Weeks 16-28 • Focus: Government, Reform Movements, and Biological Structures
The third quarter examines the dynamic period of growth and change in post-Revolutionary New York. Students will study the formation of state and federal governments, explore New York's central role in major social reform movements including abolition and women's suffrage, and learn about the monumental engineering feat of the Erie Canal and its economic impact. The science unit on the structures and functions of living things offers compelling parallels, allowing for discussions of systems—governmental, economic, and biological—and how their parts work together.
Academic Skills:
Content Knowledge:
Exploring the formation of New York State and federal government systems
The US Constitution
Core Knowledge Foundation (CKHG Reader)
Structures and Functions of Living Things
Core Knowledge Foundation (CKSci Reader)
Introduce the concept of federalism - the sharing of powers between national and state governments. Create a two-column chart listing federal vs. state powers. 4.4a
Begin reading The US Constitution CKHG Reader. Focus on analyzing text structure, noting headings, subheadings, and other organizational features. 4.RI.5
Explore the three branches of federal government. Create a tree diagram showing Legislative (Congress), Executive (President), and Judicial (Supreme Court) branches.
Begin CKSci unit on Structures and Functions of Living Things. Introduce the concept that organisms have internal and external structures. 4-LS1-1
Review multiplication and division. Create word problems based on the Constitution (e.g., "If each state sends 2 senators, how many senators are there from all 50 states?") NY-4.NBT.5, NY-4.NBT.6
Examine a simplified version of the Constitution's Preamble. Discuss the meaning of key phrases like "We the People" and "establish justice." 4.RI.4
Discuss the concept of checks and balances. Role-play how each branch can limit the power of the others. Create a simple flowchart to illustrate these relationships.
Examine plant structures (roots, stems, leaves, flowers) and discuss their functions. Draw and label a plant diagram. 4-LS1-1
Write a paragraph comparing governmental systems to plant systems (e.g., branches of government are like parts of a plant, each with specific functions). 4.W.2
Study the New York State Constitution. Compare and contrast with the US Constitution. Create a Venn diagram showing similarities and differences. 4.4a
Use primary sources to explore New York's role in ratifying the US Constitution. Analyze multiple accounts of the same event. 4.RI.9
Examine local government (county, city, town). Create a hierarchy diagram showing the relationship between federal, state, and local governments.
Study animal structures. Compare and contrast internal structures (heart, brain, lungs) and external structures (limbs, shells, feathers). 4-LS1-1
Create a "Government Guide" explaining the three branches of government at state and federal levels. Include illustrations and clear explanations. 4.W.2
Practice division with remainders using governmental contexts (e.g., "If 78 representatives are divided equally among 5 committees, how many will be on each committee?") NY-4.NBT.6
Social Studies Materials:
Science Materials:
Exploring New York's pivotal role in the fight against slavery
A Picture Book of Harriet Tubman
by David A. Adler
Heart and Soul: The Story of America and African Americans
by Kadir Nelson
New York State was a critical hub in the abolitionist movement and the Underground Railroad. Key figures like Harriet Tubman, Frederick Douglass, and Sojourner Truth all lived and worked in New York State during their fight against slavery. The state's proximity to Canada made it an important final passage to freedom for many enslaved people seeking liberty.
Read A Picture Book of Harriet Tubman. Discuss her life and contributions. Focus on analyzing the sequence of events in her life. 4.RI.3
Introduce the Underground Railroad. Trace routes through New York on a map. 4.5a
Study Frederick Douglass and his work in Rochester, NY. Read excerpts from his newspaper, The North Star. Discuss why Rochester was an important center for abolitionist activity.
Introduce adding fractions with like denominators. Use historical contexts (e.g., "3/8 of the journey was through New York and 2/8 was through Pennsylvania. What fraction of the total journey was through these two states?") NY-4.NF.3
Read excerpts from Heart and Soul. Make connections between this text and the biography of Harriet Tubman. How do these texts present similar information? 4.RI.9
Discuss animal adaptations for survival. Connect to how Underground Railroad "conductors" like Tubman developed special skills (navigation by stars, hiding, etc.) to survive dangerous missions. 4-LS1-1
Research and map key Underground Railroad stations in New York. Discuss how geography (proximity to Canada, waterways) aided escape routes. 4.5a
Practice subtracting fractions with like denominators. Create word problems about Underground Railroad journeys. NY-4.NF.3
Write a biography of an abolitionist who worked in New York. Include information about their early life, why they became abolitionists, and their contributions to the movement. 4.W.2
Examine how animals use adaptations to respond to environmental changes. Compare to how abolitionists adapted their methods to changing circumstances. 4-LS1-2
Discuss the legacy of the abolitionist movement in New York. Create a timeline showing key events from slavery in New York to abolition and beyond.
Social Studies Materials:
Math Activities:
Exploring the engineering marvel that transformed New York's economy
The Erie Canal
by Peter Spier
Structures and Functions of Living Things
Core Knowledge Foundation (CKSci Reader)
Introduce the Erie Canal project. Use maps to trace the 363-mile route from Albany to Buffalo. Discuss why it was called "Clinton's Ditch" after Governor DeWitt Clinton. 4.6a
Begin reading The Erie Canal. Focus on identifying cause and effect relationships in the text. 4.RI.3
Explore the engineering challenges of building the canal. Create a step-by-step illustrated guide showing how locks work to raise and lower boats.
Introduce multiplying fractions by whole numbers. Create problems related to the canal (e.g., "If each work crew completed 1/4 mile of canal per day, how much would 5 crews complete?") NY-4.NF.4
Study how animals process information through their senses. Discuss how canal builders had to survey and "sense" the land to determine the best route. 4-LS1-2
Practice multiplying fractions with diagrams. Create visual models for canal-themed problems. NY-4.NF.4
Write an informative text explaining the process of building the Erie Canal. Include details about the workers, tools, and engineering challenges. 4.W.2
Discuss the impact on Native American communities. Examine primary sources showing perspectives of those displaced by the canal construction.
Analyze the economic impact of the Erie Canal. Create before/after maps showing the growth of cities along the canal route. Discuss how shipping costs and times were dramatically reduced. 4.6a
Create and solve multi-step word problems about canal shipping costs and times. NY-4.OA.3
Learn and analyze the "Erie Canal Song" ("Low Bridge, Everybody Down"). Discuss how folk songs preserve history. 4.RL.5
Study how animals process and respond to information. Compare to how canal boat operators had to process information about water levels, locks, and other boats. 4-LS1-2
Create a diorama or model of an Erie Canal lock. Include labeled parts and an explanation of how the lock works.
Review multiplying fractions by whole numbers through a canal-themed board game. NY-4.NF.4
Social Studies Materials:
Math Activities:
Examining New York's foundational role in the fight for women's voting rights
Her Right Foot
by Dave Eggers
Biographies of Susan B. Anthony and Elizabeth Cady Stanton
Various sources
Introduce the 1848 Seneca Falls Convention as the first women's rights convention in America. Locate Seneca Falls on a New York map. Discuss why this movement began in New York. 4.5b
Read a simplified version of the Declaration of Sentiments from the Seneca Falls Convention. Compare its structure to the Declaration of Independence. 4.RI.9
Introduce geometry - lines and angles. This connects thematically to the idea of "perspectives" and "points of view." Learn to identify right, acute, and obtuse angles. NY-4.G.1
Study how organisms respond to information. Discuss how suffragists responded to the information that women could not vote by organizing and protesting. 4-LS1-2
Explore primary sources from the convention. Discuss the resolution that was most controversial at the time - women's right to vote. 4.5b
Learn to measure angles with a protractor. Practice measuring angles in classroom objects. NY-4.MD.6
Study Elizabeth Cady Stanton and Susan B. Anthony. Create a timeline of their partnership and accomplishments in New York. 4.5b
Read biographies of Anthony and Stanton. Compare and contrast their backgrounds, strategies, and contributions. 4.RI.9
Examine suffrage campaign tactics - speeches, pamphlets, parades, and civil disobedience. Discuss Susan B. Anthony's arrest in Rochester for voting illegally.
Practice sketching angles of specified measure. Create angle patterns and designs. NY-4.MD.6
Begin writing a persuasive essay arguing for women's right to vote from a historical perspective. Include clear reasons and supporting evidence. 4.W.1
Trace the path to victory: New York grants women suffrage in 1917, followed by the 19th Amendment in 1920. Discuss why it took so long and the legacy today. 4.5b
Read Her Right Foot. Discuss how the Statue of Liberty's striding pose connects to themes of liberty, progress, and the ongoing work of creating equality.
Complete persuasive essay on women's suffrage. Edit and publish the final version. 4.W.1
Explore lines of symmetry in geometric shapes. Look for symmetry in suffrage movement symbols, banners, and posters. NY-4.G.3
Create a suffrage campaign poster with persuasive slogans and symbols. Present and explain the design choices and message.
Social Studies Materials:
Math Materials:
Consolidating knowledge and preparing quarterly report
This week is designed for consolidating the deep understanding gained throughout Quarter 3. Students will review key concepts in social studies, science, and mathematics while preparing materials for the third quarterly report. Special emphasis will be placed on connecting the various reform movements and understanding how systems (governmental, social, and biological) function.
Play fraction board games to review adding/subtracting fractions with like denominators and multiplying fractions by whole numbers. Practice measuring angles with protractors.
Create a concept map showing how plant and animal structures support their functions. Include examples from the quarter's lessons and connect to systems in government and society.
Create a comprehensive timeline of New York history covered in Quarter 3, from the formation of the state government through the women's suffrage movement. Identify connections between events.
Review different writing styles practiced: informative text (Erie Canal), biography (abolitionists), and persuasive essay (women's suffrage). Choose favorite piece to revise and polish for portfolio.
Select best work for portfolio. Create a "Quarter 3 Highlights" reflection, discussing favorite activities and most important concepts learned.
Observe your child's ability to:
Academic Skills:
Content Knowledge:
Compile observations and work samples to complete the third quarterly report:
| Title | Author | Week(s) Used |
|---|---|---|
| The US Constitution | Core Knowledge Foundation | Weeks 16-18 |
| Structures and Functions of Living Things | Core Knowledge Foundation | Weeks 16-27 |
| A Picture Book of Harriet Tubman | David A. Adler | Weeks 19-21 |
| Heart and Soul: The Story of America and African Americans | Kadir Nelson | Weeks 19-21 |
| The Erie Canal | Peter Spier | Weeks 22-24 |
| Her Right Foot | Dave Eggers | Weeks 25-27 |
Complete the year with Quarter 4: The Modern State, featuring immigration, industry, and environmental conservation in New York.
Continue to Quarter 4