Narrative about this Unit of Study: (including the Big Idea)
Why are political systems important? Why do we need them? How have they adapted to change?
The unit focuses on the development of political systems from the consensus model of the Native American Indians of the Eastern Woodlands throughout history. With the arrival of the European Settlers interactions started and the political systems went through a change. How did the different groups adapt to the changes?
Learning Outcomes – Identified Primary Standards
What relevant goals will this unit address?
New York State Learning Standards for Social Studies: Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Standard 3: Geography
Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live – local, national, and global – including the distribution of people, places, and environments over Earth’s surface.
What understandings about the big ideas implied in the PLOs are desired?
What provocative questions will foster inquiry into the content?
Students will understand that... (Reminder: The bolded standards are the main focus of the unit and need to be addressed. Others can be additional lessons to enhance students’ understanding.) 4.5 Native American groups, chiefly the Iroquois and the Algonquin, inhabited New York in the early period of its history. Native Americans had unique settlement patterns, and ways of interacting with the environment.
4.5.a Native American groups made careful use of the physical environment as they migrated to and settled across New York.
4.5.b Belief systems, ways of living, and social structures varied across Native American groups in New York and the United States.
4.5.c Native American groups developed political practices that included a consensus model of decision making, and these practices influenced the development of United States democracy.
4.5.d Native American communities made significant contributions to the development of the United States and New York.
4.6 The movement of Europeans and enslaved Africans into New York State led to conflicts and cultural interactions with the Native Americans.
4.6.a Early interactions between Native Americans, European settlers, and enslaved and free Africans laid the foundations for a culturally diverse state.
4.6.b Some European settlers sought more peaceful interactions with Native American groups than others.
4.6.c The first European settlers to arrive in New York established a thriving system of trade with Native Americans.
4.6.d Interactions between European settlers and Native Americans changed the cultures and ways of life for all groups.
4.6.e The transatlantic slave trade impacted life and culture in New York.
4.7 Under British rule, New York was a politically, economically, and socially influential colony.
4.7.a Colonists came to America for a variety of economic, political, and religious reasons.
4.7.b The New England, Middle, and Southern colonies developed unique regional identities based on the their economic systems and forms of governance.
4.7.d The New York colony developed as a strong commercial and financial hub of all of the British colonies.
4.7.e The growing diversity within the New York colony encouraged the protection of religious and intellectual freedom.
4.8 The American Revolution resulted from growing conflicts between Great Britain and the 13 colonies over the issues of political and economic self‐rule and the intellectual beliefs about natural rights and the purpose of government.
4.8a European political systems and thought influenced the development of colonial self-governance.
4.8.b Production, distribution, and consumption of goods created conflict within the economic relationship between Great Britain and the 13 American colonies.
4.8.c Conflicts existed between the American colonies and the British based on the ideas of individual rights.
4.8.d Colonial leaders from New York and other colonies helped organize people to support the protests against Great Britain as the American colonists sought greater political and economic self‐rule.
4.8.e Representatives from New York helped write the Declaration of Independence and mobilize the colonies for war.
4.8.f New York played a significant role during the American Revolution in terms of geography, leadership, and decisive military strategies.
4.8.g During the American Revolution, some New Yorkers remained loyal to the British, while others fully supported the war for independence.
4.8.h In trying to maintain their sovereignty, the Native American groups were split between support for the British and the Americans
How did three diverse cultures interact and affect each other?
What does it mean to be free?
What knowledge will student acquire as a result of this unit?
What skills will students acquire as a result of this unit?
Students will know... Content
Native Americans initiated the foundation of the government system that influenced the modern U.S. democracy.
Colonist came to Americas for a variety of economic, political, and religious reasons
The New England, middle, and southern colonies had distinct characteristics due to social/cultural, political, economic, scientific/technological, religious etc. differences
The New York colony developed as a strong commercial and financial center
Roles of enslaved Africans in growth and development of NY
Production, distribution, and consumption of goods created conflict between Great Britain and the 13 American colonies ( e.g. British Parliament’s System of taxation : Sugar Act, Stamp Act, Townsend Acts, Tea Act)
Some New Yorkers remained loyal to the British (loyalists), while others fully supported the war for independence and sought for political and economic self-rule (patriots).
The Declaration of Independence as a key document of the American Revolution (will be further discussed in Unit 4)
The role of the Battle of Saratoga and Yorktown
New York State leaders and events of American Revolution
Impact of the war on New York City and New York State
Students will be able to…Skills/Strategies
Unit focuses based on the requirements of the new Social Studies Framework: Chronological Reasoning and Causation
Explain how events are related chronologically to one another in time Identify causes and effects using examples from a student’s life or from Social Studies Distinguish between long‐term and immediate causes and effects (time, continuity, and change) Recognize dynamics of historical continuity and change over periods of time Recognize and identify patterns of continuity and change Identify a model of historical periodization Gathering, Using, and Interpreting Evidence
Recognize different forms of evidence used to make meaning in Social Studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps and graphs)
Identify and explain authorship, point of view, purpose, and format
Identify arguments of others
Create understanding of the past by using primary and secondary sources
Stage 2 – Assessment Evidence
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
Students will be divided into 3 groups –
The Government of the Iroquois Nations (document on server under Social Studies resources)
Early interactions between Native Americans, European settlers and enslaved and free Africans laid the foundations for a culturally diverse state.
European explorers charted and claimed lands in present day New York. (Mention The Purchase of Manhattan)
Daily life in colonial New Amsterdam
The Europeans established a thriving system of trade with the Native Americans (Mention Dutch West India Company)
Benchmark Guided Reading Sets (Bridge and Navigator editions)
Explorers of the Americas
Native Americans at the Time of the Explorers
National Geographic - Cultures Collide
Native Americans and Europeans 1492-1700 http://www.gilderlehrman.org/history-by-era/colonization-and-settlement-1585-1763/early-settlements http://newyorkcolonyhistory.blogspot.com/ http://www.newnetherlandinstitute.org/education/for-teachers/lesson-plans/fur-trade/ The New York Colony Trade books, The Dutch in New Amsterdam, Primary Source History of the Colony of New York Colonial Community, Colonial Women, Colonial Life by Kalman, and Colonial Home
http://www.gilderlehrman.org/history-by-era/colonization-and-settlement-1585-1763/origins-slavery The New York Colony Trade books, The Dutch in New Amsterdam, Primary Source History of the Colony of New York Colonial Community, Colonial Women, Colonial Life by Kalman, and Colonial Home
Under British rule, New York was a politically, economically, and socially influential colony.
Identify the location of the original 13 colonies (New England, Middle, and Southern)
Engage in reading maps to explore the role of geography in the establishment of the 13 colonies, especially of New York
Immigration and The Slave Trade, If You Lived When there Was Slavery in America, and Learning About the Settlements of the Americas with Graphic Organizers
New World, New Neighbors, Colonial Life,Life in a Colonial Town,Life in the Colonies, Your Travel Guide to Colonial America and Colonial Life, If You Lived in Colonial Times, What People Wore During the American Revolution, Food in Colonial America and Work in Colonial America New Yorkers Enjoy Basic Rights (Learning About New York State p.90)
The American Revolution resulted from growing conflicts between Great Britain and the 13 colonies over the issues of political and economic self‐rule and the intellectual beliefs about natural rights and the purpose of government.
Look closely at examples of the British Parliament’s System of taxation: Sugar Act, Stamp Act, Townsend Acts, Tea Act. The Declaratory Act
Why did American colonists declare independence from Great Britain?
Students will create a chart: The Colonists Answer Back: Colonial Acts of Resistance (Page 94 Unit 3 Unit Guide)) using very specific evidence from research gathered
(boycott, the Sons of Liberty, Intolerable Act, Boston Tea Party)
Conduct an interactive read aloud of The Boston Massacre; model cause and effect class, class will add to cause and effect chart using stop and think strategy to update chart as interactive read aloud continues
Explore the Boston Tea Party and the New York Tea Party