Fourth Grade Social Studies Unit 2

Essential Questions	Teacher Resources	Student Resources
MSDE 1.B.1.a. Describe the contributions of 17^th century English settlers who influenced the early political structure.
How did 17^th century English Settlers influence the early government?	Mayflower Compact Background knowledge on how the Mayflower Compact came to be. Discusses how citizens were directly involved in the writing of the compact and offers lesson ideas. Plymouth Colony Background knowledge on the Plymputh Colony with a section discussing how a government of the people developed. "17th Century Settlers and Early Government in the Colonies" -PowerPoint on 17th century settlers and early colonial government. Reference the last slide and teacher notes on the Powerpoint for further instructions on student activity. Have students work in groups to view the following images to make inferences about how English settlers influenced government by using Claim, Support, Question: Image 1, Image 2, Image 3, Image 4, Image 5, Image 6 How did 17th century English settlers influence the early government? PowerPoint Remember to print the Claim, Support, Question record sheet before using this resource.	The Mayflower Compact - Influencing Early American Government Students will read the short text about the Mayflower Compact on SIRS. Then, students will read to understand the actual text (in quotation) of the Mayflower Compact at the end of the article. They will complete this Inspiration organizer to interpret important parts of the Mayflower Compact in order to answer the essential question. Influences on Early Government PowerPoint Students will download and view the PowerPoint on how settlers influenced America's early government. They will use online databases to research the settlers named on the blank slides in order to find how they contributed to our early government. Colonial Leaders' Influences on Government Students will use the biographies below to read for the purpose of discovering how these early leaders influenced their government. the biographies are linked below and in the Inspiration tree map. John Smith (Virginia)/George Yeardley and The House of Burgesses, John Winthrop, William Bradford, Thomas Hooker, Cecil Calvert, William Penn
MSDE 1.A.1.a Describe how the colony of Maryland was established and governed including the establishment of rule of law and power with authority, such as Proprietorships, Royal Governor, and early General Assembly.
How was colonial Maryland established? How was the colony of Maryland governed?	The Settlement of Maryland Background information on how and why Maryland was settled, including background on the Toleration Acts. Maryland History Q&A Quick yet comprehnsive background information on the history of Marlyand from the Maryland Historical Society. Proprietary Colonies Background information including a list of each proprietary colony and when it was founded. Maryland: The Proprietary Colonies A video about the Maryland as a proprietary colony. Log in to Discovery Education before selecting the link.	The Founding of Maryland Students will use the website Maryland at a Glance Timeline. Explore the hyperlinked topics in the timeline. Focus on 1632 to 1655. Students will then choose 4-5 of the most important events in the founding of Maryland to describe in a timeline on Pixie (linked above). Come to Maryland! Students will read the "Pre-Colonial" history portion of Maryland's History. They may also use the video, Maryland: The Proprietary Colonies, as well as the document, The Founding of Maryland for their research. Then, students will encourage others to join the proprietary colony of Maryland using what they've learned to create a brochure. Suggestions for brochure sections are already in the template. Log in to Discovery Education before selecting the link.
MSDE 1.A.1.c Outline the structure and function of the Maryland General Assembly and the roles of state senators and delegates.
How do the roles of state senators and delegates play a crucial part in the function of the Maryland General Assembly?	Explain to students that the Maryland General Assembly is the Legislative Branch for the State of Maryland. Have students turn and talk about what they think the role of the General Assembly might be.Then display and explore the Maryland General Assembly website to draw further conclusions about the roles. State Power PowerPoint An interactive PowerPoint to use with students when introducing the relationship between state and federal power. Maryland General Assembly Structure A diagram outlining the structure of the Maryland General Assembly.	Generally Speaking...The General Assembly Students will read about the Maryland General Assembly and study the structure of the Maryland General Assembly to create their own diagram outlining the important aspects of the Assembly, including the roles of senators and delegates. Click on these links for more information on the committees in the Maryland State Senate and the Maryland House of Delegates. Students will listen to State Legislature on PebbleGo. Then create a visual representation using Pixie which describes the role and function of the state legislative branch. A template is started for you.
MSDE 1.A.2.a Analyze how colonial law influenced individuals in Maryland and other colonies, such as indentured servants contracts, Toleration Act of 1649, Maryland Charter of 1632.
How did colonial law impact Maryland and the other colonies?	The Toleration Acts Site Background information on the Toleration Acts Toleration Acts A video to show students and have them turn and talk about how they feel the enactment of the Toleration Acts might have affected the colonists. You may wish to use the "Stop & Think" template when designating stopping points in the video to ask directed questions that support your outcome. Log in to Discovery Education before selecting the link.	Background on the Toleration Acts Interpretation of the Toleration Acts Students will read first to understand the implementation of the Toleration Acts. This text includes exerpts from the original Toleration Acts and students may need support in understanding it. Then, students will determine the pros and cons of the Toleration Acts by adding information to this Discovery Education board. Students should consider the point of view of different groups of people (How did the Protestants feel about it? How did the Catholic leaders feel?). Religious Toleration in Maryland and its Effects on Other Colonies Students will read artricles to answer a question about colonial law. They will click on the links in the Microsoft Word document to do so. Students will cut and paste supporting evidence from the articles to answer the question.
MSDE 5.A.1.c Describe the establishment of slavery and how it shaped life in Maryland.
How did the establishment of slavery shape life in Maryland?	Slavery Comes to Early Maryland Background information on slavery in early Maryland. Investigating a Slavery Timeline - Teacher Background Information on how to navigate the "Investigating a Slavery Timeline" feature in 'Exploring Maryland's Roots' from MPT. Review the Guiding Questions for “Slavery Begins in America” and “Abolitionists and the Underground Railroad” (Discovery Education) prior to watching each video: "Slavery Begins in America" and "Abolitionsists and the Underground Railroad" The first video, "Slavery Begins in America", can be used whole group to teach the skill of using a video as a source of information. It is a perfect opportunity to teach students how to use timestamps to locate information when answering a question and to model for students how to rewatch a video for more information. Log in to Discovery Education before selecting the link.	Investigate a Slavery Timeline Students will use the timeline feature above to write a letter from the point of view of a grandparent explaining the history of slavery to their grandchild. This Microsoft Word document guides students in recording information they learn. (It is recommended to print the document for students before they start. Otherwise, they can save a copy and type their responses.) Slavery Begins in America Abolitionists and the Underground Railroad Teachers, please print the guiding questions for students before having them watch the videos. Also, see the note under these videos in the "Teacher Resources" section to the left. Students will view the videos in order to answer guiding questions (linked above) that will help them understand slavery in America. Legacy of Slavery in Maryland Students will choose one case study from any county on the website in order to describe how slavery shaped life for the slave they are studying. They should choose a case study that has enough information for them to write a short biography in this Discovery Education board.
MSDE 5.C.1.a Describe Maryland colonists' reactions to changing economic policies from England using events that led to the American Revolutionary War.
What specific actions did the colonists, including Maryland colonists, take to protest economic policies enacted by England? How did these reactions lead to the American Revolution?	The Road to Revolution Timeline A comprehensive timeline providing background information on the American Revolution. The Continental Congress Background information on the role and progresson of the Continental Congress from 1774 - 1781. The Old Line State Maryland earned its nickname during the American Revolution. This site tells how. Timeline of Primary Sources A visual timeline of acts and documents from the time of the Revolution.	A Political Cartoon Students will view the cartoon abovereflecting how some colonists felt about the taxes, students will create their own political cartoon using Pixie, Smartnotebook, etc. describing how the colonists reacted to changing economic policies from England. Road to Revolution Students will play the game to find out how colonists reacted to changing economic policies from England. Colonial Reaction to the Stamp Act (adapted from Colonial Williamsburg) First, students should read these two documents ahead of time, ideally in a whole group setting to gain background knowledge: Virginia Time Line A Summary of the 1765 Stamp Act Then, teachers, assign one of the following links to each student. Preview links ahead of time for appropriate assignments. Lyrics to the song, The Glorious Seventy-Four The Repeal, or Funeral of Miss Ame-Stamp The Alternative of Williams-Burg Students will read their assigned text to determine what it has to do with the Stamp Act and later attempts by British Parliament to tax the colonies. Students should answer the guiding questions in this chart in Microsoft Word (can be printed or saved and responses typed). Next, students can read Patrick Henry's resolutions to the Stamp Act. It is recommended that students read these with a teacher as the language is difficult. Virginia Stamp Act Resolutions Cast Your Vote! Finally, students will vote as if they are a member of the Virginia House of Burgesses on whether they are 'for' or 'against' the Stamp Act Resolutions. See how other 4th graders in Anne Arundel County voted, as well!
MSDE 2.C.1.a Describe the differing historical conflicts such as between the Patriots and Loyalists.
How did the viewpoints of the Patriots and the Loyalist differ? How did these differing opinions cause conflict in the colonies?	Loyalists, Fence Sitters, and Patriots Background information on the three main sides of the American Revolution. Loyalists vs. Patriots A Smart Notebook giving an overview of Loyalists and Patriots. Loyalist and Patriot leaders Introduce the Loyalist and Patriot leaders using this website.	Point of View - Patriots and Loyalists Students will read a conversation between a Loyalist and a Patriot in order to understand their points of view. Then, students will type their answers to the questions on this sheet to demonstrate their understanding. Become a Patriot Spy! Students will take on the role of a Patriot spy trying to safely deliver a letter to Paul Revere. Students must successfully pass several Loyalists and Redcoat soldiers to complete their mission. Patriot, Loyalist, or Neutral? Students will use the website, Patriot, Loyalist, or Neutral to learn more about each viewpoint. Then, students will assume the role of either a Patriot, Loyalist or neutral. Using evidence from their research, they will convince their friends to join their beliefs. Some publication options are below: -Use the persuasive essay map to plan a speech to give at your next town meeting -Create a "Wanted" ad to attract your friends to your side (you may want to reference the site, Loyalist and Patriot leaders to help) -Write a postcard to your friend telling them why they should join your side
MSDE 1.B.1.b Research the role of Marylanders who influenced the building of our new nation, such as the Sons of Liberty, William Paca, Charles Carroll, Thomas Stone, and Samuel Chase.
Who were the Marylanders who influenced the building of our new nation after the American Revolution? How did these Marylanders play a role in the building of our new nation?	The Sons of Liberty Background information on he Sons of Liberty, including mini-biographies on key figures. Maryland Signers of the Declaration of Independence: Short biographies on the 4 Maryland signers of the Declaration Charles Carroll Samuel Chase Thomas Stone William Paca The American Revolution Background information on the American Revolution including the meeting of he Second Continental Congress and the Declaration of Independence. Second Continental Congress After watching the video, discuss the Marylanders who were part of the Second Continental Congress and who signed the Declaration of Independence: Samual Chase, William Paca, Thomas Stone, and Charles Carroll. Log in to Discovery Education before selecting the link. Please note the video must be downloaded prior to viewing as per AACPS guidelines. American Revolution Review concepts learned in previous color bands as well as introduce new concepts such as the Second Continental Congress and the Declaration of Independence. You may wish to use the "Stop & Think" template when designating stopping points in the video to ask directed questions that support your outcome. Log in to Discovery Education before selecting the link.	First, students will use approved AACPS databases in order to research the four Maryland signers of the Declaration of Independence: William Paca, Charles Carroll, Thomas Stone, and/or Samuel Chase. Then, from their research, students will record both biographical information and information on jobs or positions these signers held that helped shape our new nation. They can use this chart in Microsoft Word. Finally, students can choose one of their research subjects and create a Pixie trading card to present their information. Class Alphabet Book Students will work collaboratively as a class to reasearch the Sons of Liberty and the Maryland signers of the Declaration of Independence. Their teacher will help them create a class Alphabet Book using the facts they have collected. The sites below can be used for research prior to completion of the book. The Sons of Liberty William Paca Charles Carroll Thomas Stone Samuel Chase Sons of Liberty Interactive Students will make important decisions and learn more about the Sons of Liberty in this interactive website.
MSDE 1.A.2.b Describe how the Maryland State Constitution includes democratic principles and values.
How does the Maryland State Constitution incorporate democratic principles and values?	Baltimore Sun Archive from 1851 An archived article discussing the passing of the Maryland Constitution. Learning from the Past: How American Democracy Incorporated Ideas from Other Sources You may wish to use the "Stop & Think" template when designating stopping points in the video to ask directed questions that support your outcome. Log in to Discovery Education before selecting the link. Please note the video must be downloaded prior to viewing as per AACPS guidelines. Maryland Constitution An electronic copy of the Maryland constitution. For accessibility, use rewordify.com to scaffold the reading level of some primary sources during instruction. Core Democratic Values Posters A set of printable posters of the core Democratic values. Can be edited. (adapted from http://www.macomb. k12.mi.us/cc/cdv/CDV.htm)	Core Democratic Values Students will use the above site to learn about the core democratic principles and values upon which our country was founded. Students will complete this Inspiration organizer to describe each of the democratic principles and values. Learning from the Past: How American Democracy Incorporated Ideas from Other Sources Students will watch the video to learn about Democratic Principles and Values. They may record what they've learned on this circle map. Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines. Maryland Constitution Core Democratic Values Students will choose two Articles from the Maryland Constitution in order to describe how the article demonstrates a democratic principle or value. Students will complete two pages in this Pixie notebook explaining the connection between the Article and the core value. Maryland Declaration of Rights Students will translate one right into "kid-friendly" language using this thesaurus.

Teacher Notes

Website/Activity	Content Standards/Technology Standards
"17th Century Settlers and Early Government in the Colonies" (PowerPoint) How did 17th century English settlers influence the early government? PowerPoint, tree map, Claim, Support, Question: Image 1, Image 2, Image 3, Image 4, Image 5, Image 6 John Smith (Virginia)/George Yeardley and The House of Burgesses, John Winthrop, William Bradford, Thomas Hooker, Cecil Calvert, William Penn Mayflower Compact Inspiration organizer Plymouth Colony Influences on Early Government PowerPoint	MSDE 1.B.1.a. Describe the contributions of 17^th century English settlers who influenced the early political structure. CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Maryland: The Proprietary Colonies The Settlement of Maryland Maryland History Q&A Proprietary Colonies The Founding of Maryland Maryland at a Glance Timeline Come to Maryland! Maryland's History Maryland: The Proprietary Colonies The Founding of Maryland	MSDE 1.A.1.a Describe how the colony of Maryland was established and governed including the establishment of rule of law and power with authority, such as Proprietorships, Royal Governor, and early General Assembly. CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Maryland General Assembly Maryland General Assembly Structure State Power PowerPoint State Legislature Pixie Generally Speaking...The General Assembly Maryland General Assembly Structure of the Maryland General Assembly Maryland State Senate Maryland House of Delegates	MSDE 1.A.1.c Outline the structure and function of the Maryland General Assembly and the roles of state senators and delegates. CCSS.ELA-Literacy.RI.4.3 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.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Toleration Acts The Toleration Acts Site Background on the Toleration Acts Interpretation of the Toleration Acts Discovery Education board Religious Toleration in Maryland and its Effects on Other Colonies	MSDE 1.A.2.a Analyze how colonial law influenced individuals in Maryland and other colonies, such as indentured servants contracts, Toleration Act of 1649, Maryland Charter of 1632. CCSS.ELA-Literacy.RI.4.3 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.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Guiding Questions for “Slavery Begins in America” and “Abolitionists and the Underground Railroad” "Slavery Begins in America" "Abolitionsists and the Underground Railroad" Slavery Comes to Early Maryland Investigating a Slavery Timeline - Teacher Background Investigate a Slavery Timeline Microsoft Word document Slavery Begins in America Abolitionists and the Underground Railroad Case study Discovery Education board Legacy of Slavery in Maryland	MSDE 5.A.1.c Describe the establishment of slavery and how it shaped life in Maryland. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Political cartoon The Road to Revolution Timeline The Continental Congress The Old Line State Timeline of Primary Sources Virginia Time Line A Summary of the 1765 Stamp Act Lyrics to the song, The Glorious Seventy-Four The Repeal, or Funeral of Miss Ame-Stamp The Alternative of Williams-Burg Chart in Microsoft Word Virginia Stamp Act Resolutions Cast Your Vote!	MSDE 5.C.1.a Describe Maryland colonists' reactions to changing economic policies from England using events that led to the American Revolutionary War. CCSS.ELA-Literacy.RI.4.7 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.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Loyalists vs. Patriots Loyalists, Fence Sitters, and Patriots Loyalist and Patriot leaders Become a Patriot Spy! Point of View - Patriots and Loyalists Patriot, Loyalist, or Neutral? Persuasive essay map "Wanted" ad A postcard	MSDE 2.C.1.a Describe the differing historical conflicts such as between the Patriots and Loyalists. CCSS.ELA-Literacy.RI.4.3 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.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Charles Carroll Samuel Chase Thomas Stone William Paca Second Continental Congress American Revolution "Stop & Think" The Sons of Liberty William Paca, Charles Carroll, Thomas Stone, and/or Samuel Chase Signers of the Declaration of Independence	MSDE 1.B.1.b Research the role of Marylanders who influenced the building of our new nation, such as the Sons of Liberty, William Paca, Charles Carroll, Thomas Stone, and Samuel Chase. CCSS.ELA-Literacy.RI.4.7 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.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Learning from the Past: How American Democracy Incorporated Ideas from Other Sources "Stop & Think" Baltimore Sun Archive from 1851 Core Democratic Values Posters Maryland Constitution rewordify.com Democratic Principles and Values Circle Map Core Democratic Values Website Iinspiration organizer Pixie notebook Maryland Constitution Maryland Declaration of Rights thesaurus	MSDE 1.A.2.b Describe how the Maryland State Constitution includes democratic principles and values. CCSS.ELA-Literacy.RI.4.7 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.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.

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