Unit Plan 10 (Grade 4 Social Studies): Life Before Settlement

Focus: Describe Indigenous nations of the region—their homelands, foodways, housing, and cultural traditions, and explain how landforms, waterways, and climate shaped their ways of life. Emphasize that Indigenous peoples are still here today, with cultures that show both continuity and change over time.

Grade Level: 4

Subject Area: Social Studies (History • Geography)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Students learn about Indigenous nations whose homelands include the region where they live. Using maps, short texts, and cultural snapshots (foods, homes, clothing, tools, ceremonies), they explore how environment and geography shaped traditional ways of life before large-scale settlement by newcomers. They also learn that Indigenous peoples and nations continue today, with living cultures that have changed in some ways and stayed the same in others.

Essential Questions

• Who are the Indigenous nations whose homelands include our region, and where are those homelands located?
• How did landforms, waterways, and climate shape Indigenous peoples’ food, housing, and movement?
• What cultural traditions (stories, languages, arts, ceremonies, community life) show both continuity and change over time?
• How is it different to learn about Indigenous peoples as living nations rather than only as people “from the past”?
• Why is it important to learn about the homelands and cultures of Indigenous nations with respect and accuracy?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Name at least one to three Indigenous nations whose homelands include their state or region and locate these homelands on a map.
2. Describe important landforms, waterways, and climate patterns in those homelands and explain how geography shaped food sources, housing types, and seasonal movement.
3. Identify examples of cultural traditions (language, stories, arts, community practices, respect for land and water) and explain at least one way these show continuity and change over time.
4. Summarize how Indigenous peoples used local resources (plants, animals, water, soil) in sustainable ways for food, shelter, and tools.
5. Create a Homeland & Lifeways Profile for one Indigenous nation in the region, connecting environment to food, housing, and cultural traditions, and noting at least one way the nation continues today.

Standards Alignment — 4th Grade (C3-based custom)

• 4.C3.Hist.3 — Describe Indigenous peoples of the region (homelands, cultures, continuity and change).
  • Example: Summarize how environment shaped a nation’s food, housing, and movement.
• 4.C3.Geo.3 — Describe landforms, waterways, climate/weather patterns; explain impacts on settlement and land use.
  • Example: Explain how a river valley encouraged trade and farming.

Success Criteria — Student Language

• I can name at least one Indigenous nation from our region and show its homeland on a map.
• I can describe how landforms, waterways, and climate shaped the food, housing, and movement of that nation.
• I can share at least one cultural tradition and explain how it shows continuity and change over time.
• I can explain how Indigenous peoples used local resources with care and respect for the land.
• I can create a Homeland & Lifeways Profile that connects environment to daily life and culture for an Indigenous nation in our region.