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Grade 4 Subject Social Studies Goes with Pages: 1-4

Topic: Native American Culture Groups in Pennsylvania

What Your Student is Learning: Students should understand:

● European colonization disrupted and altered life for Native Americans ● Pennsylvania was a colony that touted religious tolerance, anti-slavery, and a multicultural

society (i.e. Swedes, Dutch, English, German, African)

Background and Context for Parents: Students are learning about the indigenous people who lived in what is today called Pennsylvania long before European arrival. They will learn that each Native nation is its own distinct culture group and that often times there are cultural similarities between native nations and between native nations and Europeans.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) Assist your student with the research of the culture of the following nations. http://nativeamericannetroots.net/diary/1162 the Lenape http://delawaretribe.org/culture-and-language/ the Delaware https://www.legendsofamerica.com/iroquois-confederacy/ the Iroquois Confederacy The Iroquois Nation today https://www.theatlantic.com/national/archive/2013/08/the-iroquois-are-not-giving-up/278787/

Online Resources for Students: http://nativeamericannetroots.net/diary/1162 the Lenape http://delawaretribe.org/culture-and-language/ the Delaware https://www.legendsofamerica.com/iroquois-confederacy/ the Iroquois Confederacy

Native Americans in Pennsylvania Culture Groups Map

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The map above show the Native American Nations that lived in the area that would eventually

be called Pennsylvania. Research 4 of nations and describe their culture.

Native Americans in Pennsylvania

Culture Organizer

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Directions: Describe what daily life for Native Americans in the area that European colonizers

would eventually call Pennsylvania

Native American Culture Group ____________________________

Native American Culture Group ____________________________

What was their language(s)?

Where in Pennsylvania did they live? (use geographic language)

Describe their homes,

Describe their clothing.

Describe their marriage and family life.

Did they farm, hunt, or trade?

Describe their religion.

Describe their government?

Directions: Describe what daily life for Native Americans in the area that European colonizers

would eventually call Pennsylvania

Native American Culture Group ____________________________

Native American Culture Group ____________________________

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What was their language(s)?

Where in Pennsylvania did they live? (use geographic language)

Describe their homes,

Describe their clothing.

Describe their marriage and family life.

Did they farm, hunt, or trade?

Describe their religion.

Describe their government?

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Grade 4 Subject: Social Studies Goes with Pages: 1-2

Topic: Comparing Native American and European Culture

What Your Student is Learning: Students should understand:

● European colonization disrupted and altered life for Native Americans ● Pennsylvania was a colony that touted religious tolerance, anti-slavery, and a multicultural

society (i.e. Swedes, Dutch, English, German, African)

Background and Context for Parents: Students are learning about the indigenous people who lived in what is today called Pennsylvania long before European arrival. They will learn that each Native nation is its own distinct culture group and that often times there are cultural similarities between native nations and between native nations and Europeans.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) Watch the following videos to help your student complete the table. https://youtu.be/TTYOQ05oDOI Crash Course in History https://www.khanacademy.org/humanities/us-history/precontact-and-early-colonial-era/spanish-colonization/v/comparing-european-and-native-american-cultures Kahn Academy

Online Resources for Students: https://youtu.be/TTYOQ05oDOI Crash Course in History https://www.khanacademy.org/humanities/us-history/precontact-and-early-colonial-era/spanish-colonization/v/comparing-european-and-native-american-cultures Kahn Academy

Directions: Use the videos linked above to complete the table comparing Native American and

colonial Europeans culture and beliefs.

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Native Americans Colonial Europeans

Land

Property and trade

Gender Roles

Religion

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Grade: 4 Subject: Social Studies Goes with Pages: 1-7

Topic: Africa before Transatlantic Slavery

What Your Student is Learning: Students should understand:

● Pennsylvania was a colony that touted religious tolerance, anti-slavery, and a multicultural society (i.e. Swedes, Dutch, English, German, African)

Students should be able to:

● Ask and answer questions about the history of PA (Native Americans, colonial era,

Revolutionary War, etc.)

● Cite or use evidence from primary and secondary sources to justify claims about PA History.

Background and Context: Students have studied colonial economics and have learned that the basis of many colonial economies is slavery. In this lesson, students will examine the culture of Africans before the Transatlantic Slave Trade.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) Read the text on pages 1-6 with your students. Discuss with your student evidence from the text that justifies the claims on pages 6-7. Additional Resource http://abolition.e2bn.org/slavery_41.html Africa before the Transatlantic Slave Trade

Online Resources for Students: Philadelphia: The Great Experiment by History Making Productions https://www.ushistory.org/us/6a.asp Africa before Transatlantic Slavery

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African societies and the beginning of the Atlantic slave trade

West Africa before the Slave Trade

At the dawn of the era of transatlantic slavery, Africa was a vast and

diverse land, the home of many ancient cultures and more than 800

languages. The region that would be most powerfully affected by the slave

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trade was in West Africa, along a strip of coast between the Senegal and

Congo rivers. This vast expanse of land was marked by a rich and varied

culture, having long absorbed influences from Arab North Africa, from

European trading posts, and from the cosmopolitan cities of the interior.

The inland city of Timbuktu was a major center for scholarship, and the

work of its astronomers, mathematicians, and theologians spread

throughout West Africa. Several large kingdoms, such as Mali, Songhay,

and Benin, held sway over significant stretches of territory, and in the 16th

century the capital of Benin was one of the largest cities in the world. In

much of the region, though, people lived in small clusters of villages, ruled

by tribal kings or chieftains, and worked the fields and forests for food,

pooling their labor and resources as a community.

Olaudah Equiano was the son of a chief of the Igbo people in West Africa,

but was kidnapped and sold into slavery as a small boy. In his

autobiography of 1789, he looked back on life in his homeland,

remembering it as "a charming fruitful vale."

Agriculture is our chief employment; and every one, even the

children and women, are engaged in it. Thus we are all

habituated to labour from our earliest years. Every one

contributes something to the common stock; and as we are

unacquainted with idleness, we have no beggars. The benefits of

such a mode of living are obvious.

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Art, such as this bronze head from Benin, is used to recount the history of the kingdom and its

rulers.

Powerful kingdoms, beautiful sculpture, complex trade, tremendous wealth,

centers for advanced learning — all are hallmarks of African civilization on

the eve of the age of exploration.

Hardly living up to the "dark continent" label given by European

adventurers, Africa's cultural heritage runs deep. The empires of Ghana,

Mali, and Songhay are some of the greatest the world has ever known.

Timbuktu, arguably the world's oldest university, was the intellectual center

of its age.

Although primarily agricultural, West Africans held many occupations.

Some were hunters and fishers. Merchants traded with other African

communities, as well as with Europeans and Arabs. Some West Africans

mined gold, salt, iron, copper or even diamonds. African art was primarily

religious, and each community had artisans skilled at producing works that

would please the tribal gods.

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The center of African life in ancient and modern times is the family.

Since Africans consider all individuals who can trace roots to a

common ancestor, this family often comprised hundreds of members.

Like Native American tribes, there is tremendous diversity among the

peoples of West Africa. Some traced their heritage through the father's

bloodline, some through the mothers. Some were democratic, while others

had a strong ruler. Most African tribes had a noble class, and slavery in

Africa predates the written record.

The slavery known to Africans prior to European contact did not involve a

belief in inferiority of the slaves. Most slaves in West Africa were captured

in war. Although legally considered property, most African slaves were

treated as family members. Their children could not be bought or sold.

Many achieved high honors in their communities, and freedom by

manumission was not uncommon. Plantation slavery was virtually unknown

on the African continent.

The impending slave trade brings ruin to West Africa. Entire villages

disappear. Guns and alcohol spread across the continent. Tribes turn

against other tribes as the once-fabled empires fade into history. The

Diaspora of African peoples around the world had begun.

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The vast and glorious civilization of Timbuktu.

Directions: Cite evidence from the text above that justifies the following claims.

Africans in colonial America were stolen from great civilizations in Africa. Evidence:_________________________________________________________________ __________________________________________________________________________ Evidence: _________________________________________________________________ __________________________________________________________________________

Slavery in Africa was very different than the slavery that Europeans instituted in America. Evidence:_________________________________________________________________

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__________________________________________________________________________ Evidence: _________________________________________________________________ __________________________________________________________________________

Africa was and is home to many cultures. Evidence:_________________________________________________________________ __________________________________________________________________________ Evidence: _________________________________________________________________ __________________________________________________________________________

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Grade: 4 Subject: Social Studies Goes with Pages: 1-3

Topic: Gradual Abolition in Pennsylvania

What Your Student is Learning: Students should understand:

● Pennsylvania was a colony that touted religious tolerance, anti-slavery, and a multicultural society (i.e. Swedes, Dutch, English, German, African)

Students should be able to:

● Ask and answer questions about the history of PA (Native Americans, colonial era,

Revolutionary War, etc.)

● Cite or use evidence from primary and secondary sources to justify claims about PA History.

Background and Context: Students have studied the Native American and European cultures in Pennsylvania. In the last lesson they studied where the Black culture in Pennsylvania originated. The first ship with enslaved Africans arrived in the colonies in 1619. In this lesson students will analyze whether or not gradual abolition true abolition.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) Study the Gradual Abolition Timeline with your student on page 2. Discuss the questions with your student on page 3. Additional Resource: https://www.inquirer.com/news/black-history-month-pennsylvania-gradual-abolition-slavery-indenture-emancipation-20190227.html Philadelphia Inquirer The Truth about Gradual Abolition

Online Resources for Students: Philadelphia: The Great Experiment by History Making Productions Explore PA History

Timeline of Abolition in Pennsylvania

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1681 Pennsylvania colony established

1688 First petition to abolish slavery is written by Quakers of Germantown

1775 American colonies enter in war against Great Britain in the American

Revolution

1776 Declaration of Independence is written and colonies declare their

Independence from Great Britain and establishes that “all men are created

equal”

1777 Vermont is the first state to abolish slavery

1780 Pennsylvania Act for the Gradual Abolish is passed stating

“any person born after March 1, 1780 to a mother who is a slave is

considered a free person once they reach the age of 28 years”

1783 Treaty of Paris is signed ending the American Revolution

1787 United States Constitution is ratified but does not end slavery

Colonies are now independent states of Great Britain

1790 Pennsylvania still has over 3,000 humans registered as slaves

1808 Federal (national) law passed prohibiting the importation of African slaves

1860 There are no records of registered slaves in Pennsylvania

1861 Civil War begins

1863 Emancipation of Proclamation issued freeing slaves in all southern states,

but no slaves are actually freed

1865 Civil War ends and Thirteenth Amendment abolish slavery in all state of

the United States

Supporting Questions:

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● How long after the beginning of the Pennsylvania colony was the first petition to

end slavery written?

● How many years passed between the issuing of the first petition to end slavery

and the Act of Gradual Abolition?

● What document or idea do you think encouraged Pennsylvania to make another

attempt to abolish slavery?

● Why do you think this? Cite evidence from the timeline.

● If a person born in 1799 were still alive in 1860 would they be considered a slave

or a free person? Justify your answer with evidence from the timeline.

● How does this document help you understand if gradual abolition was effective in

Pennsylvania? Cite evidence.

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Grade 4 Subject: Social Studies Goes with Pages: 1-2

Topic: Comparing Native American and European Culture

What Your Student is Learning: Students should understand:

● European colonization disrupted and altered life for Native Americans ● Pennsylvania was a colony that touted religious tolerance, anti-slavery, and a multicultural

society (i.e. Swedes, Dutch, English, German, African)

Background and Context for Parents: Students are learning about the indigenous people who lived in what is today called Pennsylvania long before European arrival. They will learn that each Native nation is its own distinct culture group and that often times there are cultural similarities between native nations and between native nations and Europeans.

Ways to support your student: (questions to ask, responses to look for, representations they should use, etc…) Watch the following videos to help your student complete the table. https://youtu.be/TTYOQ05oDOI Crash Course in History https://www.khanacademy.org/humanities/us-history/precontact-and-early-colonial-era/spanish-colonization/v/comparing-european-and-native-american-cultures Kahn Academy

Online Resources for Students: https://youtu.be/TTYOQ05oDOI Crash Course in History https://www.khanacademy.org/humanities/us-history/precontact-and-early-colonial-era/spanish-colonization/v/comparing-european-and-native-american-cultures Kahn Academy

Directions: Use the videos linked above to complete the table comparing Native American and

colonial Europeans culture and beliefs.

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Native Americans Colonial Europeans

Land

Property and trade

Gender Roles

Religion