07.+Fourth+Quarter

QUARTER 4
**__Exploration/Encounters:__** __**Recommended Assessments Include:**__ __**We recommend to teach lessons in the order as follows:**__
 * Primarily taught with the TCM Exploration curriculum and the Benchmark Education readers __Native Americans at the Time of the Explorers__, __The Voyages of Christopher Columbus,__ and __Explorers of the Americas.__
 * Curriculum Alignment Matrix:[[file:4th Grade Q4.doc]]
 * TCM Document Based Assessments, pages 64-74 and various acitvities embedded in lessons and activity cards. These include writing, projects, and short answer formats.
 * Assuming the average teacher will have 90 minutes a week to teach social studies, w e recommend teaching 2 lessons per week which focuses on a chronological approach to exploration. This will allow completion in approximately 7 weeks, leaving time for the end of the year activities. Some lessons can be taught in 30-45 minutes and same may last as long as 90 minutes. Much of this can be left to teacher discretion and time constraints.
 * Identifying primary source documents and their significance (as covered in Pre-Colombian ancient civilization unit and Early Americans units) should be reviewed again at the beginning of of the Exploration unit.
 * The Benchmark reader __Native Americans at the Time of the Explorers__ makes a great bridge between 3rd and 4th quarter. The reader __The Voyages of Christopher Columbus__ should be used with the TCM Columbus lesson. The reader __Explorers of the Americas__ gives good background as to why and how European nations began exploring. This book can used throughout the unit at teacher discretion.

**Standard Connections:**
 * 1) TCM Primary Sources: __The Brass Astrolabe__ (Pages 15-16)
 * 2) TCM Primary Sources: __Viking Ships__ (Pages 17-18)
 * 3) TCM Primary Sources: __Marco Polo and the Silk Road__ (Pages 19-20)
 * 4) TCM Primary Sources: __Ptolemy's Map__ (Pages 31-34)
 * 5) TCM Primary Sources: __Capitulations of Sante Fe__ (Pages 43-46)
 * 6) TCM Primary Sources: __Zheng He Tablet__ (Pages 39-42)
 * 7) TCM Primary Sources: __Amerigo Vespucci__ (Pages 21-22)
 * 8) TCM Primary Sources: __Conqueror of the Aztecs__ (Pages 25-26)
 * 9) TCM Primary Sources: __Letter from Ponce de Leon__ (Pages 47-50)
 * 10) TCM Primary Sources: __Magellan's Ship__ (Pages 55-58)
 * 11) TCM Primary Sources: __Cartier Woodcutting__ (Pages 51-54)
 * 12) TCM Primary Sources: __The Queen's Pirate__ (Pages 27-28)
 * 13) TCM Primary Sources: __New and Accurate Map of the World 1651__ (Pages 59-62)
 * 14) TCM Primary Sources: __James Cook__ (Pages 29-30 )

__**Enduring Understandings**__: //**The students will understand that:**//

 __**Essential Questions:**__  __**Skills:**__
 *  Exploration by nations and individuals is done for a variety of reasons such as spreading religion, expanding scientific knowledge, accumulating power, and building wealth.
 *  Contact between cultures impacts the societies involved through the exchange of culture and goods.
 * What does it mean to be an explorer?
 *  Why was there a flurry of exploration from the late 1400’s to the mid-1500’s ?
 *  How did the beliefs and values of different cultures shape their interactions?
 *  What happens when there is contact between different cultures?
 * //The student will be able to://**

 ***Read and interpret charts, maps, and graphs that present information about exploration, encounters, and the conflict/cooperation that occurred when East encountered the West.** ***Create and use graphic organizers such as Venn diagrams and timelines** ***Conduct historical research, to develop the following skills:**
 * **TCM Primary Sources Lessons:**
 * New and Accurate Map of the World (page 59): Students will compare a more than 350-year old world map with a modern world map and discuss how maps are constructed from exploration and scientific data.
 * Ptolemy's Map (page 31): Students will analyze an early sixteenth century world map based on Claudius Ptolemy’s works, compare it to a modern world map, and generate questions for an interview with Ptolemy.
 * **Benchmark Education Leveled Readers:**
 * __Explorers of America__:
 * Timeline (Page 2-3)
 * Amerigo Vespucci Map (Page 4)
 * Conquistadors Map (Page 6)
 * Cortes Map (Page 9)
 * Pizarro's Map (Page 12)
 * Hudson's Third Voyage (Page 22)
 * French Population Graph (Page 27)
 * Champlain's Map (Page 28)
 * __Native Americans at the Time of the Explorers__:
 * Indian Nation Map (Page 3)
 * Pacific Northwest Indian Map (Page 6)
 * Southwest Indian Map (Page 12)
 * Great Plains Indian Map (Page 16)
 * Eastern Woodland Indian Map (Page 20)
 * Iroquois Five Nation Map (Page 22)
 * Early Native American Flow Chart (Page 29)
 * __Christopher Columbus:__
 * Columbus's First Voyage Map (Page 10)
 * Columbus's Second Voyage (Page 17)
 * Columbus's Third and Fourth Voyages Map (Page 22)
 * **TCM Primary Sources Lessons:**
 * __Zheng He Tablet__ (page 39): Students will compare the ships used by Zheng He and Christopher Columbus by measuring the lengths, creating comparison charts, and drawing visual representations of the ships.
 * **Benchmark Education Leveled Readers:**
 * __Christopher Columbus__ (Pages 30-31): Timeline
 * __Explorers of the Americas__ (Pages 2-3): Timeline
 * recognize multiple points of view
 * distinguish fact from opinion
 * conduct library and electronic research
 * analyze and cite sources

** *Identify values by recognizing the core beliefs held by a person or group. **
 * **TCM Primary Sources Lessons:**
 * __Capitulations of Santa Fe__ (page 43): <span style="font-family: Helvetica,helvetica,sans-serif; font-size: 12px; line-height: normal;">Students will analyze the Capitulations of Santa Fe to understand the contract Christopher Columbus made with the king and queen of Spain.
 * __Letter from Ponce de Leon__ (page 47): <span style="font-family: Helvetica,helvetica,sans-serif; font-size: 12px; line-height: normal;">Students will compose appropriate responses to a historic letter that shows its unique features and the motives behind why it was written.
 * __Magellan's Ship__ (page 55): Students will read a journal entry from a sailor on Magellan’s ship and then reconstruct <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 19px;">their own journal entries from other perspectives.
 * **TCM Primary Sources Lessons:**
 * __Cartier Woodcutting__ (page 51): <span style="font-family: Helvetica,helvetica,sans-serif; font-size: 12px; line-height: normal;">Students will design colony recruiting posters for Jacques Cartier’s third journey into Canada.

__**Knowledge:**__ // **The student will be able to demonstrate knowledge of:** //


 * Key vocabulary terms and concepts, such as encounter, explorer, culture, society, navigation, caravan, and exchange.
 * Motivations for European exploration.
 * Science and technology that enabled ocean-going exploration and domination.
 * The exchange of goods, foods, and materials that resulted from exploration.
 * The impact of contact on cultures, beliefs, and values.
 * How geography shaped exploration.