about whether the Iroquois values have changed or stayed the same throughout history.
Students will read and answer document based questions to form their opinions.
Lesson 3: After listening to a song and comparing it to Native American values, students will
form an opinion based on evidence through creating history alive statues based on evidence from
their documents. Students will then write a letter pretending to be the god of the Iroquois tribe,
students will state whether the god would feel the same way about the Iroquois people now as he
has long ago. This will be done with at least three historical facts.

Essential question:
Were the Native Americans more democratic than the European Colonists?
Day one:
1. After an introduction to the Iroquois Confederacy and European Colonist government,
students will form an opinion based on evidence about whether the Iroquois were more
democratic than the European Colonists. Students will complete a read and retell along with a
venn diagram with a partner to determine who was more democratic.
Day two:
2. After reading and analyzing four documents about the Iroquois Confederacy and the European
colonists, students will form an opinion based on evidence about whether the Iroquois people
were more democratic than the European colonists. Students will present their point of view by
writing a tweet using at least one historical accuracy learned in the lesson.
Day three:

3. After a review of the song "Firework" and a History Alive activity, students will form an
opinion based on evidence about whether the Iroquois were more democratic than the European
Colonists. Students will demonstrate their understanding of the essential question by writing a
debate between a Native American and a European Colonist on who was more democratic with
the use of at least three pieces of textual evidence to support their answer.

DBQ Final Assessment: Were the Native Americans a more advanced society than the Europeans
who colonized America?

NCSS C3 Lesson Segment Title:

Compelling
Question

Would the Europeans who colonized America have survived without

the Native American knowledge of the environment?

Social Studies and

NCSS C3 Standards

4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT:

Native American groups, chiefly the Iroquois (Haudenosaunee) and
Algonquian- speaking groups, inhabited the region that became New
York State. Native American Indians interacted with the environment
and developed unique cultures.

Staging the
Question

Students will look at a few types of optical illusions on the board and
discuss what they see. Class will also discuss the idea that sometimes
the truth is not what it appears to be. This idea will be related to the
story book version of the First Thanksgiving compared to the real tale
of the First Thanksgiving.

Supportive Question

Supporting Question

How were the early

relations between the
Europeans and the
Native Americans?

Based on evidence, what is your opinion

betweeen the relations of the Native
Americans and Europeans?

Formative Task

Formative Task

Students will
participate in a listen
and retell activity.
They will then
complete a graphic
organizer comparing
the relations between
the two groups.

Students will analyze four documents

and answer questions.Through the
history mystery activity, students will
form an opinion based on evidence about
the relations between the Native
Americans and Europeans.

Students will participate

in History Alive! Act-ItOut activities that depict
two perspectives on
Thanksgiving.

Sources
2 primary sources
2 secondary sources

Sources
Social Studies Alive!
Reneesgarden.com
Scholastic

Sources
Scholastic Video
Scholastic Article
Online Article
Summative
Performance Task

Argument

Extension
Taking Informed
Action

Understand
Students will
understand that
the Native
American culture
we studied is
alive and well in
NY State.

Supportive
Question
Was the First
Thanksgiving really like
how it is depicted in story
books?
Formative Task

Students will write a letter either from the

perspective of a Native American or a European
colonist. Students will either express thanks or
criticism.
Students will have a Thanksgiving meal as a
class.
Assess
Students will assess
that Native
American children
face the same
concerns as they do
in growing up, but
have different
challenges in
growing up on the
reservation.

Act
Through an established
pen pals program,
students will correspond
with Native Americans
from the Onondaga
Reservation.

NCSS C3 Lesson Segment Title:

Compelling
Question

Do the Native American values and culture we studied

still define their culture today?

Social Studies
and NCSS C3
Standards

4.2B Native American groups developed specific patterns of

organization and governance to manage their societies

Staging the
Question

Students will listen to a story about how values can

seem to change but stay the same.

Supportive Question

Supporting Question

Supportive Question

What were the Native

American values
regarding lacrosse and
gambling.
Formative Task
Students will do four
read and retells on
Iroquois Lacrosse and
Gambling today and
yesterday and Iroquois
values.
Students will do flipped
instruction on lacrosse
you tube source,
Sources
Teacher created
templates.
YouTube: History of Lacrosse
https://www.youtube.com/wat
ch?v=soWzkYxD8-w
Iroquois Values
http://www.rain.org/campinter
net/american-history/iroquoisculture-values.html
Gambling Among Iroquois
http://www.victoria.tc.ca/~sly/
epj/gamb.htm

Summative
Performance
Task

What do primary
sources tells us on how
the Native Americans
values have changed
and remained the same
over time?
Formative Task

How can students bring

alive Native Americans
values of yesterday and
today?

Students will do four

document analyses
looking at sources
comparing the values of
Native culture over
time.

Students will use history

alive to act out the
Native American values
of yesterday and today.

Students will listen to a

song as document for
homework
Sources
Brain Pop: Iroquois
Confederacy
https://www.brainpop.com/soci
alstudies/culture/iroquoisconfe
deracy/
Iroquois Confederacy
http://www.britannica.com/topi
c/Iroquois-Confederacy
European Leadership
http://www.ushistory.org/gov/2
a.asp

Formative Task

Sources
The Iroquois Nationals
organization
http://iroquoisnationals.org/
Iroquois values
http://articles.chicagotribune.c
om/1990-0509/news/9002070237_1_moh
awk-indian-pro-gamblinggambling-opponents

Iroquois world lacrosse

championship
http://wilc2015.com/iroquoisnationals-announce-officialteam-roster/

Argume
nt

Students will answer the essential question

in writing.

Extensio
n

Students will use Pear Deck review of how

the class viewed the problem. Students will

Taking Informed
Action

use Kahoot to see what the class knew and

what they did not.
Understand
Assess
Act
Students will
Students will assess Through an established pen
understand that
that Native
pals program, students will
the Native
American children
correspond with Native
American culture
face the same
Americans from the
we studied is
concerns as they do
Onondaga Reservation.
alive and well in
in growing up, but
NY State.
have different
challenges in
growing up on the
reservation.

NCSS C3 Lesson Segment Title:

Native American and European Colonist Government
Compelling
Question
Social Studies
and NCSS C3
Standards

Were the Native Americans more democratic than the

Europeans who colonized America?
4.2 NATIVE AMERICAN GROUPS AND THE ENVIRONMENT:
Native American groups, chiefly the Iroquois (Haudenosaunee) and
Algonquian-speaking groups, inhabited the region that became New
York State. Native American Indians interacted with the environment
and developed unique cultures.(Standards: 1, 3, 5; Themes: ID, MOV,

GEO, GOV)
Students will listen to a story with the theme that things
Staging the
arent always as they seem making a connection of their
Question
knowledge of the Native American and Colonists
government.
Supportive Question
Supporting Question
Supportive Question
What were the
differences in the Native
American and Colonists
government that we
read?
Formative Task
Students will participate
in a Read and Retell
activity. They will
complete a venn
diagram comparing and
Contrasting The Iroquois
and Colonists.
Sources
Brain Pop Video
Summative
Performance
Task

Based on the
documents what can we
learn about the
difference in womens
role in the Native
American and Colonists
government?
Formative Task

How can we bring to life

the difference between
the differences between
the Native American
and Colonists in regards
to government?

Students will
independently analyze
four documents and
answer questions based
on the documents.

Students will participate

in a History Alive: Act it
out activities that
depicts two meetings
between the Iroquois
and Colonist
government.
Sources
History Alive!

Sources
2 primary sources
Youtube
2 secondary sources
Argume Students will write a debate between a
nt
Native American and Europeans Colonist on
who was more democratic.

Extensio
n
Taking Informed
Action

Formative Task

Students will act out the debate they wrote

between a Native American and European
Colonist.

Understand
Students will
understand that
the Native
American
culture we
studied is alive
and well in NY
State.

Assess
Students will asses
that Native
American children
face the concerns
as they do in
growing up, but
have different
challenges in
growing up on the
reservation

Act
Through an established
pen pal program, students
will correspond with
Native Americans from
the Onondaga
Reservation.

GRADE FOUR
Were the Native Americans a More Advanced Society
than the Europeans Who Colonized America?
Student Name_____________________

Date______________________________

Part III:

This part consists of a document based question. On this part,

you will be provided with one version of the test based on your readiness to
handle critical thinking challenges. (You may opt for a more difficult version
than your teacher provides, but you will be graded on the version that you
complete.
Document Based Question
Directions: The task below is based on documents 1 through 5. The task is designed to test your
ability to work with documents. Examine each document and answer all questions beneath the
document. Use the answers to the questions to help write your essay.
Background
The Pilgrims from Europe faced a new land with a harsh environment. The budding relationship
between the Pilgrims and the Native Americans would prove to be important for the survival of
the Europeans.
Task: Use the information from the documents and your knowledge of social studies, write an
essay in which you:
Use the information from the documents and your knowledge of social studies, write an essay in
which you:

Discuss two differences between Native American and Europeans in

government and/or treatment of women?
Discuss one difference between Native Americans and Europeans on their view
of the environment and ability to survive in the new world.
Evaluate whether the Native Americans were a lesser or more advanced society
than the Europeans who colonized America.

In your essay remember to

Write an opinion essay, arguing whether the Native Americans were a more advanced
society than the Europeans who colonized America.
Include an introduction, a body, and a conclusion
Use information from at least three documents in your answer
Include historical facts, relevant details, and reason in developing your ideas

BasicDBQ
Document #1:
Puritan Colonial Women were absolutely subservient to the men in their family. The
Puritans believed that "the soul consists of two parts, inferior and superior; the superior
is masculine and eternal; the feminine inferior and mortal." Colonial Women did not

have the right to vote or hold public office. Colonial Women did not have the right to
serve on juries.
-Anonymous
1. According to the document, how did the Puritans view women?
______________________________________________________[1]
2. Referring to the text, what two rights did Puritan women not have?
A._________________________________________________________[1]
B._________________________________________________________[1]

Document #2
In Iroquois society, no one would starve unless the whole tribe was starving. Although
each tribe had leaders, they did not have control over the population but acted instead
in accordance with the wishes of the tribe. Men were the primary voices in leadership,
but the women were the power behind them. Iroquois leaders were regarded as servants
of the people; tribal leaders were the poorest members of the tribe because they shared
their wealth with the entire tribe.
-Anonymous

1. What were the roles of both men and women in the Iroquois government?
A. Men:_____________________________________________[1]
B. Women:___________________________________________[1]

2. Why were tribal leaders the poorest members of the tribe?

_____________________________________________________[2]

Document #3:

According to Iroquois legend, corn, beans, and squash are three inseparable (unable to
be separated) sisters who only grow and thrive together. This tradition of interplanting
(planting together with another crop) corn, beans and squash in the same mounds,
widespread among Native American farming societies, is a sophisticated, sustainable
(able to maintain) system that provided long-term soil fertility and a healthy diet to
generations.
Early European settlers would certainly never have survived without the gift of the
Three Sisters from the Native Americans, the story behind our Thanksgiving
celebration.
-Alice Formiga, a historian, 2014
1.

According to the document, what crops represent the three inseparable sisters?
A. ________________________ [1]
B. ________________________ [1]
C. ________________________ [1]

2. According to the author, what role did the three sisters play in helping the Europeans adjust to
the new world?
___________________________________________________________________[1]

Document #4

A similar pattern unfolded in New England in the early 17th century. After the Pilgrims
arrived in Plymouth in 1620 on the Mayflower, they almost starved to death. Members
of a local tribe, the Wampanoag, helped the newcomers (people who have recently
arrived or joined a group), showing them how to plant corn and other local foods. In the
fall of 1621 the Pilgrims celebrated their first successful harvest with a three-day feast
with the Wampanoag.
-John Horgan, a historian, 2010

1.According to John Horgan, what conditions were the Pilgrims in when they arrived in
Plymouth in 1620 on the Mayflower?
_______________________________________________________________[1]
2. What role did the the Wampanoag play in helping the Pilgrims survive?
_______________________________________________________________[2]

Document #5
Our governor sent four men hunting, that so we might after a special manner rejoice
(show joy) together, after we had gathered the fruits of our labors (results of ones
work); they four in one day killed as much fowl (birds) , as with a little help beside.
Many of the Indians and their greatest king Massasoit, with some ninety men, whom for
three days we entertained and feasted. They went out and killed five deer, which they
brought to the Plantation and bestowed (presented) on our Governor, and others. And
although it be not always so plentiful (large amount), as it was at this time with us.
-Edward Winslow, a colonist, writing back to England, Primary source

1. According to the document, how was food gathered for the feast?
A. _________________________________________ [1]
B. _________________________________________ [1]

Task: Use the information from the Document Based Question

Directions: The task below is based on documents 1 through 5. The task is designed to test your
ability to work with documents. Examine each document and answer all questions beneath the
document. Use the answers to the questions to help write your essay.
Background
The Pilgrims from Europe faced a new land with a harsh environment. The budding relationship
between the Pilgrims and the Native Americans would prove to be important for the survival of
the Europeans.
Task: Use the information from the documents and your knowledge of social studies, write an
essay in which you:
Use the information from the documents and your knowledge of social studies, write an essay in
which you:

Discuss two differences between Native American and Europeans in

government and/or treatment of women?
Discuss one difference between Native Americans and Europeans on their view
of the environment and ability to survive in the new world.
Evaluate whether the Native Americans were a lesser or more advanced society
than the Europeans who colonized America.

In your essay remember to

Write an opinion essay, arguing whether the Native Americans were a more advanced
society than the Europeans who colonized America.
Include an introduction, a body, and a conclusion
Use information from at least three documents in your answer
Include historical facts, relevant details, and reason in developing your ideas