Grade 4 Social Studies/ELA Integrated Curriculum: New York State History and Government Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Lesson 4: Early European Explorers
Overview:
Students learn about the explorers of New York State: Hudson, Verrazano, and Champlain. They use maps, readings and video clips to access information about their reasons for exploration; their routes; the significance of their discoveries; and the first settlement of New York. Students will complete a graphic organizer and create a timeline. There is an in depth exploration of a primary source to integrate ELA and Social Studies. This exploration can be differentiated for the class’ ability levels. Suggested time allowance: 4 class periods
Unifying Themes: (based on the National Council for the Social Studies) • Development, Movement , and Interaction of Cultures • Time, Continuity, and Change • Geography, Humans and the Environment • Development and Transformation of Social Structures • Power, Authority and Governance
New York State Social Studies Framework • Standard 1: United States and New York State History • Standard 3: Geography • Standard 4: Economics • Key Ideas and Conceptual Understandings o 4.3 European exploration led to the colonization of the region that became New York State. . 4.3a Europeans in search of a route to Asia explored New York’s waterways. Early settlements began as trading posts or missions. • Social Studies Practices: o Geographic Reasoning . Use location terms and geographic representations (maps and models) to describe where places are in relation to each other, to describe connections among places, and to evaluate the benefits of particular places for purposeful activities. o Chronological Reasoning and Causation . Explain how events are related chronologically to one another. . Employ mathematical skills to to measure time in years and centuries. Understand the difference between B.C.E.and C.E. Identify the chronological significance of data presented in time lines with teacher support. o Gathering, Using and Interpreting Evidence . Develop questions about a world community. . Recognize and use different forms of evidence used to making meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs).
Grade 4 Integrated Social Studies/English Language Arts Curriculum Putnam/Northern Westchester BOCES Page 1 Revised June 2014 Grade 4 Social Studies/ELA Integrated Curriculum: New York State History and Government Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Lesson 4: Early European Explorers
Common Core Learning Standards for English Language Arts and Literacy
• RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • RI.4.9: Integrate information form two texts on the same topic in order to write or speak about the subject knowledgeably. • W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Essential Question:
. How do New York’s physical features and location shape the world of its inhabitants?
Resources/Materials for this lesson: Note to teacher: Some books that were originally included are now out of print. They are still listed here for districts that already have them. Following the out of print book there is a replacement book listed if one was found. • Banks, James A. et al. New York Adventures in Time and Place. o New York: Macmillan/McGraw-Hill, 1998. pp. 82-85. • Sesso, Gloria and Charles Welles Feder. The New York State Story. Austin, TX:Steck-Vaughn Company, 2002. pp. 36-40. • Killoran, James et al. Learning About New York State. Ronkonkoma, NY: Jarrett Publishing Co., 2000.pp. 78-80. (Out of Print – no replacement found) • Andrejko, Joan et al. New York State Activity Book Grade Four. o New York: Harcourt Brace & Company, 1993. pp. 30-36. (Out of Print – no replacement found) • “Exploration Maps Hudson, Champlain, Verrazano” (included) • “Native American Tribes at Time of European Exploration” map (included) • “The Age of Exploration in 1520: The Search for Riches in Faraway Lands,” “The Voyage of John Verrazano to North America,” “Henry Hudson's First Expedition: Searching for the Northwest Passage,” “The Explorations of Samuel de Champlain.” The New World Explored. Discovery Education Streaming. http://app.discoveryeducation.com/player/view/assetGuid/1CC5E850-DE6D-41FE-8A30- 21185768EB63 Prime time news in Europe during the year 1520 was the existence of a New World across the Atlantic Ocean. The Spanish, Portuguese and English had laid claim to some of this territory and France was now eager to claim her share. This expansion of empires would be motivated by wealth, politics and religion. Students will be introduced to the travels of the following explorers: John Verrazano, Henry Hudson, and Samuel de Champlain. District subscription required • Hall of Explorers. Virtualology. 13 July 2004. www.virtualology.com/virtualmuseumofhistory/hallofexplorers/ Articles on Hudson, Champlain, Verrazano. • Biography.com. “Henry Hudson.” http://www.biography.com/people/henry-hudson-9346049; Giovanni da Verrazano http://www.biography.com/people/giovanni-da-verrazzano-9517737 and Samuel de
Grade 4 Integrated Social Studies/English Language Arts Curriculum Putnam/Northern Westchester BOCES Page 2 Revised June 2014 Grade 4 Social Studies/ELA Integrated Curriculum: New York State History and Government Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Lesson 4: Early European Explorers
Champlain http://www.biography.com/people/samuel-de-champlain-9243971 Contains both text and video • “Exploring the Hudson in 1609.” NYS Department of Conservation. http://www.dec.ny.gov/docs/remediation_hudson_pdf/hrlpex1609ts.pdf Using the primary source Robert Juet’s Journal for September 14-16, 1609 Students trace the journey, use math to calculate distances and interpret the text. (included) • “Map of the Hudson 1609” NYS Department of Conservation. http://www.dec.ny.gov/docs/remediation_hudson_pdf/hrlpex1609map.pdf Note: The map is set up for 8.5" x 14" (legal) paper, but will work on 8.5" x 11" (letter) paper as well. You may need to use options in your computer's print menu to specify legal-sized printout. Suggestion: Create one long map by having students carefully cut out the piece on the left, including the legend, and then overlap and tape it to the bottom of the piece on the right. • Explorers of North America. Enchanted Learning. 15 January 2008. http://www.enchantedlearning.com/explorers/namerica.shtml (This site is easier to navigate and has easier reading than the prior site.) • European Explorers graphic organizer (included) • “European Explorations Timeline” (included) • “European Settlement” reading for the teacher (included) • “A Part of a 1639 Map of Manhattan.” cccc. 2005. http://app.discoveryeducation.com/player/view/assetGuid/07BDE887-C4B0-48A7-AE54- 2A5DEE4CC88D image of the map • “The French Fur Traders” Discovery Education Streaming. http://app.discoveryeducation.com/search?Ntt=french+fur+trappers Fur traders became the first Frenchmen to enter and explore French territories in North America. Note that this video concentrates on Canada but the French were also trapping in Northern New York and followed the same patterns.
Activities/Procedures:
Day 1: Taking notes from streaming video The New World Explored using a graphic organizer.
1. Draw attention to the lesson overview and essential unit question. 2. Introduce/discuss graphic organizer. 3. Have students acquire information by viewing streaming videos or text information from the choices under Resources. 4. Follow-up with class discussion, using evidence from the sources viewed, and checking for accuracy and understanding. What motivates exploration of new lands? Would you say the explorations were successful? 5. Have students complete the “European Explorers Chart” (included) and the “Timeline Worksheet.” (included) Explain to the students that they need to note their source for their evidence then they fill out the European Explorers Chart. (Note to teacher: Check that students can measure time in years and centuries before they attempt the timeline. The class will return to the timeline throughout the year.) 6. Project the “Native American Tribes at Time of European Exploration” map (included) and discuss which tribes the Explorers might have encountered. 7. Ask, “What questions would you have about the contact of the Europeans and the Native Americans?”
Grade 4 Integrated Social Studies/English Language Arts Curriculum Putnam/Northern Westchester BOCES Page 3 Revised June 2014 Grade 4 Social Studies/ELA Integrated Curriculum: New York State History and Government Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Lesson 4: Early European Explorers
Day 2:
Background for the Teacher from the NYS Department of Conservation
“In 1609 the Dutch East India Company hired Henry Hudson to find a Northeast Passage to the rich spice lands of Asia. Hudson believed, however, that the legendary Northwest Passage held more promise. So when ice blocked his way east around Russia, the explorer sailed west to North America to search for the Northwest Passage. He brought the Half Moon into the Lower Bay of New York Harbor on September 3. After exploring the harbor, he entered the river now named for him on September 12, traveled north past Albany, and then retraced his route back to the Atlantic Ocean, leaving the river on October 4.
Only fragments of Hudson's logbook survive; the journal kept by crew member Robert Juet is the main source of information about the voyage. It describes navigation on the river, encounters with Native Americans, and features of the landscape, documenting the natural resources which attracted further Dutch exploration and settlement.
Today, distances on the Hudson are often measured in Hudson River Miles. Hudson River Miles start at the southern tip of Manhattan. This spot, called The Battery, is River Mile 0. The estuary part of the Hudson ends at the dam in Troy at River Mile 153. The Half Moon's starting point for the three days covered here - River Mile 5 - is an approximation.”
Modifications for three levels of ability and the answer key for the activity can be found at http://www.dec.ny.gov/docs/remediation_hudson_pdf/hrlpex1609ts.pdf
1. Distribute and project “Exploring the Hudson in 1609” and “Map of the Hudson 1609” (included)Work through the first section with the students and have them complete the rest in pairs. 2. Discuss the final question as a whole class. “Do you think that Hudson still believed this river was the Northwest Passage leading to China? Why or why not? Use examples from the reading.”
Day 3
1. Display or project a large physical map of New York and trace the routes of the three explorers as a whole class. 2. Project “A Part of a 1639 Map of Manhattan.” http://app.discoveryeducation.com/player/view/assetGuid/07BDE887-C4B0-48A7-AE54- 2A5DEE4CC88D Click to enlarge the map. 3. Ask students if they think the map is a primary or secondary source. What questions would they have to ask to find out for sure? What features do they recognize on the map after their work in Lesson 1? (For the teacher: It is known as the Manatus map, the earliest known map of the area now owned by the Library of Congress. For more information see the New York Times http://query.nytimes.com/mem/archive- free/pdf?res=F10B12FB3F5E11738DDDAC0A94DB405B878DF1D3) 4. Refer to the reading “European Settlement” (included) and discuss the location of the first Dutch settlement. (due south and slightly east of Manhattan in New York Bay)
Grade 4 Integrated Social Studies/English Language Arts Curriculum Putnam/Northern Westchester BOCES Page 4 Revised June 2014 Grade 4 Social Studies/ELA Integrated Curriculum: New York State History and Government Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Lesson 4: Early European Explorers
5. Explain how the Dutch acquired Manhattan and have students infer why the natives were willing to “sell” the island for “trade goods such as tools, farming equipment, cloth and wampum (shell beads).”
Day 4 The French in New York
1. Show “The French Fur Traders” and discuss why the French came to the New World and their interaction with the Native American tribes. Emphasize that they did not establish settlements or wished to own land in New York, but carried the beaver to ports to ship to Europe. Their activity rapidly depleted the beaver population. 2. Show the second clip, “French Jesuit Missionaries” and discusses the religious reasons the French came to New York. 3. Exit Ticket: Answer the prompt: Why did the Dutch and the French come to New York?”
Evaluation/Assessment:
• Completed “Exploring the Hudson in 1609” • Exit Ticket
Vocabulary:
• Important People: Giovanni da Verrazzano, Samuel de Champlain, Henry Hudson. • Important Places: New York Bay, St. Lawrence River, Quebec, Lake Champlain, Nutten Island, Manhattan
Grade 4 Integrated Social Studies/English Language Arts Curriculum Putnam/Northern Westchester BOCES Page 5 Revised June 2014 Grade 4 Social Studies/ELA Integrated Curriculum: New York State History and Government Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Lesson 4: Early European Explorers
EUROPEAN EXPLORERS
Year of Country Sailed What He Was Explorer What He Found Exploration For Looking For
Grade 4 Integrated Social Studies/English Language Arts Curriculum Putnam/Northern Westchester BOCES Page 6 Revised June 2014 Grade 4 Social Studies/ELA Integrated Curriculum: New York State History and Government Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Lesson 4: Early European Explorers
Grade 4 Integrated Social Studies/English Language Arts Curriculum Putnam/Northern Westchester BOCES Page 7 Revised June 2014 Grade 4 Social Studies/ELA Integrated Curriculum: New York State History and Government Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Lesson 4: Early European Explorers
European Explorations Time Line
Directions: Use the information you entered on your “European Explorers” graphic organizer.
1. Construct a time line using the dates 1450 to 1600 C.E. You may use the Timeliner program, if available, or Microsoft Word or Excel. (Instructions available here: http://www.vertex42.com/ExcelArticles/create-a-timeline.html.)You may draw the timeline by hand as well.
2. Put the above information in a box and draw a line to connect it to the timeline.
Name Country Discovery
Be sure to include:
• the name of the explorer (Giovanni da Verranzo, Samuel de Champlain, Henry Hudson) • the country that sent the explorer • what he discovered
Grade 4 Integrated Social Studies/English Language Arts Curriculum Putnam/Northern Westchester BOCES Page 8 Revised June 2014