Unit Essential Question:

How were events in Colonial America perceived differently by different groups of people based on their experience and degree of power?

Lesson Loop 1: Americas Colonization Scaffolded Essential Question:

What is the true story of Americas colonization?
Enduring understandings: The history of Americas colonization and settlement is filled with stereotypes about explorers, American Indians and Thanksgiving:

Early European explorers came to the Americas primarily in search of power and prosperity. They intended to go to China and not know the Americas
existed.
When the explorers arrived, they learned the land was already inhabited by American Indians. They discovered foods and innovations found only in America,
made by the natives. While the explorers found the land and power they were looking for, it was at the cost of the American Indians lives and their lands.
After the Age of Exploration, small English communities called settlements formed along the Atlantic Ocean in North America. These settlements faced
hardships due to harsh climates, unknown lands and limited resources. Some fought with the American Indians; others relied on American Indians to survive.
Stereotypes about Columbus discovering America, the Indians who lived there, and the story of Thanksgiving come from misunderstanding history.
Lesson Type Day Aim and Lesson Summary Aligned Text

1 SWBAT hypothesize the true story of Americas colonization by interpreting information presented visually and American
explaining how the information contributes to an understanding of the text in which it appears [RI.4.7] Colonization
Text Bundle,
The teacher introduces the scaffolded essential question: What is the true story of Americas colonization? Students share what
Preview Introduction
they already know about common stories around the Age of Exploration and early English settlements, including stories about
(p.1)
Columbus, Pocahontas and Thanksgiving. The teacher introduces the idea that history is based on the perspectives that it is told
through. Students read the introduction of text to identify the different perspectives the history of American colonization can be
told through, then analyze pictures to hypothesize what is true and what is missing from our common stories of this time period.

2 SWBAT explain why European explorers traveled to the Americas by interpreting information presented visually and American
explaining how the information contributes to an understanding of the text in which it appears [RI.4.7] Colonization
Text Bundle
Students begin their study of the Age of Exploration from the European perspective. The class begins with a brief biography of
(pp.2-4)
Queen Isabella for Ss to share what they know of her and others motivations for exploration. Ss hypothesize their motivations by
acting as archaeologists, observing artifacts that were rediscovered from a sunken ship. Students confirm their hypotheses by
reading and summarizing sections of text about four motivations: mapping the world, claiming land, spreading Christianity, and
seeking wealth. Students use their notes and learning experience to describe the motivations that spurred the Age of Exploration,
then return to Queen Isabella to reflect on how their perspective on the Age of Exploration have changed with new knowledge.

3 SWBAT explain the effects of exploration by interpreting information presented visually and explaining how the American
information contributes to an understanding of the text in which it appears [RI.4.7] Colonization
 Learning Students continue their study of the Age of Exploration from both the European and American Indian perspective. The class begins Text Bundle
Experience: with a brief biography of Columbus for Ss to share what they know about him and his impact on the Americas. The class continues (pp.4-6)
Skill Builder to act as archaeologists to examine artifacts left behind on a sunken ship, now observing artifacts that explorers took from the
Americas. They read and summarize sections of text about four effects of exploration related to the artifacts: new foods, cash crops,
slavery and the spread of disease. Students then use their notes and learning experience to describe the effects of the Age of
Exploration from the multiple perspectives, then reflect on how their perspective of Columbus has changed.

4 SWBAT describe the settlement Jamestown from multiple perspectives by interpreting information presented visually American
and explaining how the information contributes to an understanding of the text in which it appears [RI.4.7] Colonization
Text Bundle
This lesson moves forward in history to the 1600s and the first permanent English settlement in the Americas, Jamestown. The
(pp.7-8)
lesson begins with a biography of the American Indian Pocahontas for Ss to share what they know about this mythicized figure. They
examine a timeline that shows events at Jamestown, including interactions between the English and the Powhatans. Ss then read to
learn about the settlers motivation, the impact of the environment at Jamestown, and interactions with the American Indians. Ss
compare the multiple perspectives at Jamestown, then reflect on how their understanding of Pocahontas has changed.

Learning
5 SWBAT describe the settlement of Plymouth from multiple perspectives by interpreting information presented American
Experience: visually and explaining how the information contributes to an understanding of the text in which it appears [RI.4.7] Colonization
Visual Text Bundle
Students continue to compare the perspectives of the English and American Indians at Plymouth. Students read a biography about
Discovery (pp.9-11)
Squanto and hypothesize the relationship he and his tribe will have with the settlers in Plymouth. Ss examine a treaty the Pilgrims
and the Wampanoag tribe. Ss read about Plymouth and gather information about the settlers motivation, the impact of the
environment at Plymouth, and interactions with the American Indians. Ss compare the multiple perspectives at Plymouth, then
reflect on how their understanding of Squanto, and the larger story of Thanksgiving, has changed.

6 SWBAT describe the effects American Indians encounter with the explorers by interpreting information presented 8
visually and explaining how the information contributes to an understanding of the text in which it appears [RI.4.7]
Learning
Experience: In this lesson, students read a historical fiction story through the eyes of a Taino boy who encounters Christopher Columbus. The
Reading story, Encounter by Jane Yolen, asks students to consider the discoveries and effects of the Age of Exploration from the American
Further Indians perspective. Students first engage in a visual discovery of a nightmarish illustration signifying the explorers ship and
Preview
foreshadowing the negative effects of exploration. As they read, students describe the narrators account of the interactions
between Columbuss men and his tribe and connect these details to the units key points of the motivations, discoveries and effects
of exploration, before sharing the lesson this story teaches them about the Age of Exploration.

10

Learning
Experience:
Skill Builder

11

12

Learning
Experience:
 Reading
Further

13

Processing
Assessment

Encounter, by
Jane Yolen

(on the Hub)

7 SWBAT develop a true story of American colonization by integrating information from multiple sources on the same American
topic in order to write or speak about the subject knowledgeably [RI.4.9] Colonization
Text Bundle
In this Processing Assessment, students complete a short DBQ that asks them to reflect on the stories of colonization they discussed
Processing in the Preview lesson about Columbus, Pocahontas, and Thanksgiving. In lieu of an essay, students select one of these parts of
Assessment history and write an informative speech about the true story, based on their now deeper understanding of history. If time allows, Ss
may share their deeper understandings in a class discussion or partner with students in younger grades to share their knowledge.

Aim Sequence
Aims are integrated, meaning they reflect both the content students must acquire as well as the literacy skills students will use. The literacy skill is the means
by which students access and acquire the content. The first half of the aim is the content students will learn in the lesson. The second half of the aim
grounded in the language of the Common Core State Standardsis the literacy skill students will use in the lesson.
Lesson Loop 2: Colonial Regions Scaffolded Essential Question:
How and why did the colonial regions differ?
Enduring Understandings: England formed 13 colonies in North America, organized into 3 regions: New England Colonies, Middle Colonies, and Southern
Colonies.
 The different colonial regions had unique geography, economies, governments, religions and reasons for founding.
Geography was a major factor in making these regions different. The kind of climate and type of soil affected the crops that could be grown and the natural
resources led to a variety of industries and ways of life.
Lesson Type Day Aim and Lesson Summary Aligned Tex

Lesson Loop 3: Colonial Slavery Scaffolded Essential Question:

What was the experience of enslaved Africans coming and working in the colonies?
How did the slaves agency and culture help them resist and endure these experiences?
Enduring understandings: Slavery was common in all regions of Colonial America, beginning in Jamestown and continuing long after the United States was
formed.

The first African Americans were brought against their will from West Africa via the Middle Passage to serve as slaves. African Americans lived mainly in th
South as they were used as free labor on plantations. Slavery, and the harsh treatments of slaves, destroyed families and lives.
In order to ensure and resist the harsh conditions African American shared true stories about their experiences to teach future generations, rebelling again
slave owners, escaping via the Underground Railroad, and formed communities together through traditional stories, music and prayer.
Lesson Type Day Aim and Lesson Summary Aligned Tex

14 SWBAT hypothesize the experience of enslaved Africans in colonial America and how they endured and resisted these Facing Slavery
experiences by interpreting information presented visually and explaining how the information contributes to an Text Bundle
understanding of the text in which it appears [RI.4.7] (pp.1-3)

This lesson loop introduces students to colonial America through the lens of enslaved Africans. The purpose of this lesson loop is to
teach both the terrible truths of slavery in America and the courage, strength and agency slaves used to endure and resist these
experiences. The class looks at an image of a slave auction to form a hypothesis of the experiences of these slaves and how they
Preview used agency and culture to endure and resist these experiences. Ss read about William Tucker, the first African American in
Jamestown and the adoption and widespread acceptance of slavery in the colonies, before sharing their hypothesis in writing.

15 SWBAT describe the origin and impact of the slave trade by determining the main idea of a text and explain how it is Facing Slavery
supported by key details [RI.4.6] Text Bundle
(pp.4-6)
Students examine two images of West Africa before and during the slave trade. Students will consider how these pair of images
show the impact of the slave trade on West African communities. They then read and summarize three sections of text on West
 Africa in the 1500s and the choices facing Africans during the slave trade. Students synthesize details from these texts to describe
the impact for West African communities.

16 SWBAT analyze the way in which testimonials reflect the experiences of slaves in the Middle Passage by analyzing Facing Slavery
firsthand and secondhand accounts of the same event or topic [RI.4.6] Text Bundle
(pp.7-8)
Learning Students first read about the Middle Passage and gather details about what the experience looked sounded, smelled and felt like for
Experience: the enslaved Africans. After reading, Ss study a primary source -- excerpts from Oluadah Equianos autobiography in small groups.
Response Equiano was a West African boy who wrote about his capture, passage to and life in America. Students discuss the significance of
Group Equianos testimonial, both as a historical source and example of the agency of slaves, and analyze how Equianos testimonial
reflected his and other slaves experiences in their writing.

17 SWBAT analyze the way in which rebellions helped slaves resist their experiences by analyzing firsthand and Facing Slavery
secondhand accounts of the same event or topic [RI.4.6] Text Bundle
(pp.9-12)
Students read about the experiences living as a save from a textbook and from an account of life as a slave named Venture Smith,
who ultimately purchased his freedom and recorded a narrative of his life. After discussing the slaves experiences in colonial
America, students read a second pair sets of narratives about slave rebellions, specifically learning about Catos Conspiracy (also
known as the Stono Rebellion) before reading an account from the great-great-grandson of the rebellions leader. Students use the
evidence they gathered in both sections to discuss the question, Were slave rebellions justified? in small groups. Students
demonstrate understanding of slaves experiences by arguing whether or not slave rebellions were justified in colonial America.

18 SWBAT analyze the way in which storytelling, music and religion helped slaves endure their experiences by Facing Slavery
determining the main idea of a text and explain how it is supported by key details; summarize the text [RI.4.6] Text Bundle
(pp.13-15)
Students watch a clip from the Academy Award-winning movie 12 Years a Slave that shows a group of slaves singing a spiritual.
Students will analyze the clip to understand the emotions slaves felt and expressed through music. Then students will read about
the choices slaves faced on plantations and the important role storytelling, music and religion had on their lives. Students
demonstrate understanding by explain how slaves culture helped them endure their experiences.

19 SWBAT explain how the black community resists and endures experiences today by interpreting information Black Lives in
presented visually and explaining how the information contributes to an understanding of the text [RI.4.7] America: How
agency and
 Learning The Reading Further case study on current events serves to draw a parallel between the actions and culture of slaves and the action culture bring
Experience: and culture of the black community today to engage students and foster optimism for the future. Students begin by examining an communities
Reading image from a Black Lives Matter rally. Students to share what they know or wonder about current events related to race. The together toda
purpose of this conversation is not to discuss what is right and what is wrong, but to understand what students know and how they
Further (in the lesson)
feel about current events before reading and discussing them. The class then reads a text on current events related to black
Americans and modern examples of how agency and culture help the black community resist, endure and change their experiences.
Students respond to a prompt that explains how the black community today is empowered by agency and culture.

20 SWBAT describe the experience of enslaved Africans in colonial America and explain how they endured and resisted Facing Slavery
these experiences by integrating information from multiple sources in order to speak about the subject Text Bundle
knowledgeably [RI.4.9]
Processing The Processing Assessment involves a class discussion on slaves experiences, endurance and resistance. Students will have time to
Assessment explore the resources from lesson loop to gather evidence to answer questions: What was the experience of enslaved Africans
coming and working in the colonies? How did the slaves agency and culture help them resist and endure these experiences? Then,
students will participate in the discussion to build a collective answer to these questions before reflecting independently in writing.

21 Flex lessons are essential for reinforcing and extending scholar knowledge within a given unit of study and should not be skipped. The
may be used at any point during the Unit. We have designed Unit 1 to allow flex days each week to allow teachers to commit to stron
Flex Days 22
culture and strong instruction in the first 6 weeks of school.
23

Unit 24 Unit Assessments 4th grade should be included in 2 class periods. All assessments are found on Illuminate. Teachers should access and
Assessment administer the assessment on Illuminate, and then upload student data.
25

Unit Vocabulary
Word or phrase Definition
New World the name that Europeans used to refer to the Americas
Age of Exploration the period of time, beginning in the late 1400s, in which European explorers sought new routes to Asia and discovered the Americas

explorer a person who travels in search of new geographical information

archaeologist a scientist who studies artifacts to learn about past cultures
the Americas the land masses of North America, Central America, and South America
cash crop a crop that is grown in large quantities for sale
nation-state an independent country whose people mostly share a common identity

settlement a small community that is started in a new place.

colonist a person who settles in a colony

democratic relating to a form of government in which people have the power to rule themselves

dilemma situation in which a person is forced to make a decision even though her or she does not like any of the choices

ally one person or nation united with another for a common purpose

marsh wet, low-lying land that is poorly drained

economy the way a particular region or country uses resources to produce and sell or trade goods or services to meet peoples needs or wants

plantation a large farm on which crops are grown by free workers or slaves who live on the land

indentured servant a person who works for a period of time to pay off money owed for a debt

industry a group of businesses that provide certain goods or services

assembly a body of lawmakers

apprentice a person who learns an occupation by getting experience from a skilled worker

West Indies islands that lie between southeastern North America and northern South America

grant to give something to someone of lower rank as a favor or privilege

slave trade the exchange of captured people for goods

overseer a person who was in charge of the work of slaves and could punish them for disobeying him

Middle Passage the voyage of slave ships across the Atlantic Ocean, from West Africa to the West indies and the American continents

triangular trade the exchange of slaves and goods among Europe, the Americas, and West Africa, using shipping routes across the Atlantic Ocean

slave auction a public sale in which slaves were sold to the highest bidders

spiritual a type of religious song developed among enslaved Africans and that expressed deep emotion