Weeks 1-9 • Focus: Geography and First Peoples
The first quarter establishes a strong foundation in the geography of New York State and the rich history of its earliest inhabitants. Students will become geographers, analyzing maps and landforms, and historians, exploring the complex societies of the Haudenosaunee (Iroquois) and Algonquian peoples. This study of how people adapt to their environment provides a perfect thematic link to the CKSci unit on the geological processes that shape the Earth.
Academic Skills:
Content Knowledge:
Exploring New York's diverse physical features and mapping skills
New York
by Bridget Parker
E is for Empire: A New York State Alphabet
by Ann Burg
Introduce physical and political maps of New York State. Identify and label major landforms (Adirondack Mountains, Catskill Mountains, Finger Lakes, Hudson River, Lake Erie, Lake Ontario) and major cities (New York City, Albany, Buffalo, Rochester, Syracuse). 4.1a, 4.1b
Review place value to 1,000,000. Practice reading and writing numbers in standard, expanded, and word form. Use real-world data, such as the populations of different NY cities, for practice. NY-4.NBT.2
Begin CKSci Unit 4: Processes That Shape Earth. Connect the landforms studied in social studies to the scientific processes that created them. Learn about Earth's layers (crust, mantle, core). 4-ESS2-1
Read excerpts from "New York" by Bridget Parker, focusing on the physical geography. Practice interpreting information from maps and visual features in the text. 4.RI.7
Introduce latitude and longitude as a grid system for finding locations. Practice finding coordinates for major New York landmarks. Create a "Me on the Map" project showing the student's place in their town, county, state, country, continent, and hemisphere. 4.1a
Practice adding and subtracting multi-digit numbers using the standard algorithm. Create problems using elevations of mountains or distances between cities. NY-4.NBT.4
Conduct a simple erosion experiment by building a sand or soil pile and slowly pouring water over it to model how rivers carve valleys. Document observations and results. 4-ESS2-1
Begin an informative paragraph about a specific geographic region of New York State. Focus on creating a strong topic sentence and organizing facts logically. 4.W.2
Complete and revise the informative paragraph about a New York State region. Add supporting details and a conclusion. Share with a family member and discuss what makes the region special. 4.W.2
Apply addition and subtraction skills to solve multi-step word problems involving New York geography. NY-4.NBT.4
Maps & Resources:
Science Materials:
Exploring the sophisticated social and political structure of the Haudenosaunee
The Iroquois Confederacy
by Sarah Michaels
Hiawatha and the Peacemaker
by Robbie Robertson
Use the Smithsonian's Haudenosaunee Guide for Educators as a core resource. Study the five (later six) nations of the Confederacy: Mohawk, Oneida, Onondaga, Cayuga, Seneca, and Tuscarora. Locate their territories on a map of New York. 4.2a
Read informational texts about the Haudenosaunee. Practice identifying the main idea and supporting details. 4.R.2
Introduce multiplication as comparison (e.g., "5 times as many"). Create word problems with Haudenosaunee contexts: "If a longhouse holds 12 families, how many families are in 5 longhouses?" (12×5=60) NY-4.OA.1
Study fossils found in New York State and what they tell us about the region's past environment. 4-ESS1-1
Write a summary of the Haudenosaunee nations, focusing on organizing information clearly with main ideas and supporting details. 4.W.2
Study the story of the Peacemaker and the formation of the Confederacy. Create a graphic organizer detailing the structure of the Grand Council, the role of the Clan Mothers, and the principles of the Great Law of Peace. 4.2b
Read "Hiawatha and the Peacemaker." Compare this text with another version of the founding of the Haudenosaunee Confederacy, noting similarities and differences. 4.R.9
Practice multiplying multi-digit numbers by a single-digit number using the standard algorithm. Create problems such as: "If each of the 6 nations sent 9 chiefs to the Grand Council, how many chiefs were there in total?" (6×9=54) NY-4.NBT.5
Introduce wampum belts (Hiawatha Belt, Two Row Wampum) as primary source documents that convey history and law without written words. 4.2b
Explore how fossils can be used to determine the age of rock layers. Create a simple model showing rock stratification with different "fossils" in each layer. 4-ESS1-1
Discuss the concept of the "Three Sisters" (corn, beans, and squash) as a model of agricultural science and interdependence. Explore Haudenosaunee housing (longhouses), clothing, and tools. 4.2a
Continue practicing multi-digit by single-digit multiplication with larger numbers. Apply skills to word problems about Haudenosaunee life. NY-4.NBT.5
Compare the Peacemaker story with a myth from another culture (e.g., Greek or Roman) to analyze similar themes of conflict and resolution. 4.R.9
Investigate how Haudenosaunee used natural resources and adapted to their environment. Connect to geological concepts about the landscape of New York. 4-ESS1-1
Design a wampum belt on graph paper using symbols to represent a family story or a classroom rule. Present and explain the meaning behind the design.
Key Resources:
Project Materials:
Comparing different Native American adaptations and environmental influences
Native Americans of the Northeast
Informational texts from various sources
Eastern Woodlands Myths and Legends
Traditional stories collection
Introduce the Algonquian-speaking peoples of New York (Lenape, Mahican, Montauk, Shinnecock). Locate their territories on a map and discuss their relationship with the Haudenosaunee. 4.2a
Introduce area and perimeter formulas. Create problems related to Native American dwellings: "If a rectangular wigwam measures 12 feet by 8 feet, what is its area? What is its perimeter?" NY-4.MD.3
Study how land changes through both fast processes (landslides, volcanoes) and slow processes (erosion, weathering). Connect to how these processes shaped the regions where Native Americans lived. 4-ESS2-1
Read informational texts about Algonquian peoples. Compare and contrast their cultural practices with the Haudenosaunee, creating a Venn diagram. 4.R.9
Practice calculating area and perimeter of rectilinear figures by decomposing them into non-overlapping rectangles. NY-4.MD.3
Examine how Algonquian coastal groups (like the Shinnecock and Montauk) adapted differently to their environment compared to woodland groups. Study differences in food sources, housing, and tools. 4.2a
Introduce factors and multiples. Find all factor pairs for numbers 1-100 and recognize patterns. NY-4.OA.4
Read myths and legends from Algonquian tradition. Analyze how point of view shapes the content and style of these stories compared to Haudenosaunee stories. 4.R.6
Analyze data from maps to identify patterns in Earth's features. Study how New York's waterways and mountains influenced Native American settlement patterns. 4-ESS2-2
Create a map showing the territories of different Native American groups in New York. Include major geographical features and how they influenced settlement.
Compare the governance structures of Algonquian peoples to the Haudenosaunee Confederacy. Discuss similarities and differences in decision-making processes. 4.2b
Write a narrative from the perspective of a Native American child, incorporating historical details about daily life and environment. Focus on clear event sequences. 4.W.3
Identify multiples and factors, recognizing that a whole number is a multiple of each of its factors. Determine whether a number is prime or composite. NY-4.OA.4
Investigate how Native American groups used natural resources sustainably. Connect to concepts about how human activities can impact landscapes and environments. 4-ESS2-1
Share and revise narratives about Native American life. Provide peer feedback on historical accuracy and narrative structure.
Research Resources:
Math & Science Materials:
Consolidating learning and preparing the first quarterly report
This week is designed to review key concepts, celebrate learning, and prepare documentation for your quarterly report. Students will demonstrate their understanding of New York geography, Native American cultures, and the geological processes that shaped the region.
Create a detailed map of New York State showing major landforms, waterways, and Native American territories. Label key features and include a legend. Test knowledge of latitude and longitude by identifying coordinates of major cities.
Play review games focused on multi-digit addition/subtraction, multiplication, area/perimeter, and factors/multiples. Create a "math hunt" with problems hidden around the house that test different skills.
Create a comparison chart of Haudenosaunee and Algonquian cultures (governance, housing, food, beliefs). Discuss the relationship between environment and cultural adaptations.
Review Earth's processes, weathering, erosion, and rock formations. Create a visual presentation showing how New York's landscape was formed and how it influenced human settlement.
Create a "Quarter 1 Portfolio" with best work samples from each subject area. Prepare an oral presentation about the most interesting things learned about New York's geography and Native American cultures.
Verify your child's mastery of these key skills:
Math & Science:
ELA & Social Studies:
Use this week's assessments to prepare your first quarterly report for your school district, including:
| Processes That Shape Earth | Core Knowledge Foundation | Weeks 1-8 |
| Native Americans of the Northeast | Various | Weeks 6-8 |
| Eastern Woodlands Myths and Legends | Various | Weeks 6-8 |
| Smithsonian's Haudenosaunee Guide for Educators | National Museum of the American Indian | Weeks 3-5 | Title | Author | Week(s) Used |
|---|---|---|
| New York | Bridget Parker | Weeks 1-2 |
| E is for Empire: A New York State Alphabet | Ann Burg | Weeks 1-2 |
| The Iroquois Confederacy | Sarah Michaels | Weeks 3-5 |
| Hiawatha and the Peacemaker | Robbie Robertson | Weeks 3-5 |