Grade 4 Social Studies Unit Preview Unit 1: Maryland: The First People

Lesson One: How can we describe the geographic characteristics of Maryland? Objectives: (The student will be able to) Interpret a variety of maps using map elements Describe geographic characteristics of Maryland/United States using resources such as: photographs, maps, charts, graphs, and atlases Vocabulary/Concepts physical/natural features Traits used to human-made features Things on the earths describe the natural environment of a place, surface built by people, including but not including: climate, plants and trees, soil, limited to towns, cities, bridges, railroad tracks, landforms, and bodies of water canals, dams, airports, monuments, and roads region An area with one or more common Appalachian Region Area near the characteristics which make it different from Appalachian Mountains; Washington, other areas Allegany, and Garrett Counties are part of the Appalachian Region. Atlantic Coastal Plain This region contains Piedmont Plateau This region has the the Eastern Shore and the Western Shore. densest population in Maryland. Some of the cities include Frederick, Columbia and parts of Baltimore. Lesson Two: Who were the first explorers of the North American continent? Objectives: (The student will be able to) Acquire and apply new vocabulary through investigating, listening, reading, and discussing a variety of print and non-print resources Describe the development of indigenous societies Vocabulary/Concepts archaeologist A scientist who studies culture The behaviors of a group of people, evidence from human culture of the past, including beliefs, languages, relationships, evidence can include tools, materials to make organization, food, clothing, tools, machines, and store food, clothing, and buildings and buildings migration Movement from one place to artifact An object made by humans, usually another, usually to find food or shelter from times of past Lesson Three: What was life like for the Native Americans of the Eastern Woodland region? Objectives: (The student will be able to) Describe the governing structures of Eastern Woodlands societies, such as how power was distributed and to whom, Describe the impact of location on Native American ways of life and compare the way Native America societies used the natural environment for food, clothing, and shelter Vocabulary/Concepts council A group of people who meet to talk wampum - Native American beadwork made about something important from shells wigwam A small, single-family house built Eastern Woodland Indians Native of branches and covered with bark or hide. Americans who lived in the Northeastern part Made by Native Americans of the United States

HCPSS, Office of Elementary Social Studies

Draft 2009

Grade 4 Social Studies Unit Preview Unit 1: Maryland: The First People
Lesson Four: How did the Native Americans of the Eastern Woodlands compare to Native American societies from other regions? Objectives: (The student will be able to) Compare and describe the elements of culture including shelter, recreation, education, oral traditions, art, music, language, and governments of Native American societies Vocabulary/Concepts environment Everything in and on the pueblo The Spanish word for village; also the Earths surface and its atmosphere name of a Southwest Native American group natural resources The gifts of nature that can be used to produce goods and services, including but not limited to land, water, animals, minerals, trees, climate, soil, fire, seeds, grain, and fruits Lesson Five: How did the Native Americans perspectives differ from those of the European explorers? Objectives: (The student will be able to) Compare the perspectives of Native American societies and the European explorers Vocabulary/Concepts New World North and South America as perspective A particular evaluation of a considered by Europeans during the 1500s, situation or facts, especially from one following Columbuss discovery of the person/groups point of view Americas claim To announce that something encounter A meeting with somebody or belongs to you or your country something, usually unexpected native A person born in the country or place Christopher Columbus An explorer who where he/she lives sailed for Spain, he encountered natives in the New World Lesson Six: What were the consequence of interactions between the Native People and Explorers? Objectives: (The student will be able to) Identify the origin, destination, and goals of North America explorers Explain the results of interactions between European explorers and North American Natives, Describe how native societies responded to exploration including examples of compromise or conflict Vocabulary/Concepts conquistador A Spanish conqueror or Northwest Passage Sea passage through the adventurer, especially one of those who Arctic regions of North America, connecting conquered Mexico, Peru, and Central America the Pacific and Atlantic Oceans during the 1500s Sea Dogs Daring sailors from England who settlement A newly built small village in an wanted to become rich area with few people

HCPSS, Office of Elementary Social Studies

Draft 2009