UNIT X UNIT 3 | 113 FORMATIVE ASSESSMENT Write: Native American agriculture Write three things the Native Americans taught European settlers. Write three tips you think factory farms could adopt from the Three Sisters method. DIFFERENTIATED INSTRUCTION Scaffold Guide students to use these sentence frames in Activity C. ______ were grown in _______ and sent to ______. I was surprised to learn that ______________________. Amplify • Have students make a list of all their favorite foods that they wouldn’t be able to enjoy if the exchange on the map had never happened. • Have students write a letter to a friend sharing a recipe or recommending a favorite food using ingredients that either come only from America or only from Europe. • Read closely Once students have listened to the text twice, give them a chance to read it closely in pairs. Remind students to pay attention to the words in bold type and to use the strategies they have learned to determine meaning using visual and context clues. • Summarize informational text Ask students to write summaries of the text and exchange them with a partner. Then work with the class to generate a brief summary of the central ideas in the text and write it on the board. Ensure that students can describe the Three Sisters system and how it works. B Build academic language proficiency Read the questions aloud. Have students work in pairs and answer the questions, referring to the text to find evidence. ANSWERS 1. The Three Sisters system is for corn, beans, and squash. Native Americans planted beans around cornstalks so the beans could climb up them and the corn could benefit from the nutrients that the beans left in the soil. Then they planted squash to keep weeds out of the soil and hold water in. 2. The Wampanoag introduced European settlers to new foods. They taught them how to rotate crops and how to plant using the Three Sisters system. 3. Today, the Three Sisters system is used on small family farms. I think industrial farms don’t use it because machines and equipment can’t plant in the same way as humans can, and each crop stands separate from the others. C • Use a map Have students locate where they are on the map, and then say where their favorite foods come from. • Make connections Help students connect that peoples’ roots are connected to the food they grow. Ask: Is there any part of culture related to food that is not about eating? What is it? Have students answer the questions with a partner. ANSWERS 1. Corn, squash, potatoes, peppers, peanuts, beans, tomatoes, and pineapples were grown in the Americas and sent to Europe. 2. Onions, olives, grapes, coffee beans, peaches, pears, bananas, and rice were grown in Europe and sent to the Americas. 3. Sample answer: Yes, I was surprised that pineapples and peanuts were grown in the Americas in the 1500s. And I thought peanuts were more recent crops. I was also surprised that rice was grown in Europe. I thought it came mostly from Asia. Practice Book p. 61 Assessment Program p. 49 PRACTICE COMMUNICATE North America Central America South America Europe corn squash potatoes peppers peanuts beans tomatoes pineapples onions olives grapes coffee beans peaches pears bananas rice B Comprehension Answer the questions. 1. Describe the Three Sisters system. What crops are grown? How do the crops help each other? 2. What did the Wampanoag people teach the settlers? 3. Who uses the Three Sisters technique today? Why do you think farmers don’t use it much? C Making connections Look at the map and answer the questions. 1. What foods were grown in the Americas and sent to Europe? 2. What foods were grown in Europe and sent to the Americas? 3. Were you surprised to learn where some of the foods were raised? Which ones surprised you? Why? Exchange of Crops: The Americas and Europe, 1500s UNIT 3 113 UNIT 3 / CONNECT TO SOCIAL STUDIES
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