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Grade 4 3-1 C, D, E Instructional Resources (redirected from Grade 4 3-1 A,C, D Instructional Resources)

Page history last edited by Pam Merrill 3 years, 10 months ago

 

Lesson Ideas

Inquiry Tasks

  • Reinforce prior understandings of the factors that influence migration by asking students the questions, "Why people come to the United States today?" and "Why might people have immigrated in the past?" Ask student groups to create a T-chart displaying as many push/pull factors as they can. Compare their ideas to a teacher-created Push-Pull Factors of Migration chart. As students analyze the European explorations to North America, ask them to identify which factors might have influenced people of the 15th and 16th centuries. 

  • Begin studies of European expeditions to North America using a Concept Checklist to measure pre and post learning. Identify and compare push and pull factors behind Spain's motives with those of France and England, using the classroom presentation, Coming to the New World, provided by the Oklahoma Council for Social Studies. Would motives for European exploration be fulfilled by experiences of the expeditions?

  • Ask students to develop their mental mapping skills by examining the routes of European explorations using maps included in Early Explorations, provided by O.C.S.S. Ask students to view one or more of the PBS videoclips featuring the expeditions of Europeans to North America. Encourage students to consider the experiences of explorers, as well as the indigenous people they encountered. Ask students to create an illustrated diary from the perspective of an explorer or an American Indian. Encourage students to consider such questions as "What challenges do you expect to face when interacting with these new people?"   

  • Ask students to describe the Spanish influence in North American by reading the passage, Spanish Explorations, provided by O.C.S.S. Ask students to note their understandings on a simple cause-effect chart. Dig deeper into the lasting impact of the Spanish using the classroom presentation, New Spain. Ask students to brainstorm signs of Spanish culture in today's America. 

  • Encourage student partners to evaluate the positive and negative impact of the encounters between Europeans and American Indians using the classroom presentation, Columbian Exchange, provided by the Oklahoma Council for Social Studies. Ask students to produce an illustrated print or digital infographic, depicting imports and exports between the two continents, using information provided by the Council for Economic Education. Challenge students to draw conclusions related to the question, "Who benefited most from the exchange?"

  • Using Google Earth technology, engage students in a classroom exploration of the early European voyages and expeditions to North American with the online lesson, Voyager Stories: Age of Exploration. Through this teacher-led digital expedition, students will examine the paths of explorers, as they make stops along the voyage to acquire background information from primary sources and videoclips, and examine street views of the places as they look today. Invite students to keep a travel diary noting their observations along the journey.

  • Invite students to participate in a simulation of migration and its potential effects on both immigrants and native peoples, using the lesson, People on the Move, provided by People and the Planet. Ask students to work collaboratively to answer the question “How did European explorers  and subsequent immigration impact the lives of indigenous peoples?” Ask each group to access print or digital sources of information in order to begin to draw conclusions and develop a response to the question. Provide time for half of the class to portray the explorer and members of his expedition, while the other members of the class portray contemporary news reporters. Invite groups to conduct a mock press conference to share conclusions of their research. 

  • Pose the question to students, "Should the Columbian Exchange be commemorated with a national holiday?" Ask students to investigate the positive and negative impact of the encounters between Europeans and indigenous people of North America by analyzing four paintings depicting Columbus' expeditions and the beginnings of the Columbian Exchange. Advise students to use a structured strategy for analyzing the art, such as OPTIC. Engage students in an informational reading from the National Parks Service, providing time for students to note information on the graphic organizer. Based on their investigations, to what extent are the paintings biased or inaccurate? 

Primary Sources 

Secondary Sources 

 

 

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