4th Grade CLR Resources

Teacher Background Knowledge & ideas to consider as you teach: This arc talks a lot about perspective. Consider how history is often told by dominant voices, and therefore our understanding can be limited. If we do not actively seek out underrepresented or historically marginalized perspectives, we will not have the full picture. 

Lesson 2 states that the Learning Goal is: Experiment with perspective to explain how pieces of evidence work together to complete a whole picture, or piece of writing.

In George vs. George, consider asking yourself: How are indigenous people represented? (P 8 generalized and spoke about George Washington’s strength)

Extension: 

Extend the comparing of language with the comparison of characters and whose narrative is being shared.

Consider using this supplemental Article about indigenous folks who were part of the American Revolution

• As you read the page titled "The blacksmith’s slave'"point out that this is noy a profession, but forced (as the narrative tells). Keep reminding students of this as the pages come up, and how the language shows possession. 

• The Deep Dive addresses the “diversity” of this book, but defines enslavement as a job, and asserts that having one enslaved person, one native american, and an orphan means it’s diverse. Before doing this, consider doing character identity webs for the characters and point out who gets names and who doesn’t (point out the role of women throughout the book). 

• In the Learn section: 

  1. In the WRITE AN OPINION PARAGRAPH section, there is an opinion writing piece  for students to take the perspective of one of the characters in Colonial Voices, including the enslaved man. Being a slave is not a job. If you choose to keep that as one of the options for students, have discussions about their perspective, Including questions like ___ and read ____ . 
     
     

• In the Launch section: 

  1. When reading George V George:

     1. pages 24 - 26 talk about why the colonists dressed as Mohawk Indians, and what the implication is for indigenous people (their identity being used as a prop). What was their intention?

     2. Emphasize that the colonists’ intention doesn’t justify their actions, but can give insight into their way of thinking.

• In the Learn section: 

  1. In the COMPLETE THE WHAT-SO-SO WHAT CHART section, there is a table for breaking the students Into groups. Remove "The Slave" from groups 2 and 4 as one of the options. Being enslaved is not a job. Replace that with The Tavern Keeper or A Son of Liberty. 

  2. In the WRITE AN OPINION PARAGRAPH section, there is an opinion writing piece from the perspective of one of the people Inthe Colonial Voices book. Remove the enslaved person as one of the options for students to choose because the other characters have jobs and being enslaved is not a job.   

• In Colonial Voices, address why the colonists are dressed as Mohawk Indians 29-30

As you prepare to teach these lessons, consider the following reflection question: What sides of the story aren’t represented?

How might you incorporate this question into your discussions with students?