Fourth Grade Social Studies Unit 3

Essential Questions	Teacher Resources	Student Resources
MSDE 5.C.2.a Describe Maryland's role in the War of 1812.
Why did Maryland go to war with Britain in 1812? How did Maryland come to the decision to go to war against Britain? How did Maryland develop in the early 1800s?	Show students the painting, The Boarding of the Chesapeake. Conduct the Artful Thinking Routine – What Makes You Say That?. Then, conduct a close reading of the primary source Resolution of Delegates at Fountain Inn to make inferences as to Maryland’s decision to go to War. Use close reading marks as a comprehension strategy. *For student who need comprehension support, use rewordify.com to scaffold the reading level of some primary sources during instruction. War of 1812 Teacher background knowledge on the War of 1812 from Maryland ThinkPort. Plan a field trip to visit Fort McHenry in Baltimore.	Students will visit War of 1812 Interactive to explore the four interactive videos. Students will use the map of the Chesapeake to mark the battle locations as you view & listen to the videos. Students will use the 1812 Battles Organizer to record Maryland’s role in each battle. The Role of Citizens during the War of 1812 Students will analyze primary sources to determine what role Baltimore citizens played during the War of 1812. (adapted from the curriculum guide for the lesson, "The Role of Citizens in Defense of Baltimore in the War of 1812") The Star Spangled Banner National Historical Trail Students can explore what life was like during the War of 1812 by clicking the tabs and sections of this site.
MSDE 5.C.2.b Describe the importance of changes in industry, transportation, education, rights and freedoms in Maryland, such as roads and canals, slavery, B&O railroad, the National Road, immigration, public schools, and religious freedoms.
How did changes in industry, transportation, education, and freedoms significantly impact Maryland in the 1800s?	View the painting “Construction of the Chesapeake and Ohio Canal”. Use the artful thinking strategy "What Makes You Say That?" Using the organizer. -Have students share their responses. After students complete the artful thinking strategy, tell the students that the picture represents the Construction of the Chesapeake and Ohio Canal. -Ask the students: What is the purpose of building the canal? How would the canal impact Maryland? Click the link to learn more about a field trip to the Baltimore Museum of Industry. The Baltimore Museum of Industry - Field Trip Opportunity	Students will read the 1800's portion of this timeline. They will pay close attention to events related to transportation, education, industry, and freedoms. Then, they will use Pixie to choose 4 events to add to a timeline of the major accomplishments of the 1800s. They will explain the importance of these accomplishments. Students will view the image The Race by Herbert Stitt and respond in a journal entry to the two inquiries: What do you see in this picture? What appears to be happening in this painting? Baltimore and Ohio Railroad Museum Students will visit the Baltimore and Ohio Railroad Museum site to study ways in which transportation has evolved over time.
MSDE 4.B.1.b Give examples of the kinds of goods and services produced in Maryland during different historical periods.
How have the goods and services Maryland produces changed over time?	Use this Goods and Services Smart Activity to introduce Goods and Services and to pre-assess student knowledge. Create a class chart of goods and services. Consider pre-teaching vocabulary (goods , services, etc.) for students and use picture supports where necessary. Then, show students the video Producers and Consumers, Goods and Services for review. Then, have students revise their sort, explaining their rationale for choices. Students then create a word map for the words goods and services. Login to Discovery Education before selecting the Link.	Maryland, My Maryland Students will use their Maryland textbook to research and present the goods and services in Maryland during different periods of time. Complete this interactive module: Daily Life in the Colonies. As you go through the module, think about how the goods and services are different from today. Record this using a double bubble Thinking Map or this Goods and Services: Now and Then chart. Colonial Williamsburg’s Tour the Town Students will attend a virtual field trip to Colonial Williamsburg where they will locate various goods and services provided during Colonial times.
MSDE 5.C.3.a Describe the economic interests in Maryland, such as agricultural v. industrial and slave v. non-slave.
What were the economic interests of Marylanders during the 1800s? Why did Marylanders in different regions react in different ways to the Civil War?	Maryland State Archives: Flight to Freedom Background information on how Maryland's geography and economic interests factored into its place in the Civil War. Stories of Flight Accounts and biographies of slaves in Anne Arundel County who fled slavery.	Maryland Divided Students will analyze charts and maps to determine why different regions in Maryland reacted in different ways to the Civil War. Students will read three of the biographies from the Maryland State Archives’ Case Studies, Stories of Flight from Anne Arundel County. Select one biography from the three you read. Students will write a diary entry for one day from the perspective of the escaped individual.
MSDE 5.C.4.a Compare the lives of slave families and free blacks.
How did the lives of slaves change after the abolition of slavery by the 13^th amendment?	Watch America’s Journey Through Slavery: The Life of an Enslaved Person in order to take notes regarding the living conditions of enslaved people prior to the abolition of slavery. Then, read Life After the Abolition of Slavery in order to take notes regarding living conditions after the abolition of slavery. You may wish to use the "Stop & Think""template when designating stopping points in the video to ask directed questions that support your outcome. Login to Discovery Education before selecting the Link.*	Students will watch America’s Journey Through Slavery: The Life of an Enslaved Person in order to take notes regarding the living conditions of enslaved people before the abolition of slavery. Then, students will read Life After the Abolition of Slavery in order to take notes regarding living conditions after the abolition of slavery. Finally, students will use this double bubble in Inspiration to compare slaves and free blacks. Students will use the Artful Thinking routine of “Claim, Support, Question” while studying the Emancipation Political Cartoon. Then, students will look closely at the two sides of the political cartoon to compare and contrast the lives of slave families and free blacks. Finally, students will use the Read, Write, Think interactive compare & contrast map to organize your thoughts in order to write an essay comparing the lives of slaves to free blacks. The Abolition Project Students will navigate this interactive website to understand more about the movement to abolish slavery.
MSDE 5.C.4.b Describe the anti-slavery movement in Maryland.
How did the antislavery movement impact individuals and groups in Maryland? Why did the anti-slavery movement gain momentum in Maryland?	The Abolitionist Movement Background information video from the History Channel on the Abolitionist Movement. Historical Background on Antislavery Comprehensive background information on the antislavery movement in the United States.	Speaking Out Against Slavery First, students will view the video for the purpose of identifying the ways that key abolitionists supported the anti-slavery movement. After viewing the video, students will complete this chart to explain the ways in which abolitionists spoke out against slavery. Login to Discovery Education before selecting the Link. .
MSDE 5.C.4.c Describe the growth of the Underground Railroad.
Why did the Underground Railroad change the institution of slavery in the United States? How could a secret system succeed to help slaves escape?	Animated Hero Classics: Harriet Tubman An animated cartoon show about Harriet Tubman, a slave from Maryland, and her role in the Underground Railroad. Login to Discovery Education before selecting the Link.	Big Question Compass Points Students will answer the question, 'Would you, as a free black person in Maryland, assist a slave in escaping to freedom?'. They will analyze their decision using compass point questions. MPT: Pathways to Freedom Students will use Maryland's geography and the records of escaped slaves to navigate the Underground Railroad in this interactive website.
MSDE 5.C.3.b Explain why loyalties to the North and the South were divided in Maryland.
Why were loyalties to the North and South divided in Maryland? How did Marylanders decide to which side of the Civil War they were on?	The Underground Railroad Background information from National Geographic including a brief explanation and map. PBS - Underground Railroad Background information from PBS on the Underground Railroad. Civil War A timeline of events leading up to the Civil War.	Scholastic - The Underground Railroad Interative Students will follow a slave, Walter, in his hopeful journey to safety with the Underground Railroad. Maryland Divided Students will decide how Marylanders felt about slavery based on their economic interests. (Note: this lesson also appears above in MSDE 5.C.3.a so please only use it here if they haven't already completed it). Different Cultures, Same Country Students will read a brief history on the North and South during the Civil War in order to understand the viewpoints of both sides. Record your findings in this Inspiration tree map.
MSDE 3.C.1.e Identify the reasons for the movement of peoples to, from, and within Maryland and the United States.
Why is or has Maryland been a place from which people emigrate and/or to which people immigrate?	Late 19th and Early 20th Century Immigration Background information on immigration in the 19th and 20th centuries. New Immigrants in Maryland Background data and statistics on current immigration in Maryland.	History Examined: Maryland Immigration Students will examine photographs (primary sources) of immigration in order to determine specifically what is happening in each photo. Maryland Population Change Map (2000-2010) First, students will analyze the map and its key to determine the possible reasons people have moved into or out of Maryland from 2000 to 2010. Essay Planner (Read, Write, Think) Then, Students will use the information gained from the map above to organize their inferences and evidence into an essay planner. This can be used to publish an essay on paper,Microsoft Word, Office 365, or Google Docs. Immigration Simulation Students will understand what it was like to immigrate to a new country through this interactive website.

Website/Activity	Content Standards/Technology Standards
The Boarding of the Chesapeake Artful Thinking Routine – What makes you say that Resolution of Delegates at Fountain Inn close reading marks rewordify.com War of 1812 Interactive Map of the Chesapeake 1812 Battles Organizer War of 1812 The Star Spangled Banner National Historical Trail Field Trip: Fort McHenry Map of the Chesapeake The Role of Citizens during the War of 1812	MSDE 5.C.2.a Describe Maryland's role in the War of 1812. CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Construction of the Chesapeake and Ohio Canal "What Makes You Say That?" 1800's Maryland Timeline Pixie Timeline The Race The Race journal entry B&O Railroad in 1853 Baltimore Museum of Industry field trip Baltimore and Ohio Railroad Museum	MSDE 5.C.2.b Describe the importance of changes in industry, transportation, education, rights and freedoms in Maryland, such as roads and canals, slavery, B&O railroad, the National Road, immigration, public schools, and religious freedoms. 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.
Goods and Services Smart Activity Producers and Consumers, Goods and Services word map The Colonial Worker’s Web: Workers Then and Now Maryland, My Maryland Daily Life in the Colonies Goods and Services: Now and Then chart Colonial Williamsburg’s Tour the Town	MSDE 4.B.1.b Give examples of the kinds of goods and services produced in Maryland during different historical periods. 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 State Archives’ Case Studies, Stories of Flight from Anne Arundel County Stories of Flight Maryland Divided Diary entry Maryland State Archives: Flight to Freedom	MSDE 5.C.3.a Describe the economic interests in Maryland, such as agricultural v. industrial and slave v. non-slave. 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.
America’s Journey Through Slavery: The Life of an Enslaved Person Life After the Abolition of Slavery "Stop & Think" Double bubble in Inspiration Artful Thinking routine Compare and contrast (Inspiration) Interactive Compare & Contrast Map (Read, Write Think) Emancipation Political Cartoon Interactive Website: The Abolition Project	MSDE 5.C.4.a Compare the lives of slave families and free blacks. 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.
The Abolitionist Movement Historical Background on Antislavery Speaking Out Against Slavery Speaking Out Against Slavery chart	MSDE 5.C.4.b Describe the anti-slavery movement in Maryland. CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Animated Hero Classics: Harriet Tubman Big Question Compass Points MPT: Pathways to Freedom	MSDE 5.C.4.c Describe the growth of the Underground Railroad. 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.
The Underground Railroad PBS - Underground Railroad Civil War Scholastic - The Underground Railroad Interative Maryland Divided Different Cultures, Same Country	MSDE 5.C.3.b Explain why loyalties to the North and the South were divided in Maryland. CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
	Technology Standard: 3.0 Technology for Learning and Collaboration: Students will use a variety of technologies for learning and collaboration.
Late 19th and Early 20th Century Immigration Immigration Simulation New Immigrants in Maryland History Examined: Maryland Immigration Maryland Population Change Map (2000-2010) Essay Planner	MSDE 3.C.1.e Identify the reasons for the movement of peoples to, from, and within Maryland and the United States. 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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