4th+Grade+History

=Unit Template=

Overview of the unit. This would have the “big ideas” for the unit. What you want the kids to “get out of the unit”. What are the big questions your class is working with / studying. **People, places, and things shape the development and growth of the United States.**


 * * Suggested Materials
 * Key Vocabulary
 * Essential Question(s)
 * Enduring Understandings
 * Unit Objectives
 * Beginning the Unit
 * As the Unit Continues
 * Toward the End of the Unit ||

=Suggested Materials= Here's what you need – Suggested materials Grandfather's Journey by __Dreaming of America: An Ellis Island Story__ by Eve Bunting __Selections by Etkin, Linda and Willoughby, Bebe__ __About Children Past and Present__ __Immigrant Kids__ by Russell Freedman __An Album of the Great Wave of Immigration__ by April Koral
 * __"Look America! Oral Histories from Ellis Island"__
 * __"Where Everything is Free"__

websites: United Streaming The Immigrant Journey-http://www.libertystatepark.com/immigran.htm The Virtual Ellis Island Tour--http:://www.capital.net/~alta/index.html//

=Key Vocabulary= immigration emmigration Great Depression Stock Market Crash Ellis Island Angel Island poverty citizenship culture customs heritage traditions generations Statue of Liberty symbol ancestors ethnicity indepenence monument

= = __ Essential Questions: __ __Enduring Understandings:__ · Through multiple waves of immigration, the United States and its regions continue to develop socially, economically and culturally. · Different cultures and customs have helped define the people and the regions of the United States. __ Unit Objectives: __ · Students will explain and describe how the nature of a region was shaped both economically and culturally by patterns of immigration and compare that information to the development of Connecticut as a region. · Students will outline the development of a region in the United States according to major historical events and compare the outline with one of Connecticut to note similarities and differences.
 * What causes change and development in a geographic region?

=Beginning the Unit=

Launching a unit l How do you have a discussion / experience at the beginning of a unit to: excite, prompt imagination, enthusiasm, interest. l How do you find out what students already know about the essential questions? l Mini-lessons ideas l Creating a plan to study a unit Launching: Display world map. Locate countries of students' heritage. Also, locate the New York harbor. Point out possible routes taken to Ellis Island Mini-lesson ideas: Students interview parents or other family members about their heritage, immigration to the United States, and family traditions. Develop a cause and effect chart for immigration. Design a family tree, stories, traditions or recipes that trace their heritage. Begin a timeline to track over the course of study

=As the Unit Continues=  Creating a plan to study a unit Specific mini-lessons / activities that support the unit
 * A timeline to help students / teachers think about how to plan their unit
 * Using suggested materials, students will create an immigrant diary.
 * Have the students create a Venn diagram comparing a child today to a child immigrating during the time period being discussed.

=Toward the End of the Unit=

How do you assess students? Could consist of: Rubrics to evaluate final student work Checklists for observing students during social studies time Performance assessment Any communication documents to help parents know about a unit of study What types of “celebrations” might happen at the end? What mini-lessons might you need for wrapping the unit up? Student reflection
 * Create student rubric for immigration diary
 * Share report of family ancestry, heritage, and traditions.
 * Plan a Heritage Feast highlighting the ethnicities of students in the classroom
 * Vocabulary Assessment
 * Have students write a reflection of how immigration has affected the growth and development of the United States
 * Document growth of the United States through a timeline (group assessment)

Tips for managing the unit How do you schedule the unit? How do you structure the class to support the unit goals?