U2 Overview g4 Ss Colonial America 1718

AF Social Studies Grade 4 Unit 2: Colonial America 2017-18
Table of Contents
Unit Summary ........................................................................................................................................................................................................................1
Assessment Summary ............................................................................................................................................................................................................2
Standards ..............................................................................................................................................................................................................................3
Aim Sequence ........................................................................................................................................................................................................................3
Lesson Loop 1: Whats the true story of Americas colonialization? ............................................................................................................................................ 3
Lesson Loop 2: How and why did the colonial regions differ? ...................................................................................................................................................... 4
Lesson Loop 3: 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? ........................................................................... 4
Unit Vocabulary .....................................................................................................................................................................................................................9
Appendix A: Placement within Yearlong Scope & Sequence .................................................................................................................................................. 10
Appendix B: Responding to Data .......................................................................................................................................................................................... 11
Appendix C: Processing Assessments & Unit Assessment ...................................................................................................................................................... 12
Lesson Loop 1 Processing Assessment............................................................................................................................................................................................... 12
Unit Assessment................................................................................................................................................................................................................................. 21
Appendix D: Preparing to Unpack and Teach the Unit .......................................................................................................................................................... 33
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AF Social Studies Grade 4 Unit 2: Colonial America 2017-18
Unit Summary
The second unit of study in fourth grade Colonial America - spans several centuries, from the late 1400s to the early 1700s, in order to answer the essential
question: How were events in Colonial America be perceived differently by different groups of people based on their experience and degree of power? Students
will learn through the perspectives of American Indians, early explorers, English settlers, American colonists and colonial slaves.
In the first lesson loop, students are presented with the question: What is the true story of Americas colonization? After sharing what they already know about
the stories of Columbus, Pocahontas and Thanksgiving, students will use the text and other resources to develop their own historical understanding of how
Europeans explored, claimed and settled areas of North America. Students learn about the motivations of early explorers and the effects both positive and
negative on their interactions with American Indians. Then students analyze images of Jamestown and Plymouth to understand why, specifically, English
settlers came, their experiences in America and why each settlement is remembered - rightly or wrongly - today.
Leaping further into history, students will study the New England, Middle, and Southern colonies in the 1600s and 1700s, answering the question: How and why
did the colonial regions differ? Students read special purpose maps and take notes on key details to compare and contrast each region. They may use their
knowledge of the American Indian cultural regions to explain how these English settlements also relied on geography to develop distinct industries and cultures.
Finally students will examine life for the West Africans who were enslaved and brought to the Americas in the colonial era. Specifically, students are asked two
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? The intent of this lesson loop is to introduce students to some of the realities of slavery, while introducing a counter-story of African
Americans resilience and strength. Students will analyze primary and secondary sources in discussion groups, giving each child an opportunity to express their
understanding and feelings about this era (Tenet 4). For more information on addressing slavery, see the Diversity & Inclusiveness note that follows.
This second unit continues our study of the year-long essential questions. By looking at how the lives of people groups of people arriving in America
chronologically, students will develop increasingly complex explanations of historical events to answer the question: How can we organize our understanding of
the past? This unit also serves as a scaffold to our second yearlong essential question: How can a single event in history be perceived differently by multiple
people based on their experience and degree of power? As students explore the different degrees of freedom and power in colonial America through firsthand
and secondhand accounts, they will understand multiple perspectives on life in colonial America. Students see that though the explorers, American Indians and
African Americans often shared similar resources, their experiences differed vastly based upon their degree of power. And while students learn about the abuse
of power in history we can leverage this content to teach students how to be leaders who recognize discrimination and stand up for what is right (Tenet 5).
Literacy is leveraged in this unit through the analysis of a variety of resources throughout the unit (Tenet 2 and 3). By exploring artifacts and images of the
explorers and early settlements and relating it to text (RI.4.7), students gain a deeper understanding of what really happened during this mythicized era so that
they might write and speak about it to an audience (RI.4.9). By interpreting special purpose maps and taking notes on key details about the colonial regions
(RI.4.2), students organize their understanding of their difference and present that information in a creative way. And by analyzing primary and secondary
sources on slavery (RI.4.6), then discussing them in small and large groups (SL.4.1) students build the ability to express their thoughts clearly and support their
ideas with evidence.
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AF Social Studies Grade 4 Unit 1: American Indians 2017-18
A note on Diversity & Inclusiveness: Teaching children about colonialism and the roots of slavery in America is an important aspect of the fourth grade
curriculum. It is essential that teachers come prepared to teach this content with facts, compassion, and openness. This standard allows for intense academic
discussions related to the year-long essential questions. It should not foster anger, fear or resentment. We have intentionally avoided lectures about race today
or simulating experiences from the past (e.g., packing students together to simulate conditions for enslaved Africans during the Middle Passage, reenacting slave
auctions, separating children and giving privileges based on physical attributes). Conversations and activities such as these create an uncomfortable environment
for students and teachers alike. The key to approaching this content is to make instruction come alive with primary sources and the analysis of perspective. This
unit aims to build awareness of the diversity in early America and explore how various groups of people experienced this time in history. It presents an
opportunity for students to analyze how events in history were perceived differently by different groups of people, and for students to express their own beliefs
supported by evidence about these historical events.
Assessment Summary Lesson Types

Formative Assessment Each lesson loop is comprised of several lesson types: A Preview,
Frequency: Daily several days of a Learning Experience, and a Processing Assessment.
Duration: Brief In this unit, students engage in the following learning experiences:
Description: Examples include Do Nows, oral responses during class discussions, and daily 1. Social Studies Skill Builder: In Social Studies Skill Builders,
assessments/exit tickets. students work in pairs or small groups on skill-oriented tasks
Processing Assessment such as reading maps, categorizing information, analyzing
Frequency: 3 times, once after each lesson loop artifacts and primary sources, and comparing and contrasting
Duration: 1 class period ideas to enhance their understanding of chapter content.
Description: These formative assessments will measure both knowledge and skills. These 2. Visual Discovery: In Visual Discovery activities, students view,
assessments will not provide comprehensive data on every standard, but will give teachers some touch, interpret, and bring to life compelling images as they
data on students proficiency before the summative unit assessment. The processing assessments discover key Social Studies concepts. Seeing and interacting
also give students a chance to synthesize the content before completing the unit assessment. with an image in combination with reading and recording notes
Unit Assessment helps students remember important content.
Frequency: 1 time 3. Response Group: In Response Group activities, students work
Duration: 1 class period in small groups with thought-provoking resources to discuss
Description: This assessment will measure both knowledge and skills. The unit assessment will critical-thinking questions among themselves. A presenter then
include selected response questions (which assess content knowledge and map skills) and shares each groups findings with the class.
constructed response questions (which assess content knowledge, map skills, and literacy skills). 4. Reading Further: This lesson type deepens student
Note: While only the Unit Assessment is on Illuminate, both the processing assessments and the unit understanding in the Social Studies content and concepts.
assessment provide valuable data. Teachers should analyze and compare both sets of data to gain a full Students read a richer, longer text usually case study or
picture of students knowledge and skills. vignette that shows how the content and concepts apply to a
current or historical situation.
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Standards
Note: the AF Social Studies Standards cover content chronologically, and is typically organized by lesson loop (e.g. SS.4.2 Colonizing America is the standard for
Lesson Loop 1). The bulleted skills below each standard are disciplinary critical thinking skills span across multiple content standards. These skills allow for
mastering essential content and applying it to other historical periods. Information italicized and in parenthesis should allow teachers to relate the critical
thinking skills to the content. More information about comparing mastery across standards will be shared as Unit Assessment data is collected over Illuminate.
AF Social Studies Standards Common Core State Standards
SS.4.3 Colonizing America RI.4.2: Determine the main idea of a text and explain how it is supported
identify and describe the beliefs, experiences, perspectives and values that by key details; summarize the text
shaped events
RI.4.6: Compare and contrast a firsthand and secondhand account of the
explain how environmental characteristics affect peoples lives in a place
same event or topic; describe the differences in focus and the
explain why individuals and groups during the same historical period differed
information provided.
in their perspectives
RI.4.7: Interpret information presented visually, orally, or quantitatively
SS.4.4 The American Colonies
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive
explain how environmental characteristics affect peoples lives in a place
elements on Web pages) and explain how the information contributes to
compare how people in different types of environments develop ways of life
an understanding of the text in which it appears
SS.4.5 African Americans in the Colonies
RI.4.9 Integrate information from two texts on the same topic in order to
identify and describe the beliefs, experiences, perspectives and values that
write or speak about the subject knowledgeably
shaped events
compare information provided by different historical sources about the past SL.4.1 Engage effectively in a range of collaborative discussions (one-on-
to develop a deeper understanding of the past one, in groups, and teacher-led) with diverse partners on grade 4 topics
and texts, building on others' ideas and expressing their own clearly.
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 aimgrounded in the language of the Common
Core State Standardsis the literacy skill students will use in the lesson.
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Unit Essential Question:
How were events in Colonial America be 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
Preview The teacher introduces the scaffolded essential question: What is the true story of Americas colonization? Students share what Text Bundle,
they already know about common stories around the Age of Exploration and early English settlements, including stories about Introduction
Columbus, Pocahontas and Thanksgiving. The teacher introduces the idea that history is based on the perspectives that it is told (p.1)
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
Students begin their study of the Age of Exploration from the European perspective. The class begins with a brief biography of Text Bundle
Queen Isabella for Ss to share what they know of her and others motivations for exploration. Ss hypothesize their motivations by (pp.2-4)
acting as archaeologists, observing artifacts that were rediscovered from a sunken ship. Students confirm their hypotheses by
Learning 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,
Experience:
then return to Queen Isabella to reflect on how their perspective on the Age of Exploration have changed with new knowledge.
Skill Builder
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
Students continue their study of the Age of Exploration from both the European and American Indian perspective. The class begins Text Bundle
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)
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,
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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
This lesson moves forward in history to the 1600s and the first permanent English settlement in the Americas, Jamestown. The Text Bundle
lesson begins with a biography of the American Indian Pocahontas for Ss to share what they know about this mythicized figure. They (pp.7-8)
examine a timeline that shows events at Jamestown, including interactions between the English and the Powhatans. Ss then read to
Learning 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.
Experience:
5 SWBAT describe the settlement of Plymouth from multiple perspectives by interpreting information presented American
Visual
Discovery visually and explaining how the information contributes to an understanding of the text in which it appears [RI.4.7] Colonization
Students continue to compare the perspectives of the English and American Indians at Plymouth. Students read a biography about Text Bundle
Squanto and hypothesize the relationship he and his tribe will have with the settlers in Plymouth. Ss examine a treaty the Pilgrims (pp.9-11)
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 Encounter, by
Learning visually and explaining how the information contributes to an understanding of the text in which it appears [RI.4.7] Jane Yolen
Experience: In this lesson, students read a historical fiction story through the eyes of a Taino boy who encounters Christopher Columbus. The (on the Hub)
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
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.
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
Processing In this Processing Assessment, students complete a short DBQ that asks them to reflect on the stories of colonization they discussed Text Bundle
Assessment in the Preview lesson about Columbus, Pocahontas, and Thanksgiving. In lieu of an essay, students select one of these parts of
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.
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.
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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.
8 SWBAT hypothesize how and why the colonial regions differed by interpreting information presented visually and Americas Past,
explaining how the information contributes to an understanding of the text in which it appears [RI.4.7] 7.1
Unit 2 continues with a study of the foundation of the United States: the American colonial regions. The class is introduced to the Introduction;
Preview scaffolded essential question: How and why did the colonial regions differ? The teacher first provides some context of how the Section 7.2
colonies developed and students explore a map of the 13 colonies to familiarize themselves with their geography. Ss form a
hypothesis of how and the colonial regions differ based on their knowledge of the American Indian cultural regions, the settlements
at Jamestown and Plymouth and their study of the modern regions of the United States in 3rd grade. They read the Introduction to
Chapter 7 and Section 7.1 to gather more information on the three colonial regions and their unique characteristics. Ss then assume
the role of a colonist and selecting a colonial region to live in based on their background knowledge and the text.
9 SWBAT describe the New England colonies by determining the main idea of a text and explaining how it is supported Americas Past,
by key details [RI.4.2] Sections 7.3-7.4
The lesson begins with students reading a map showing the New England colonies and its industries. Students draw on their
previous knowledge of the Northeast region from 3rd grade and the settlement of Plymouth from Chapter 6 to consider what life
was like in the New England colonies. Students read about two New England colonies: Massachusetts and Rhode Island. For each
colony, students will take notes on the reason for founding, the geography, and the government. Students synthesize their notes to
determine the distinguishing characteristics of the New England colonial region.
Learning
10 SWBAT describe the Middle colonies by determining the main idea of a text and explaining how it is supported by key Americas Past,
Experience:
Skill Builder details [RI.4.2] Sections 7.5-7.6
The lesson begins with students reading a map showing the Middle colonies and its industries to infer what life was like in the
Middle colonies. Students read about two Middle colonies: Pennsylvania and New York. For each colony, students will take notes on
the reason for founding, the geography, and the government, building the same skills as with the New England colonies. Students
synthesize their notes to determine the distinguishing characteristics of the Middle colonial region.
11 SWBAT describe the Southern colonies by determining the main idea of a text and explaining how it is supported by Americas Past,
key details [RI.4.2] Sections 7.7-7.8
The lesson begins with students reading a map showing the Southern colonies and its industries. Students consider what life was
like in the Southern colonies. Students read about two Southern colonies: Maryland and Georgia. For each colony, students will take
notes on the reason for founding, the geography, and the government, building the same skills as with the New England and Middle
colonies. Students synthesize their notes to determine the distinguishing characteristics of the Southern colonial region.
12 SWBAT distinguish job opportunities in the colonial regions by referring to details and examples in a text when Americas Past,
Learning explaining what the text says explicitly [RI.4.2] Chapter 7
Experience: The lesson begins with students looking at images showing jobs in the three colonies and identifying which colonial region each Reading Further
Reading image shows using their notes from the previous days. Then students read about three young men who lived in the three different Choosing a
Further colonial regions and their job opportunities. Students will use their notes again to explain why each colonial region had different Career in the
Colonies
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industries and opportunities. The text also addresses groups of people in the colonies and their choices (or lack of choice) in the
colonies. Students explain why the colonial regions offered different opportunities for different groups of people.
13 SWBAT explain how and why the colonial regions differed by integrating information from multiple sources on the Americas Past
Processing same topic in order to write or speak about the subject knowledgeably [RI.4.9] Chapter 7:
Assessment In this processing assessment, students demonstrate their understanding of the colonial regions, specifically how and why they Comparing the
differ. Students answer questions using two sets of paired images representing life in the New England and Southern colonies. Colonies
Students need to synthesize information from both sets of documents to compare the two colonial regions.
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 the
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 against
slave owners, escaping via the Underground Railroad, and formed communities together through traditional stories, music and prayer.
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
Preview 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
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
Students examine two images of West Africa before and during the slave trade. Students will consider how these pair of images (pp.4-6)
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
Learning the impact for West African communities.
Experience: 16 SWBAT analyze the way in which testimonials reflect the experiences of slaves in the Middle Passage by analyzing Facing Slavery
Response firsthand and secondhand accounts of the same event or topic [RI.4.6] Text Bundle
Group Students first read about the Middle Passage and gather details about what the experience looked sounded, smelled and felt like for (pp.7-8)
the enslaved Africans. After reading, Ss study a primary source -- excerpts from Oluadah Equianos autobiography in small groups.
Equiano was a West African boy who wrote about his capture, passage to and life in America. Students discuss the significance of
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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
Students read about the experiences living as a save from a textbook and from an account of life as a slave named Venture Smith, (pp.9-12)
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
Students watch a clip from the Academy Award-winning movie 12 Years a Slave that shows a group of slaves singing a spiritual. (pp.13-15)
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
Learning The Reading Further case study on current events serves to draw a parallel between the actions and culture of slaves and the action agency and
Experience: and culture of the black community today to engage students and foster optimism for the future. Students begin by examining an culture bring
Reading image from a Black Lives Matter rally. Students to share what they know or wonder about current events related to race. The communities
Further purpose of this conversation is not to discuss what is right and what is wrong, but to understand what students know and how they together today
feel about current events before reading and discussing them. The class then reads a text on current events related to black
(in the lesson)
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
Processing knowledgeably [RI.4.9]
Assessment The Processing Assessment involves a class discussion on slaves experiences, endurance and resistance. Students will have time to
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. They may
Flex Days 22 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 strong culture
23 and strong instruction in the first 6 weeks of school.
Unit 24 Unit Assessments 4th grade should be included in 2 class periods. All assessments are found on Illuminate. Teachers should access and
Assessment 25 administer the assessment on Illuminate, and then upload student data.
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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
Italicized words are words from the texts that are not bolded vocabulary terms
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AF Social Studies Grade 4 Unit 1: American Indians
2017-18
Appendix A: Placement within Yearlong Scope & Sequence
The following calendars notes the placement of this unit for all regions. Plan to follow this calendar as closely as possible to ensure
alignment across subjects, pacing for future units and the Unit Assessment widow on Illuminate. Flex days should be used as needed
throughout the unit. Social Studies instruction alternates each Friday with Science class.
Providence
Monday Tuesday Wednesday Thursday Friday
9/18 9/19 9/20 9/21 9/22
DAY OF PRACTICE (RI) 1 (LL1 Preview) 2 3 4
9/25 9/26 9/27 9/28 9/29
5 6 7 8 (LL2 Preview) No SS
10/2 10/3 10/4 10/5 10/6
9 10 11 12 13
10/9 10/10 10/11 10/12 10/13
COLUMBUS DAY 14 (LL3 Preview) 15 16 No SS
10/16 10/17 10/18 10/19 10/20
17 18 19 20 21 - flex
10/23 10/24 10/25 10/26 10/27
DATA DAY 22 - flex 23 - flex flex* No SS
10/30 10/31 10/25 10/26 10/27
24 Unit Assessment 25 Unit Assessment START UNIT 3
* Because of breaks in the calendar, RI schools have one additional flex day to use during Unit 2.
New York
9/18 9/19 9/20 9/21 9/22
1 (LL1 Preview) 2 3 4 5
9/25 9/26 9/27 9/28 9/29
6 7 8 (LL2 Preview) 9 No SS
10/2 10/3 10/4 10/5 10/6
DAY OF PRACTICE (RI) 10 11 12 13
10/9 10/10 10/11 10/12 10/13
10/16 10/17 10/18 10/19 10/20
17 18 19 20 21 - flex
10/23 10/24 10/25 10/26 10/27
DATA DAY 22 - flex 23 - flex 24 Unit Assessment No SS
10/30 10/31 10/25 10/26 10/27
25 Unit Assessment START UNIT 3
10
2017-18
Connecticut
9/18 9/19 9/20 9/21 9/22
1 (LL1 - Preview) 2 3 4 5
9/25 9/26 9/27 9/28 9/29
DAY OF PRACTICE (RI) 6 7 8 (LL2 - Preview) No SS
10/2 10/3 10/4 10/5 10/6
9 10 11 12 13
10/9 10/10 10/11 10/12 10/13
10/16 10/17 10/18 10/19 10/20
17 18 19 20 21 - flex
10/23 10/24 10/25 10/26 10/27
DATA DAY 22 - flex 23 - flex flex* No SS
10/30 10/31 10/25 10/26 10/27
24 Unit Assessment 25 Unit Assessment START UNIT 3
* Because of breaks in the calendar, CT schools have one additional flex day to use during Unit 2.
Appendix B: Responding to Data

This section is meant to highlight key lessons that are crucial data points for the teacher. Though data is collected and responded to in every lesson
there are certain lessons and concepts that are foundational to the success of the rest of the loop and/or unit. The table below names those key
lessons within this unit, the common misconception(s) and ways to respond to the student misconception(s).
Preview lessons are examples of lessons that are foundational to each lesson loop because students background
knowledge is at the forefront of the lesson and immediately the teacher has data to drive the rest of the lesson loop.
Each preview lesson in a unit is included in the table below and should be used when revising lesson plans.
Lesson, Aim & Daily Assessment What students might say and why Suggestions for Instruction
Lesson 1: SWBAT hypothesize the true story Students may think that the images Use the biographies of Columbus,
of American colonization by [RI.4.7] show the truth, since they show the Pocahontas and Squanto throughout the
Look at the following images, showing stories only ideas theyve learned about. lesson loop to compare truth with stories Ss
of how people explored and settled North Students may recognize that these may know. Ss should see that these people
America. Do these pictures show the true images are not true (because theyre existed, but the stories told about them are
story of Americas colonization? Include cartoons), but might not be able to not 100% true.
what might be true and what might be recognize what perspectives are Push Ss to recognize the differing
missing in your answer. missing from these stories. perspectives of the Europeans and American
Indians in each text, culminating in reading
Encounter.
Lesson 8: SWBAT hypothesize how and why Students may say people chose to In each lesson, highlight the geographical
the colonial regions differed by [RI.4.7] live in colonies where their families or features of the regions and how they led to
Imagine you are an English settler coming to friends were located, rather than different industries and ways of life.
live in one of the 13 colonies. Based on what consider the economic, social and Make connections between the American
you know so far, why might you chose to live political structures of the colonies, or Indian cultural regions and how their
in one colonial region over another? how that relates to their geography. cultures differed based on geography.
Lesson 14: SWBAT hypothesize the Students might have a lot to say During learning experiences, allow students
experience of enslaved Africans in colonial about the challenges as they read to share what they know and what they feel
America and how they endured and resisted about conditions of slavery before about slaves experiences. Support or clarify
these experiences by [RI4.7] the Civil War n in 3rd grade their statements based on the readings and
What challenges might have enslaved Literature. primary sources in the text bundle.
Africans faced during colonial times? What
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do you think they might have done to resist Students may struggle to come up Emphasize the stories of resistance and slave
and keep hope during these difficult times? with examples of resistance and culture in the texts, so Ss do not see slavery
endurance, and this might raise only through the lens of victimization.
emotions for certain students.
Appendix C: Processing Assessments & Unit Assessment
Lesson Loop 1 Processing Assessment

Short Response Questions
Directions: Read and analyze each document or pair and answer the questions that follow.
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Historical Background: Christopher Columbus sailed across the Atlantic Ocean in 1492 and landed,
accidentally, in the Americas. His journey began the Age of Exploration. Over the next 200 years more
Europeans came to the Americas, claiming land and building settlements across North America. Two
major English settlements were Jamestown in Virginia and Plymouth in Massachusetts.
Document 1
1. The song says, He thought he was in a different

spot. Explain the mistake Columbus made as an
explorer. (1 point)
Columbus thought he was going to Asia, so when he
landed in the Americas, thats where he thought he was.
4.3 American Colonization
Criteria for Success: 1 point for correctly identifying the mistake
Columbus made in navigating across the ocean. Answers include not
knowing the Americas existed and/or thinking he was in Asia.
2. How does this song show a new perspective on the

Age of Exploration? Include at least 1 detail from the song in
your answer. (1 point)
This song reminds us that Columbus was not the first
people who lived in the Americas, the American Indians
were. The song lists groups of American Indians, including
the Inuit and Cherokee, who already lived here.
Criteria for Success: 1 point for correctly identifying the perspective
that Columbus did not discover America and/or that the American
Indians were here first. Students must include a detail from the text to
earn credit. Sufficient evidence from the song includes:
- Listing a tribe name (Inuit, Cherokee, Aztec, etc.)
- Caribs meet him face to face
- Could anyone discover the place, when someone was
already here?
- Columbus was lost, the Caribs were not
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Document 2
Mortality: death Summer sickness: malaria from mosquitoes Mutiny: rebellion against leaders
3. Based on this list, what do you think the settlers of Jamestown thought of the American Indians? Use a
specific detail from the list to prove your point.
The settlers of Jamestown probably thought the American Indians were dangerous and violent because it
says that 2 died in the first Indian attack and more were killed during Indian ambushes.
Criteria for Success: 1 point for correctly identifying the settlers perspective of the American Indians (dangerous, violent, wild,
etc.). Students must include a detail from the text to earn credit. Sufficient evidence from the list include:
- 2 die in first Indian attack on Fort James
- At least 3 more die in Indian ambushes
- Pamunkeys kill 2 colonists in capturing Capt. John Smith
Document 3
Chief Powhatan was the leader of the Powhatan Confederacy, the Indian tribe that surrounded
Jamestown. It is said that he wrote Captain John Smith of Jamestown in 1607, saying:
"Why will you take by force what you may have quietly by love [kindness]? Why will you destroy us who
supply you with food? What can you get by war? We can hide our food and run into the woods; then you
will starve for wronging [hurting] your friends. Why are you jealous of us? We are unarmed, and willing
to give you what you ask, if you come in a friendly manner.
4. Summarize Chief Powhatans perspective on the relationship between his tribe and the settlers at
Jamestown. Use a specific detail from the list to prove your point.
Chief Powhatans perspective is that the settlers have been using force rather than come in a friendly way.
He sees the colonists as the problem that has caused the war .
Criteria for Success: 1 point for correctly identifying Chief Powhatans perspective of the settlers (coming with force, interested
in war, jealous, wronging friends). Students must include a detail from the text to earn credit.
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Document 4
(A) This is a page from a childrens picture book (B) The Wampanoag leader, Massasoit (shown above) signed a
written about the first Thanksgiving in 1621. It treaty with the Pilgrims and shared a harvest meal with them in
shows Massasoit, the leader of the Wampanoag 1621, known today as Thanksgiving. Massasoit had a son
tribe, and how he interacted with the Pilgrims. This Metacom who led the tribe after him. Metacom was worried
page said that the Pilgrims and the Indians about the spread of European settlements. In 1675, war broke
promised to be friends forever. The book includes out between the Wampanoag and the Pilgrim colonists. In the
drawing of the American Indians dressed in war Metacom was killed in battle and his wife and child were sold
feathers, which the Wampanoag did not always into slavery. The Pilgrims defeated the Wampanoag and took
wear. their land.
5. Compare the story of Thanksgiving (A) with the true interactions between the Wampanoag and the
Pilgrims (B). Why is it important to understand the true story of these groups? (2 points)
It is important to understand the true story of the Wampanoag and the Pilgrims, because the story doesnt
tell the full truth from both perspectives. The childrens story of the first Thanksgiving says that the
Pilgrims and the Indians promised to be friends forever. But the true story shows that the Pilgrims and the
Wampanoag went to war. In that war, the Pilgrims defeated the Wampanoag, killed their leader, and sold
his wife and child into slavery. As historians, its important for us to recognize that the stories we learned
about the past, including about Thanksgiving, often forgot about the effects Americas colonization had on
the American Indians who were here first.
Criteria for Success:
This response is worth 2 points and should be scored using the 2-Point Rubric. A successful 2 point response will include:
A valid claim that demonstrates a full understanding of the question being asked
o Instead of being friends forever, the Wampanoag and Pilgrims went to war shortly after the first Thanksgiving
o Students may also raise points about the headdresses or being the first Thanksgiving versus a harvest, though
there may not be sufficient evidence to support these ideas as fully
Accurate and sufficient evidence from the text or source
An explanation connecting the evidence back to the claim
Vocabulary from the unit, text or source
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Appropriate grammar, spelling, and transition words between ideas
Part 2 Section A: Short Response Questions
Document 1
1. Name one economic activity that was common in or near the colony that became your state. (1 point)
NY livestock, fur, lumber CT: livestock, rum, shipbuilding RI: rum, livestock, mining, whaling
4.4 The American Colonies
Criteria for Success: 1 point for using the map symbols that were included within or near the Ss state
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Document 2
2. Using the Regional Differences between Colonies chart, match each geographic or climate
description with the appropriate region(s) on the chart. All options will be used and may be used
more than once. (3 points)
vast (large) forests rocky soil fertile soil

shortest farming season iron ore mines longest farming season
New England Colonies Middle Colonies Southern Colonies
vast (large) forests iron ore mines fertile soil
shortest farming season fertile soil longest farming season
rocky soil

Criteria for Success: 1 point for correct matches for each region.
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Document 3
LANDMARKS OF COLONIAL AMERICA
A Puritan church in Massachusetts New York City Hall and Docks A plantation home in Georgia
3. Why was the church a central building in a New England colony? (1 point)
The church was a central building in a New England colony because many of the New England colonies,
like Massachusetts were established for a certain religious group like the Puritains.
Criteria for Success: 1 point for a correct answer that identifies an understanding of New England colonies emphasis on
religion in their founding, their government and/or in their daily lives
Part 2 Section B: Extended Response

Essay
Use the documents from Section A and your knowledge of Social Studies, identify and explain two reasons why
the American colonies developed into separate and distinct regions to answer the essential question:

In your response, make sure to include two paragraph one for each reason that each includes;
A valid claim that fully answers the question
More than 2 pieces of accurate evidence from your knowledge of Social Studies and documents above
Explanations that connect evidence to the broader idea of the claim
Vocabulary words from the unit and documents
The colonies developed into separated regions because their geography shaped their jobs and experiences
differently. The New England colonies had rocky soil, a short growing season and had many harbors on the
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ocean. They farmed to survive, but their major industries were shipbuilding and lumber. In the Middle
colonies, there was fertile soil for growing wheat and minerals in the ground to mine. And the fertile soil and
warm weather of the Southern colonies helped them grow crops like tobacco on huge plantations. Because of
the different natural features and climate, these regions developed different economies.
The colonies also differed because of the reasons why they were founded, especially between the New
England colonies and the Southern colonies. Massachusetts and Rhode Islander were founded by people who
wanted religious freedom. That meant that the colonies government and culture was centered around their
churches. In contrast, many other Southern colonies were founded for different reasons, like making money in
Virginia and as a place for criminals in Georgia. These colonies developed in a way that the plantation owners
became the most important leader of the colonies. These differences made life in the colonial regions much
different.
Criteria For Success:
This response is worth 4 points. EACH paragraph is worth 2 points and should be scored using the 2-Point Rubric.
A note on grading:
Assess each paragraph using the 2-point rubric, then add the scores of each paragraph to determine a final score:
Paragraph 1 score(___/2 ) + Paragraph 2 score (___/2) = Final score(___/4)
If students do give two distinct reasons for the colonial differences, the maximum score they can receive is 2 points.
Acceptable answers (*included in the exemplar above):

Reasons for distinct development:
Geography
*The New England Colonies had rocky soil, mountainous terrain, and a short growing season, which discouraged agriculture and
encouraged manufacturing, shipbuilding ,and other lumber work.
*The Middle Colonies had plenty of arable land, fertile soil, and access to vast coastlines, which allowed it to develop economic
bases in agriculture, manufacturing, and mining.
(The fertile soil of the Southern Colonies made it particularly well-suited for plantation-style agriculture.
Settler motivations
English colonists had diverse motivations for coming to North America. In part, the cultural differences among colonies can be
attributed to this diversity.
* Some of the earliest colonies were settled by private companies with the goal of making a profit. For example, the founding of
Jamestown was funded by the Virginia Company of London, which hoped to find gold in North America, and many of those who took
part in its founding hoped to gain wealth through their expedition. The Carolinas were established with similar goals in mind,
creating a common theme among the southern British colonies.
* On the other hand, several northern colonies were established by those searching for religious freedom. Massachusetts
(Pilgrims), Pennsylvania (Quakers), Maryland (Catholics), Connecticut (Puritans), and Rhode Island (religious dissidents) were
established with religious goals in mind.
Several other colonies were established as centers of trade (New York, Delaware, New Jersey) or, in the case of Georgia, as a
destination for petty criminals from England.
Economic production
Based in part on their unique geographic features, colonial regions emphasized different areas of economic emphasis, including
agriculture, trade, and manufacturing. For example, rocky soil, abundant forests, and vast coastline of the northern colonies
discouraged reliance on agriculture beyond subsistence and diverted many colonists in the region to take up maritime trades, such
as shipbuilding, trade, fishing, and whaling.
The fertile soil of the Southern Colonies produced diverse and profitable yields that shaped the regions economic growth for
centuries. This region specialized in cash crops for export - including tobacco, cotton, and indigo - which also required a unique
reliance on chattel slavery. The fertile soil in the region also discouraged the development of industries other than agriculture.
The Middle Colonies also had fertile soil to grow large amounts of food, and they exported their food surplus, iron ore, and several
manufactured goods to other colonies and Europe. This was the most economically diverse region in English North America.
Accept other reasonable responses (i.e. culture, government) if sufficient evidence supports
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2-Point Short Response Rubric

2 The features of a 2-point response are
Valid claim(s) from the source1 that indicate a deep understanding and analysis of the task.
Compelling, accurate, and sufficient evidence2 that develops the response and supports the claim(s).
As needed, explanations of evidence indicate full understanding of the source and connect to the larger claim(s).
Errors in grammar and usage do not impede readability or clarity of ideas.
STEM Addition:
Appropriate, content specific vocabulary is present and used effectively.
This level of response may also include diagrams, representations, or illustrations as required by the task.

A limited or overly literal understanding of the source that does not accurately address the task or only one part of it.
Some evidence attempts to develop the response, but the evidence is not compelling or is insufficient in response to the task.
Incomplete sentences or errors in grammar and usage that interfere with readability.

Response indicates a lack of understanding of the source, is totally inaccurate, or does not address the task at all.
Attempts to support the response are minimal, inaccurate, or nonexistent.
A response that is not written in English.
A response that is unintelligible or indecipherable.
Use the following scoring guidance for additional clarity:
1
Source can be taken to mean a text, experiment, multimedia experience, or mathematical task.
2
Evidence may be examples, definitions, or other information drawn from a source (see foot note 1) or a mathematical task.
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The Processing Assessment for Lesson Loop 4 involves a class discussion to answer the two essential questions:
The structure of this discussion mimics the Great Books Foundations Shared Inquiry model for discussion:
How Shared Inquiry Works

Shared Inquiry promotes an intellectually stimulating interpretative discussion of a worka group exploration of meaning
that leads to engaging and insightful conversation. It helps participants read actively, articulate probing questions about
the ideas in a work, and listen and respond effectively to each other. And it is based on the conviction that participants can
gain a deeper understanding of a text when they work together and are prompted by a leaders skilled questioning.
In Shared Inquiry discussion, each participant engages in an active search for the [central idea] of a work that everyone in
the group has read. With the energy and encouragement of the group, participants articulate and develop their ideas,
support their assertions with evidence from the text, and consider different plausible [central ideas]. The discussion
leader provides direction and guidance by asking questions about the text and about the comments of the participants.
The participants in the group should look to the leader for questions, not answers.
Shared Inquiry discussion is most rewarding when the leader and participants come to it well prepared. This preparation
often involves reading the text more than once and making notes of questions that occur while reading. A Shared Inquiry
discussion typically begins with the leader asking an opening interpretive questionthat is, a question that has more than
one plausible answer based on the work that is the focus of the discussion. This question should reflect genuine curiosity
on the part of the leader about some aspect of the text. In addition to asking an opening question, the leader uses follow-
up interpretive questions to guide the exploration of the work.
Loose agenda for the Processing Assessment:

Prior to the Assessment: The teacher frames the assessment and asks students to explore the resources from the
lesson loop to gather evidence in advance of the discussion. This may happen on a flex day or as homework.
Classroom Setup: Desks / chairs should be arranged in a circle so that all students may see each other and have
access to their resources from the lesson loop and their notes.
(5) The teacher arranges students to sit in the circle and frames the discussion and its goals.
(5) Students review their notes on the resources from lesson loop to gather evidence to prepare for discussion.
(20) Students participate in the discussion to build a collective answer and are assessed based on ideas, speaking
and listening. See rubric that follows.
(10) The teacher closes out the discussion and provides students with a chance for written self-reflection.
o Note: Reflections are used for closure, not for assessment. They will not be graded and students may
write in whatever form they choose, as long as it relates to the topic of discussion.
More details on facilitating the discussion will be included in the lesson level resources.
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Discussion Rubric:
4 Exceeds 3 Meets 2 Partially Meets 1 Limited 0*
Ideas Offers accurate, insightful Offers accurate, relevant Offers some valid ideas. Does not offer new
and original ideas. ideas. Some ideas are not ideas or ideas are
relevant or accurate. mostly inaccurate.
Builds on specific text Shares text references in
references in addition to addition to making Limited text references. Makes few or no
making comments in the comments in the other Makes a few comments comments that
other categories : categories : in categories such as: support discussion.
- inferences - inferences - inferences
- building comments - building comments - building comments
- clarifying comments - clarifying comments - clarifying comments
- connections - connections - connections
- questions - questions - questions
Speaking Speaks often but does not Speaks often but may Speaks occasionally or Speaks infrequently or
dominate discussion. dominates discussion. with prompting. no times.
Speaks audibly and clearly Consistently speaks Sometimes speaks audibly Speaks too quietly or
for others to understand. audibly and clearly. and clearly. unclearly.
Listening Demonstrate respect for Demonstrates respect for Generally shows interest Shows little interest
others learning, follows others and follows and follows some and follows some of
discussion rules, brings discussion rules. discussion rules. the discussion rules.
others into conversation.
Actively pays attention by Consistently pays Generally pays attention. Appears uninvolved
demonstrating active attention and during the discussion.
listening (nodding, eye demonstrates some
contact, hand signals) active listening.
*Students may receive a score of 0 if they disengage from or disrupt the discussion.
Sample teacher discussion sheet for tracking contributions:

Note the number of contributions with a check mark. On the inside of the circle, note any strong or incorrect ideas and
evidence introduced for later grading on the rubric.
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Unit Assessment
2017-18 ES Social Studies Unit 2 Assessment Grade 4
COLONIAL AMERICA
Illuminate Assessment Title: 2017-18 ES SS Unit 2 Assessment Grade 4
Administration Information
This assessment is worth a total of 21 points.
This assessment should be administered over two 40-minute periods.
Achievement First teachers must administer, grade and upload the assessment on Illuminate within 2 weeks of
the unit assessment date in the scope and sequence, and as outline in the Weekly Quiz Calendar:
Geography Testing Dates (Scope & Sequence) Data Due in Illuminate
New York Thursday 10/26 Monday 10/30
no Social Studies on Friday 10/28
4 PM, Friday 11/17
Connecticut
Monday 10/30 Tuesday 10/31
Rhode Island
When students complete one part of the assessment, they may begin the next section. Students can return to a
section of the exam once they have completed it.
This assessment is untimed; however, the table below provides suggestions for pacing. If students do not finish
in two days, teachers should provide additional times to complete assessment.
Section Brief Description Testing Time
1 Multiple Choice Items 15 min
2A Document Based Questions: Short Response 25 min
2B Document Based Questions: Extended Response 25 min
Total Time 65 min
To access the assessment on Illuminate:
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Before the Assessment:
1. From AFs Homepage, go to and log onto Illuminate, using your computer login + password.
2. Go to List Assessments.
3. Refine your search to Year: 2017-18; Grade: 4; Subject: History
4. Select the Assessment: 2017-18 ES SS Unit 2 Assessment Grade 4
5. Go to Setup Materials. Download, then print Student Booklets for each student and 1 Teacher Booklet for
each teacher administering the assessment.
6. Go to Administration Print Answer Sheets. Print Answer Sheets for each student on your roster.
During the Assessment:
7. Students should take the assessment in the Student Booklet and mark Multiple Choice on the Answer Sheet.
Note: MAKE SURE that students have the answer sheet with their name & student ID printed.
After the Assessment:
8. Teachers core the Constructed Response and mark on the Answer Sheet, using the CFS in the Teacher Booklet.
9. Go back onto Illuminate to the assessment page (see steps above).
10. Go to Administration Scan. Hold each Answer Sheet to the Camera to scan scores. SAVE after each student.
Please note: If you need additional assistance accessing the materials on Illuminate, OR if you would like to differentiate
the test booklet for your students (i.e. provide alternative spaces to write or larger font), reach out to Drew Gannon.
Part 1: Multiple Choice

Directions: Choose the best answer for the following multiple choice questions.
1. Why did explorers come to the Americas?

a. To gain land and wealth for their country
b. To find tools like maps and astrolabes
c. To fight the American Indians
d. To learn about sailing
SS.4.3 American Colonization
2. The Native American population of Mexico in 1492 was about 25 million. The population in 1608 was
less than 2 million. This decrease in population was caused by
a. crop failures because of poor weather conditions
b. movement of Native Americans to Europe and Africa
c. wars between different American Indian cultural regions
d. diseases introduced by the European explorers
Use The Treaty of 1621 below to answer #3.
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3. The Treaty of 1621 shows

a. a truce between settlers at Jamestown and American Indian tribes that to stop the attacks
between them.
b. rules that Jamestowns settlers gave the American Indians before Pocahontas married John Rolfe.
c. an agreement between settlers at Plymouth and American Indians that helped the settlers
survive.
d. rules for the first Thanksgiving, to avoid violence between the American Indians and the Pilgrims.
4. Why did people in the New England, Middle and Southern colonies develop different ways of life?
a. People with specific skills settled in each area.
b. The regions had different geographies and resources.
c. The leaders of the colonies decided how people would earn a living.
d. The King of England set up each of the colonies to have different cultures.
5. Which of the following best describes the common features of the New England colonies?
a. Most of the colonists in the New England colonies were Puritans. They wanted to change the
practices of the Church of England. Religion was an important part of their lives.
b. The New England colonies were ideal for shipping and trade. The valleys of the Hudson and
Mohawk rivers were well suited to trade. Iron, a useful mineral, was also found in this region.
c. The New England colonies were very democratic. All men could vote for the colonys governor
and local officials, regardless of race or religion.
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d. The New England colonies attracted rich men from Great Britain. They grew cash crops such as
tobacco and rice on plantations.
6. Which of the following statements best explains how the environment influenced the economy and
culture of the Southern colonies?
a. Rocky soil and access to fresh water allowed shipbuilders and fishermen power and wealth.
b. Long growing seasons and fertile soil gave plantation owners power and a need for slave labor.
c. Trade and mining were important to the economy, so merchants and miners gained power.
d. Being inland, without access to the ocean hurt the economy of the Southern colonies.
Use the testimonial by Olaudah Equiano below to answer #7.
7. What part of a slaves experiences does Olaudah Equianos testimonial help us understand?
a. The dilemma of trading slaves for guns
b. The journey on the Middle Passage
c. The exchange of goods in triangular trade
d. The conditions working on a plantation
8. Why did some slaves pretend not to understand what they were told to do?
a. It was a form of resistance.
b. It spared their friends feelings.
c. It helped them learn English.
d. It allowed them to buy freedom.
9. Which of these was a way slaves endure their experiences in the colonies?
a. They went to school to learn to read and write.
b. They sang spirituals as they worked in the fields.
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c. They cooked and baked rich foods for their meals.
d. They took long breaks between tasks throughout the day.
Part 2: Document Based Questions

Historical Background: The Age of Exploration began after 1492 after Columbus accidentally landed in the
Americas. After Columbus, many European explorers came to North America and interacted with the American
Indians who were already here. Over time, different countries colonized the continent and built settlements to
live. The early English settlements grew into 13 colonies along the Atlantic Ocean. The colonies developed,
helped in part by free labor from African slaves.
Task: The task below is based on Documents 1 through 3.
For Section A, read each document carefully and answer the question or questions that follows.
For Section B, use your answers to the questions in Section A, the information from the documents, and you
knowledge of Social Studies to write a well-organized paragraph in your own words. In your paragraph, you
should answer the question:
How were events in Colonial America be

perceived differently by different groups of
people based on their experience and
degree of power?
Part 2 Section A: Short Response Questions

Directions: Read and analyze each document and answer the question or questions that follow
each document in the space provided.
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Document 1
Photo A Photo B
1. Pictures A and B show two perspectives on Americas colonization. Identify the perspectives shown in
each. (1 point)
Photo A shows colonization from the colonist/explorer/white settlers/European perspective.
Photo B shows colonization from the American Indian/native perspective.
Criteria for Success: 1 point for successfully identifying Photo A from the colonist perspective and Photo B from the
American Indian perspective. Ss language to describe these groups may vary see examples above.
2. What mistake may be made if we study Americas colonization only from the perspective shown in Photo A? (1
point)
If we only study history from Photo A, we might believe stereotypes about what happened during this
time, like assuming that all the American Indians were violent and attacked settlers.
Criteria for Success: 1 point for successfully identifying studying Americas colonization will lead to limited information
about this time in history (i.e. lead to stereotypes, only tell one part of the story, assumptions, etc.). Students may or may
not use the term stereotypes in their responses, depending on how consistently the term was used in your classroom.
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Document 2
Occupations in the Colonies
Carpenter: No one was more important in a world

where nearly every useful item was made of wood. You
are a highly-skilled tradesman that is able to cut and
join timbers and boards into sturdy home, barns and
ships. Youll lay floors, hang doors, and nail on walls.
Youll work with many differ kinds of wood found in the
woods around your home, including oak, ash, poplar,
locust, and yellow pine.
Plantation Owner: Your large plantation is nearly

5,000 acres. You grow tobacco, rice, and some indigo.
You own 25 slaves, and they are primarily field hands.
You own several fine horses, and gamble at the monthly
horse races. You travel to Savannah on business and
purchase fine English furniture when it is available.
Gunsmith: Colonial gunsmiths had to have several skills

in order to produce the weapons necessary to tame the
frontier. You are a skilled blacksmith, founder, and
woodworker. Youll do finishing work in iron and steel
found in the mines around your home. You will also
repair any other metal implement that someone might
bring into your shop. It will take you nearly 100 hours
to make a fine rifle, and it will be passed down from
father to son.
1. Fill in the table below with the occupation that best matches each of the colonial regions. Then use the
name the industry from the map to each occupation. (2 points)
Region New England Middle Southern
Occupation Carpenter Gunsmith Plantation Owner
Industry Lumber/Shipbuilding Mining Rice/Indigo/Tobacco
Criteria for Success: 1 point for successfully connecting the correct occupation to the region. 1 point for successfully
matching industries to the occupations
2. Name one group of people who would not have been included on this list of occupations. (1 point)
Answers may include: Slaves (Africans), women, poor people, American Indians
Criteria for Success: 1 point for successfully identifying a group of people (other than white men) with limited opportunity
in the colonies
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Document 3
A field slave worked from sunrise to Our folks had to get up at four oclock every morning
sunset, but during harvest, they worked and feed the stock first. By the time it was light enough
an eighteen-hour day. A field worker was to see, they had to be in the fields where they hoed the
out in the field when the first sign of light cotton and the corn as well as the other crops. Between
until it was too dark to see. Women field ten and eleven oclock everybody left the field and went
workers worked the same hours as men. to the house where they worked until it was too dark to
They had to pick at least 200 pounds of see. My first job was to take breakfast to those working
cotton in order to receive their food at the
in the fields. I used buckets for this. Beside this I had to
end of the day.
drive the cows to and from the pasture. The rest of the
Children who were slaves at plantations day was spent taking care of Mrs. Hales young children.
often worked in the house from a very After a few years of this I was sent to the fields where I
early age. At about the age of twelve a planted peas, corn, etc.
child's work became almost the same as - Amanda McDaniel, remembering life as a young girl in
an adult's. Most children would go to slavery, from, Born in Slavery: Slave Narratives from the
work in the fields. Federal Writers Project, 1936-1938
Part A Part B
1. Which of these documents is a primary source?

Document 3B is a primary source.
Criteria for Success: 1 point for successfully identifying the primary source
2. What was life like for slaves on a plantation? Use details from the documents and your knowledge of Social Studies
to answer the question.
Life for slaves on a plantation involved long days and hard work. Slaves worked long days from sunrise to
sunset, sometimes even longer like Document 3A describes. They did hard work in the fields, both men and
women. Even children worked in the fields or in the main house. In Document 3B, Amanda McDaniel talks
about her jobs as a child, which included taking care of the masters children and working in the fields.
Slaves were sold to the highest bidder, so they had no choice about where they went. Families were even
split up. Because they had been brought to America to work on fields like property, their lives were
incredibly difficult.
Criteria for Success:
This response is worth 2 points and should be scored using the 2-Point Rubric. A successful 2 point response will include:
A valid claim that demonstrates a full understanding of the question being asked
o Instead of being friends forever, the Wampanoag and Pilgrims went to war shortly after the first Thanksgiving
o Students may also raise points about the headdresses or being the first Thanksgiving versus a harvest, though
there may not be sufficient evidence to support these ideas as fully
Accurate and sufficient evidence from the text or source
An explanation connecting the evidence back to the claim
Vocabulary from the unit, text or source
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Part 2 Section B: Extended Response
Historical Background: The Age of Exploration began after 1492 after Columbus accidentally landed in the
Americas. After Columbus, many European explorers came to North America and interacted with the American
Indians who were already here. Over time, different countries colonized the continent and built settlements to
live. The early English settlements grew into 13 colonies along the Atlantic Ocean. The colonies developed,
helped in part by free labor from African slaves.
Essay
Use the documents from Section A and your knowledge of Social Studies to write two well organized
paragraphs that answer the question below:
How were events in Colonial America be

perceived differently by different groups
of people based on their experience and
degree of power?
SS.4.2 Colonizing America
Write one paragraph about Americas Colonization (Age of Exploration and/or early settlements).
Write a second paragraph about the 13 Colonies (the colonial regions and/or colonial slavery).
In each paragraph, make sure to include:
A valid claim that fully answers the question
More than 2 pieces of accurate evidence from your knowledge of Social Studies and documents above
Explanations that connect evidence to the broader idea of the claim
Vocabulary words from the unit and documents
The explorers and the American Indians viewed events during the Age of Exploration differently because of
their different degrees of power. The explorers came to America in search of wealth, to spread religion and to
claim land. Finding America allowed them to do all these things. They discovered cash crops to make money,
took the American Indians as slaves, and claimed land for their countries. In contrast, the American Indians
saw strangers come to the land they had lived on for thousands of years. You can see that difference shown in
Document 1, Photo B, with the American Indians looking at the explorers as they claimed the land. They had
been using the same cash crops for a long time, and they did not want to give up their land. In the end, the
explorers were able to colonize America because they had more power than the American Indians did.
Power also affected the experiences in the colonies, especially between the white colonists and the African
slaves in the Southern colonies. White colonists had the opportunity to live on and own plantations, but they
didnt have to do the work on their farms. African slaves were brought across the Middle Passage from West
31
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Africa to work as free labor. Slaves experienced long hours of work, harsh treatment from their owners, and
being separated from their family. Document 3B explains how slaves on one plantation woke up at 4 am every
day to begin their work. The slaves attempted to resist their experiences by rebelling or running away, but
many more stayed slaves. Overall, life was much different for the white colonists living in the South and the
slaves they bought to work for them.
Criteria For Success:
This response is worth 4 points. EACH paragraph is worth 2 points and should be scored using the 2-Point Rubric.
A note on grading:
Assess each paragraph using the 2-point rubric, then add the scores of each paragraph to determine a final score:
Paragraph 1 score(___/2 ) + Paragraph 2 score (___/2) = Final score(___/4)
If students do give two distinct reasons for the colonial differences, the maximum score they can receive is 2 points.
Acceptable answers (*included in the exemplar above):

AMERICAS COLONIZATION
*American Indians and explorers had different perspectives because of the degrees of power each group had (explorers had more)
American Indians and settlers had different experiences because settlers didnt know their environment and struggled to survive
(the American Indians had already adapted to this land)
The settlers of Jamestown and Plymouth had different experiences of settlement because of how they interacted with the
American Indians (Jamestown fought, Plymouth attempted peace through a treaty)
AMERICAN COLONIES
The colonial region each had different experiences because of their differences (similar to LL2 Processing Assessments essay)
White men in the colonies had different experiences than women, the poor, slaves and American Indians because of power
* African slaves and white colonists had different experiences because of degrees of power one group was owned by the other
2-Point Short Response Rubric

Valid claim(s) from the source3 that indicate a deep understanding and analysis of the task.
Compelling, accurate, and sufficient evidence4 that develops the response and supports the claim(s).
As needed, explanations of evidence indicate full understanding of the source and connect to the larger claim(s).
Errors in grammar and usage do not impede readability or clarity of ideas.
STEM Addition:
Appropriate, content specific vocabulary is present and used effectively.
This level of response may also include diagrams, representations, or illustrations as required by the task.

A limited or overly literal understanding of the source that does not accurately address the task or only one part of it.
Some evidence attempts to develop the response, but the evidence is not compelling or is insufficient in response to the task.
Incomplete sentences or errors in grammar and usage that interfere with readability.

Response indicates a lack of understanding of the source, is totally inaccurate, or does not address the task at all.
Attempts to support the response are minimal, inaccurate, or nonexistent.
A response that is not written in English.
A response that is unintelligible or indecipherable.
3
Source can be taken to mean a text, experiment, multimedia experience, or mathematical task.
4
Evidence may be examples, definitions, or other information drawn from a source (see foot note 1) or a mathematical task.
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Note: Note on writing development: In Unit 1, the essay is graded based on the 2-point response rubric. Sufficient evidence for the
essay includes more than 2 pieces of evidence. In future units, essays will be graded based on strands of the PBA rubric.
Appendix D: Preparing to Unpack and Teach the Unit

Estimated Time to Complete: 60 Minutes
Read Unit 1 for your grade level and the student texts that students will read. Texts are found on the Curriculum
Hub, in daily lesson resources, or as part of your TCI Materials.
Respond to the following reflection prompts:
o Explain how each scaffolded essential question will be answered during the unit of study. Refer to specific
lessons numbers using the Aim and Lesson Narratives found in each lesson loop to support your answers.
What is the true story of Americas colonization?
o How will this unit support nonfiction literacy proficiency, while still building essential content knowledge?
Refer to Common Core standards and specific lesson numbers using the Aim and Lesson Narratives to
support your answers.
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AF Social Studies Grade 4 Unit 2: Colonial America 2017-18

Assessment Summary Lesson Types

Lesson Loop 1: Americas Colonization Scaffolded Essential Question:

Lesson Loop 2: Colonial Regions Scaffolded Essential Question:

Appendix B: Responding to Data

Lesson Loop 1 Processing Assessment

1. The song says, He thought he was in a different

2. How does this song show a new perspective on the

vast (large) forests rocky soil fertile soil

New England Colonies Middle Colonies Southern Colonies

vast (large) forests iron ore mines fertile soil

shortest farming season fertile soil longest farming season

4.4 The American Colonies

Part 2 Section B: Extended Response

How and why did the colonial regions differ?

Acceptable answers (*included in the exemplar above):

2-Point Short Response Rubric

1 The features of a 1-point response are

0 The features of a 0-point response are

Use the following scoring guidance for additional clarity:

Lesson Loop 3 Processing Assessment

How Shared Inquiry Works

Loose agenda for the Processing Assessment:

Sample teacher discussion sheet for tracking contributions:

To access the assessment on Illuminate:

Part 1: Multiple Choice

1. Why did explorers come to the Americas?

Use The Treaty of 1621 below to answer #3.

3. The Treaty of 1621 shows

Use the testimonial by Olaudah Equiano below to answer #7.

Part 2: Document Based Questions

Task: The task below is based on Documents 1 through 3.

How were events in Colonial America be

Part 2 Section A: Short Response Questions

Occupations in the Colonies

Carpenter: No one was more important in a world

Plantation Owner: Your large plantation is nearly

Gunsmith: Colonial gunsmiths had to have several skills

1. Which of these documents is a primary source?

How were events in Colonial America be

Acceptable answers (*included in the exemplar above):

2-Point Short Response Rubric

1 The features of a 1-point response are

0 The features of a 0-point response are

Appendix D: Preparing to Unpack and Teach the Unit

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