Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 1

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Building a Learning Community Essential Question: What does a Social Studies classroom look like? How do we learn about the United States and its regions? Guiding Questions: Why do communities need rules?

Weekly Correlated Lesson Plan: CLLG MINILESSON Story Structure p. 40 Read the book “A River Ran Wild by Lynn Cherry aloud. Complete a Story Structure Establish Classroom Environment/Procedure SUW 8-17 (Resource) Introduce Classroom Library/Book Talks and Procedures

• Survey Social Studies Textbook—Nonfiction Features • SUW 4-4 (Defining Fiction, Nonfiction, Prose, Poetry,

Explain, and Entertain • SUW 4-3 (Prompts for two types of writing)

Why Do Communities Need Rules? Lesson Schools and Classroom Issues/Rules Lesson

• School and Classroom Issues/Rules Resource Cards Additional Resources/ Lessons Compare/Contrast functions and levels of Government

• SE p. 80-82 (Government—Federal/State/Local • Arkansas Activity Book—pp 28-29 (Reading a chart)

Examining Text Features Lesson Text Feature Chart—Use when conducting textbook survey. Features Informational Text 1st Nine Weeks Literature Suggestions Note: Anti Bullying lessons will be taught the first 9 weeks of school. Bully Proofing Your School: Working with Victims and Bullies in the Elementary School.

Social Studies Focus Literacy Focus: Establishing Classroom Environment/ Procedures/Rules Purpose/Function Government Branches of Government Bully Proofing Your School

Skill: Story Structure Strategy: Summarize Genre: Realistic Fiction/Informational Text Writing: Sentence Writing

Writing: Vocabulary : Choose one of the classroom rules that was established and tell why you feel it is necessary.

Executive Legislative Judicial Bill of Rights

President Supreme Court Constitution Citizenship

ASSESSMENT: Chart of the three branches of government and the roles of each. Story Map---“A River Ran Wild” Notes: Use 1st Nine Weeks Literature Suggestions as a guide to select books for your classroom library on the Northeast or stories with a setting in the Northeast and books related to geography, history, government, and economics. Let students use one of these books to complete a story map. CLLG p. 40 MIMILESSON Story Structure

Little Rock School District Social Studies 4th Grade

Revised 2015

STANDARDS Social Studies SLE’s: C.1.4.2 Examine responsibilities and powers of government officials at various levels and branches of local and state government.D2.Civ.1.3.3-5 C.1.4.3 Examine the origins, functions, and structure of state and federal government D2.Civ.5.3-5 C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5 C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems. D2.Civ.9.3-5 C.3.4.1 Examine the creation of rules and laws at the state level D2.Civ.3.3-5 C.3.4.2 Evaluate reciprocal relationships between people and rules, laws, and policies D2.Civ.12.3-5 C.3.4.3 Analyze group actions and responses to local and global problems D2.Civ.6, 13.3-5

Common Core Standards CC.4.RI.4Determine the meaning of general academic and domain specific words and phrases in a text relevant to grade 4 topic and subject areas. Explain how an author uses reason and evidence to support particular points in a text identifying which reasons and evidence supports which claims. Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably. CC.4.RL.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions) CC.4.RF.4.a Read on-level text with purpose & understanding. CC.4.SL.1.Participate in collaborative conversations with diverse partners about grade 4 topics & texts with peers & adults in small & larger groups. CC.4.SL.1a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC.4.SL. 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CC.4.RF.4.a Read grade-level text with purpose and understanding.

Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 2

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Building a Learning Community Essential Question: What does a Social Studies classroom look like? How do we learn about the United States and its regions? Guiding Questions: What are the roles of social scientists in understanding the United States and what tools do they use?

Weekly Correlated Lesson Plan: CLLG p. 43—Author’s Purpose Use classroom library books collection on Northeast with lesson to determine author’s purpose for different books—to inform; to entertain; to persuade Author’s Purpose Lesson Book Pass Journeys—pp 46-57 My Brother Martin by Christine King Farris—Use the story to discuss the role of the historian in gathering facts for biographies. Social Studies Word Wall Vocabulary Words Learning about Regions—Roles of Social Scientists Background Information Social Science/Social Scientist Lesson---A River Ran Wild Artifacts Analysis Matrix Lesson Resource Introduce vocabulary and read the book “A River Ran Wild” SUW 1-10 Tool 1-10A (Quick Sketch completed as teacher reads Mental map of the Nashua River—What were you thinking? SUW 1-11 (Making connections-What were you thinking?)What information in the book do the maps in the front and back of book show? Discuss the fact that there is no map key. Have students create a map key for one of the maps. Harcourt I20-I21—Reading Maps ID absolute and relative location of Nashua River. Social Scientist Resource Chart, Use books from Suggested 1st Nine Week Literature. What is the Pledge of Allegiance? Arkansas Activity Book pp 35-36 Additional Resources/Lessons How to Read Functional Maps Tools of a Social Scientist Vocabulary Card Template

Social Studies Focus : Literacy Focus: Social Studies Classroom Roles of Social Scientist Tools of a Geographer Bully Proofing Your School

Skill: Author’s Purpose Strategy: Monitor/Clarify Genre: Biography/Poetry Writing: Sentence Writing/Workshop

Writing: Vocabulary : Write one sentence about each of the social scientist telling how they help us learn about the United States. Historian, Economist, Geographer, Political Scientist

economy/economist; history/historian; political science/political scientist; geography/geographer; constitution, fiction/nonfiction, map key, absolute location, relative location

ASSESSMENT: Think/Pair/Share how the book “A River Ran Wild” by Lynne Cherry relates to each of the social sciences (geography, economist, history, and government). The class discussion held as the book was read aloud should provide the content for this assessment. Have students record their responses after they have shared with their partner. Map Key---Create Map Key for one of the maps in book A River Ran Wild

Little Rock School District Social Studies 4th Grade

Revised 2015

STANDARDS Social Studies SLE’s: C.1.4.2 Examine responsibilities and powers of government officials at various levels and branches of local and state government.D2.Civ.1.3.3-5 C.1.4.3 Examine the origins, functions, and structure of state and federal government D2.Civ.5.3-5 C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5 C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems. D2.Civ.9.3-5 E.4.4.1 Compare examples of scarcity from different regions in the state and nation D2.Eco.1.3-5 E.4.4.2 Apply economic decision-making models when making decisions (e.g., PACED Decision Making Model) D2.Eco.2.3-5 E.5.4.2 Articulate ways entrepreneurs and businesses in Arkansas and the United States organize human, natural, and capital resources to produce goods and services D2.Eco.4,7.3-5 E.5.4.3 Explain the effects of supply and demand on prices D2.Eco.5.3-5 G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a

region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4 G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5 G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial technologies, and geographic representations D2.Geo.7.3-5 G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5 Common Core Standards CC.4.RL.1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC.4.RL.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). CC.4.RL.2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. CC.4.RI..1 Ask & answer questions about key details in a text. CC.4.RI.2 Determine the main idea of a text & explain how it is supported by key details; summarize the text. CC.4.RI.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to grade 4 topic and subject areas. Explain how an author uses reason and evidence to support particular points in a text identifying which reasons and evidence supports which claims. Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably. CC.4.RI. 7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. CC.4.SL.1. Participate in collaborative conversations with diverse partners about grade 4 topics & texts with peers & adults in small & larger groups. CC.4.SL.1a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion).

Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 3

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Building a Learning Community Essential Question: What does a Social Studies classroom look like? How do we learn about the United States and its regions? Guiding Questions: What information does a political scientist give us about the U.S. and what tools do they use to provide this information?

Weekly Correlated Lesson Plan: CLLG MINILESSON Cause and Effect p.44 Using “A River Ran Wild” by Lynn Cherry introduce the Role of Political Scientist/Government .

• Introduce Political Scientist and Government. • Identify laws and agencies related to the story. • Read author’s notes in the front of the book. • Discuss the Clean Water Act

What is pollution and how did pollution affect the river in the book. Use SUW (Step up to Writing) 9-6 or.— Cause and Effect Effect—The river became polluted. Identify causes for this. Learning Logs Additional Resources/Lessons: Let’s Journey with a Law Lesson— http://bensguide.gpo.gov/3-5/lawmaking/index.html City Youth Lesson Plan—(Demonstrates how a river changes over time. My Senator and Me: A Dog’s View of Washington D.C. by Senator Edward Kennedy. (Make a schedule of the day of a Senator) A Fish Story Activity A River Ran Wild Cause and Effect Lesson Bill to Law Lesson Background Information on River Ran Wild http://www.lynnecherry.com/a_river_ran_wild_19410.htm Notes: The additional lessons can be used to learn about the process for a bill becoming a law. Use to guide class in deciding on an issue that affects the community and work together to follow the process to

Social Studies Focus : Literacy Focus: Social Studies Classroom Role of the Political Scientist Bully Proofing Your School

Skill: Cause and Effect Strategy: Visualize Author’s Craft Genre: Realistic Fiction & Informational Text Writing: Sentence Writing

Writing: Vocabulary : Write an informational paragraph telling about the cleanup of the Nashua River. Have students give examples of what humans did in the story A River Ran Wild.

Political Science Political Scientist Natural Resources Pollution Nashua River Clean Water Act Environmental Protection Agency

ASSESSMENT: T-Chart—Use to identify positive and negative impact of human interaction with the environment. Identify the responsibilities of each branch of government in addressing pollution. Class discussion: What information does a political scientist give us about our country and what tools do they use to provide this information?

Little Rock School District Social Studies 4th Grade

Revised 2015

After reading story, focus on two key questions: What is pollution and how did the pollution affect the wildlife and environment? Create a cause and effect poster. See A River Ran Wild Cause and Effect Lesson for guidelines.

develop a bill to present to the legislative branch of government for consideration as a law.

STANDARDS Social Studies SLE’s: C.1.4.1 Explain the purpose of the founding documents including the Declaration of Independence, U.S. Constitution, and the Bill of Rights D2.Civ.3.3-5 C.1.4.2 Examine responsibilities and powers of government officials at various levels and branches of local and state government.D2.Civ.1.3.3-5 C.1.4.3 Examine the origins, functions, and structure of state and federal government D2.Civ.5.3-5 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5 Common Core Standards Reading CC.4.RI.1 Ask & answer questions about key details in a text. CC.4.RI.3 Explain events, procedures, ideas, or concepts in a historical text, including what happened and why, based on specific information in the text. CC.4.RI.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to grade 4 topic and subject areas. Explain how an author uses reason and evidence to support particular points in a text identifying which reasons and evidence supports which claims. Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably. CC.4.RI.5 Describe the overall structure (cause and effect) of events, ideas, concepts, or information presented in diverse media and formats, including visually, quantitatively, and orally. CC.4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC.4.RL.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). CC.4.SL.1. Participate in collaborative conversations with diverse partners about grade 4 topics & texts with peers & adults in small & larger groups. CC.4.SL.1a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). Writing: CC.4..L.3a Choose words and phrases to convey ideas precisely. CC.4.W.2 Write informational text to examine a topic and convey ideas and information clearly.

Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 4

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Building a Learning Community Essential Question: What does a Social Studies classroom look like? How do we learn about the United States and its regions? Guiding Questions: What information does a historian give us about the U.S. and what tools do they use to provide this information? What is the difference between primary and secondary sources?

Weekly Correlated Lesson Plan: CLLG MINILESSON Theme p. 46 In the story “A River Ran Wild” what message the author was trying to teach. Getting a Sense of Time Lesson Datecards for Timeline Activity Getting at the Truth Lesson Primary and Secondary Sources—Harcourt TE and SE pp. 132-33 Notes: Historians use chronology to help recreate the past. They also have to make decisions about what is historically significant. After completing the timeline activity refer back to the story and discuss how the events relate to each other.

Social Studies Focus : Literacy Focus: Social Studies Classroom Role of the Historian Bully Proofing Your School

Skill: Theme Strategy: Analyze/Evaluate Author’s Craft: Elements of Drama Genre: Informational Text & Play Writing: Informational:

Writing: Vocabulary : Identify 8-10 significant events in the history of the Nashua River from “A River Ran Wild” and use these events to write an informational account for a history magazine. State the theme of the book in your account.

History Historian Historical Maps Timeline Primary Sources Secondary Sources Chronology Artifacts Historical Significance

ASSESSMENT: What information does a historian tell us about the United States and what tools do they use to provide this information. Respond in your learning log. Timeline Activity.

Little Rock School District Social Studies 4th Grade

Revised 2015

STANDARDS Social Studies SLE’s: C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5 C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems. D2.Civ.9.3-5 C.3.4.2 Evaluate reciprocal relationships between people and rules, laws, and policies D2.Civ.12.3-5 G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a

region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4 G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5 H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5 H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5 Common Core Standards CC.4.RI.1 Ask & answer questions about key details in a text. CC.4.RI.3 Explain events, procedures, ideas, or concepts in a historical text, including what happened and why, based on specific information in the text. CC.4.RI.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to grade 4 topic and subject areas. Explain how an author uses reason and evidence to support particular points in a text identifying which reasons and evidence supports which claims. Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably. CC.4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC.4.RL.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). CC.4.RL.9 Compare and contrast the treatment of similar themes and topics CC.4.RF.4.a Read on-level text with purpose & understanding. CC.4.SL.1.Participate in collaborative conversations with diverse partners about grade 4 topics & texts with peers & adults in small & larger groups. CC.4.SL.1a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC.4.RF.4.a Read grade-level text with purpose and understanding. Writing: CC.4.W.2 Write informational text to examine a topic and convey ideas and information clearly. Refer to standard CC.4.W.2 a, b, c, d, and e.

Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 5

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources Unit: Building a Learning Community Essential Question: What does a Social Studies classroom look like? How do we learn about the United States and its regions? Guiding Questions: What information does an economist give us about the U.S. and what tools do they use to provide this information?

Weekly Correlated Lesson Plan: CLLG MINILESSON Understanding Characters p. 48 Journeys pp T300- T301 Teacher Read Aloud—Mighty Joe Magarac and Stormalong TE 308-322 and SE pp 118-133. The settings for both stories are in the Northeast and can be related to the economy. Use social studies book to read about fishing, commerce and industries that can be explored from these selections. Harcourt TE/SE pp 113-114 and p 128. Introduce the Role of an Economist and the tools they use. Reread “A River Ran Wild” and identify how the Native Americans used the river for their economic needs (food, clothing, shelter) and how others throughout its history benefited from it economically. Use economic terminology to discuss.

• SUW 1-1thur 1-10 (Responding to the Text) • Use nonfiction reading selections on rivers depicting

economic benefits of rivers. Suggestions: “River Town” by Bonnie and Arthur Geisert and “Letting Swift River Go” by Jane Yolen.

Use the Assessment to review all social scientists and to introduce the Northeast region. Resources: Economic Terms Background Information on Social Scientist Tools of Social Scientist

Social Studies Focus : Literacy Focus: Social Studies Classroom Role of the Economist Introduce Northeast Region Bully Proofing Your School

Skill: Understanding Characters Strategy: Infer/Predict Genre: Plays/Folktales & Tall Tales Writing: Opinion

Writing: Vocabulary : Progress comes with a cost. In the book “A River Ran Wild” jobs were created and people had resources they needed from the factories. In your opinion, do you think that there are times that we have to sacrifice for the price of progress? Support your opinion.

Natural Resources Goods Services Needs Producers Consumers Scarcity Opportunity Cost

ASSESSMENT: Divide the students into groups and assign them the role of one of the social scientist studied the last few weeks. Use Chapter 1, pages 110-121 of textbook and have students identify what parts of the chapter apply to their assigned role. They must explain how. Coasts to Countryside and Climate Pages 110-112 Natural Resources 113-114

Little Rock School District Social Studies 4th Grade

Revised 2015

Early People 117-119 Forming a Nation 120-121 Early Transportation 127 Industrial Revolution 128 Immigrants 129 Cities Grow and Connect 130-131 Geographer—Economist—Historian—Political Scientist

Notes: Optional Writing: (River Ran Wild by Lynn Cherry) What do you think would have happened if Marion Staddart and Oweana had not organized the Nashua River Clean Up Committee? Support your response with evidence from the text.

STANDARDS Social Studies SLE’s: E.4.4.1 Compare examples of scarcity from different regions in the state and nation D2.Eco.1.3-5 E.5.4.1 Examine ways human capital impacts productivity and future incomes D2.Eco.6.3-5 E.5.4.2 Articulate ways entrepreneurs and businesses in Arkansas and the United States organize human, natural, and capital resources to produce goods and services D2.Eco.4,7.3-5 E.5.4.3 Explain the effects of supply and demand on prices D2.Eco.5.3-5 G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a

region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4 G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5 G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5 Common Core Standards Reading CC.4.RI.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to grade 4 topic and subject areas. Explain how an author uses reason and evidence to support particular points in a text identifying which reasons and evidence supports which claims. Integrate information from several texts on the same subject in order to write or speak about the subject knowledgeably. CC.4.RL.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). CC.4.RI..1 Ask & answer questions about key details in a text. CC.4.SL.1.Participate in collaborative conversations with diverse partners about grade 4 topics & texts with peers & adults in small & larger groups. CC.4.SL.1a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC.4.SL.3 Identify the reasons & evidence a speaker provides to support particular points. Writing: CC.4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Refer to CC.4.W.1 a, b, c, and d.

Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 6

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

UNIT TITLE: Northeast Region Essential Questions: What is unique about the Northeast Region? What characteristics make this a region? Guiding Questions: How do geography, climate and natural resources affect the way people live and work in this region? What are the natural resources and products of this region? Who are the leaders and what are their responsibilities? Politics/government/civics

Weekly Correlated Lesson Plan: CLLG MINILESSON Compare and Contrast p. 50 NE Region—Geography & Natural Resources/Products: United States Region Chart---Complete States (New England and Middle Atlantic States), Physical Geography and Climate, and Leading Products/Resources. Add possible environmental Issues as you discuss the information you put on the chart.

• Harcourt-Lesson 6 Geography TE/SE pp 110-114 The Role of the Political Scientist Lesson---Make inferences about the number of electoral votes and how this could affect Presidential elections and possibly decisions made in Congress.

• 2010 Census State Population and Distribution of Electoral Votes and Representatives Resource and List of Governors website: http://www.nga.org/cms/render/live/governors/bios

• Data Chart • Harcourt TE/SE pp 152-53 Read a Population Map—How

does this support the information collected on the Data Chart.

How to Read and Create a Map Lesson (Regions of United States)

Book Pass on the Northeast Region Introduce Northeast by providing books from the library on the NE or states in the NE. Provide other printed related NE—brochures, advertisements, news articles, magazine articles, train schedules.

Social Studies Focus : Literacy Focus: Northeast Region—Geography—Climate—Natural Resources—Products Role of the Government in the Northeast Bully Proofing Your School

Skill: Compare/Contrast Strategy: Infer/Predict Genre: Fairy Tale and Informational Text Writing: Opinion

Writing: Unit Vocabulary : Use SUW lessons New York is more important than Maine during the Presidential election. Support this opinion with evidence the data you collected on your data chart.

regions, key, legends, physical geography, climate, environmental issues, industries/businesses, current events, harbor, pollution, population map, physical map, textile mill, metropolitan, population density, natural resources

Little Rock School District Social Studies 4th Grade

Revised 2015

• Fill in chart Content Book Pass www.harcourtschool.com/ss1/Grade4/g4_unit2_.html

• Fiction/nonfiction Mini-lesson 1A.) • STW2 Strategy Lesson—Building Background Knowledge of

Nonfiction Features pp. 150-161/ • SUW 8-16—(Good Listening Skills) pp344-347/

Northeast Region: When I was Young, A Picnic in October, One Morning in Maine, Blueberries for Sal, Time of Wonder, Make Way for Ducklings; leveled reader-Greetings from the Northeast, Central Park, or Stories from the Northeast; Abuela, At Ellis Island: A History in Many Voices, Geography from A to Z: A Picture Glossary, Immigrant Kids, Journey Around New York from A to Z, My New York Compare and Contrast Maps different types of maps on the Northeast. (physical, political, historical, population density, products and resources)

How to Read Functional Texts: Reading Maps Resource

Additional Resources: Touring the Northeast: Reading an Airline Schedule & Booking a Flight to Washington D.C. Lesson Fiction/Nonfiction Lesson Tour Washington D.C. National Mall Lesson National Mall Walking Tour Map of the National Mall

ASSESSMENT: United States Region Chart-- Geography/ Economics/ Political Scientist U.S. Map---Northeast Region States and Physical Features Data Chart—Political Scientist Chart the information that is provided by different types of maps in the textbook on the Northeast. Divide students into groups and assign one type of map. Have them prepare a presentation for the class on what information you can get from the map they have been assigned and when you might use the information. (physical, political, historical, population density, products and resources)

Little Rock School District Social Studies 4th Grade

Revised 2015

STANDARDS Social Studies G.8.4.1 Use geographic representations to examine the spatial organization of Arkansas citing relative and absolute location. G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a

region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4 G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5 C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems. D2.Civ.9.3-5 Common Core Reading: CC.4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC.4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions. C.C.4.RL.6 Compare & contrast the point of view from which different stories are narrated, including the differences between first & third-person narrations. CC.4.RI.1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC.4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CC.4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. CC.4.RI.10 By the end of the year, read & comprehend informational texts, including history/social studies and science, & technical, text in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing: CC.4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Refer to CC.4.W.1 a, b, c, and d.

Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 7

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources UNIT TITLE: Northeast Region Essential Questions: What is unique about the Northeast Region? What characteristics make this a region? Guiding Questions: What is the economist of the Northeast region? What impact did immigration have on the region?

Weekly Correlated Lesson Plan: CLLG MINILESSON Fact and Opinion p. 52 Use a book on Immigration with this lesson to identify characters feelings about immigration by using clues in the book. United States Region Chart—Complete Major Industries/ Businesses/Major Cities

• Resource map (TE/SE: p.113 & other resources) to identify resources, major industries and businesses of the Northeast.

Lesson: The Economist & Sports—Heinz Stadium Pittsburg Steelers http://www.steelers.com/tickets-and-stadium/ Jobs Heinz Stadium Lesson Resource

• Review the terms economy and economist. Use economic terminology to explore the economic impact of the stadium and Pittsburg Steelers on the city.

Immigrants at Ellis Island • http://teacher.scholastic.com/activities/immigration/index.htm • Ellis Island Floor Plan • Use the book If Your Name was Changed at Ellis Island by Ellen

Levine (pp. 35-51) to identify process immigrants went through at Ellis Island. Create a flow chart to show these steps.

• STW2 pp. 136-137 (Visualizing In Reading, Showing Not Telling in Writing & Creating Mental Images That Go Beyond Visualizing).

• SUW 1-30 (Using Text Structures) Harcourt TE/SE p. 129 Immigrant Additional Resources: Economic Terms Steelers Team Roster— http://prod.www.steelers.clubs.nfl.com/team/roster.html

Social Studies Focus : Literacy Focus: Analyzing Economic Impact Immigration Bully Proofing Your School

Skill: Facts and Opinion Strategy: Summarize Genre: Informational Text Writing: Personal Narrative

Writing: Vocabulary : Imagine that you are an immigrant and entering the U.S. through Ellis Island. Describe your experience.

Write a personal experience about going someplace new and how you felt.

goods, services, economic wants, consumer, human resources, capital resources, natural resources entrepreneur, profit, income, price, supply, demand, industries/businesses, current event immigration, Ellis Island, economic and economic impact, push/pull factors

ASSESSMENT: Push/Pull Factors Activity---Identify push/pull factors for why immigrants came to America. http://campsilos.org/excursions/grout/one/act2.htm http://teacher.scholastic.com/activities/immigration/index.htm Use videos featured in the link to complete the chart. (Hear My Stories)

Little Rock School District Social Studies 4th Grade

Revised 2015

Immigrant Moved from Moved to Push/Pull Factors

With a partner identify human resources/capital resources/ natural resources associated with the Heinz Stadium. You are a member of the city government in Pittsburg. Write a letter to the NFL asking them to consider adding 4000 seats to the stadium. Use information you have learned to support why you feel they should approve it. Be sure to include at least three facts and two opinions in your letter.

Heinz Park Employment Opportunities http://prod.www.steelers.clubs.nfl.com/tickets-and-stadium/employment.html http://www.maps101.com/ Explore Ellis Island http://campsilos.org/excursions/grout/one/act3.htm

Standards Social Studies SLE’s E.4.4.1 Compare examples of scarcity from different regions in the state and nation D2.Eco.1.3-5 E.5.4.1 Examine ways human capital impacts productivity and future incomes D2.Eco.6.3-5 E.5.4.2 Articulate ways entrepreneurs and businesses in Arkansas and the United States organize human, natural, and capital resources to produce goods and services D2.Eco.4,7.3-5 E.5.4.3 Explain the effects of supply and demand on prices D2.Eco.5.3-5 G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a

region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4 G.8.4.3 Construct maps and other graphic representations of Arkansas and the United States, including physical and human characteristics, title, legend, compass

rose D2.Geo.1.3-5 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 Common Core: CC.4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC.4.RI.2 Determine the main idea of a text & explain how it is supported by key details; summarize the text. CC.4.RI.3 Explain events, procedures, ideas, or concepts in a historical text, including what happened and why, based on specific information in the text. CC.4.RI.1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC.4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CC.4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. CC.4.RI.10 By the end of the year, read & comprehend informational texts, including history/social studies and science, & technical, text in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC.4.W.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details & clear event sequences.

Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 8

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources UNIT TITLE: Northeast Region Essential Questions: What is unique about the Northeast Region? What characteristics make this a region? Guiding Questions: How do geography, climate and natural resources affect the way people live and work in this region?

Weekly Correlated Lesson Plan: CLLG MINILESSON Understanding Characters p. 54 Harcourt SS text pp 104-107 Excerpt “A River Ran Wild”. What were the Native Americans like?----Clue/What We Learn About the Character Read Abuela by Arthur Dorros (fictional story with content about New York City)—Use to discuss life in a big city. *Have students visualize I see…I hear… I can feel… I smell… I can taste… *Use www.googlearth.com for flyover views of New York City to show the experience of Abuela. Geography and Role of Geographer in the NE Region: (Focus on TE/SE pp. 110-114, Geography of the Northeast.) United States Region Chart Resource—Add major cities Harcourt TE/SE pp 147-149 (Major Cities) pp 150-151 (Places to Visit) Lesson: The Little House

• The Little House by Virginia Lee Burton (Need a copy of book)

• Little House PowerPoint • T-Chart

Additional Resources: http://www.maps101.com/ http://www.encyclopediaofarkansas.net/ http://www.scholastic.com/teachers/

Social Studies Focus : Literacy Focus:

Northeast Today Impact of geography, climate and natural resources on Northeast region Urban/Rural/Suburban Bully Proofing Your School

Skill: Understanding Characters Strategy: Visualize Genre: Realistic Fiction Writing: Narrative

Writing: Vocabulary : Writing Prompt: Imagine you are visiting family in New York. How are things different from your hometown? Give at least 3 ways and explain. What do you do during your visit. Harcourt Text pp 147-149.

Visualization, point of view, urban, rural, suburban, pollution, commute, population density

ASSESSMENT: How is the countryside different from the big city? Compare and contrast urban vs. rural environments. In the writing assignment you could include information about the weather and a description of what large city life is like. i.e. pollution and skyscrapers

Little Rock School District Social Studies 4th Grade

Revised 2015

STANDARDS Social Studies: G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a

region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5 G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial

technologies, and geographic representations D2.Geo.7.3-5 G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5 G.11.4.1 Describe global connections created through increased trade, transportation, communication, and technology D2.Geo.11.3-5 H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5 H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5 Common Core: Reading CC.4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC.4.RI.2 Determine the main idea of a text & explain how it is supported by key details; summarize the text. CC.4.RI.3 Explain events, procedures, ideas, or concepts in a historical text, including what happened and why, based on specific information in the text. CC.4.RI.1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC.4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CC.4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. CC.4.RI.10 By the end of the year, read & comprehend informational texts, including history/social studies and science, & technical, text in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing CC.4.W.3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details & clear event sequences.Historical Thinking Skills: Historical Analysis and Interpretation Chronological Thinking Historical Comprehension

Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 9

Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary Activities/Materials/Resources

UNIT TITLE: Northeast Region Essential Questions: What is unique about the Northeast Region? What characteristics make this a region? Guiding Questions: How does the past affect this region and the U.S.?

Weekly Correlated Lesson Plan: CLLG MINILESSON Conclusions p. 56 Use the pictures and accounts of different people associated with the Boston Massacre to gather clues and draw conclusions about what really happened. Lesson: Boston Massacre Use the resources below to draw conclusions about what really happened. Boston Massacre Accounts---Choose two or more conflicting accounts to share with students and discuss. Boston Massacre Images Different Perspectives Analysis Boston Massacre Images Different Perspectives Boston Massacre—British Point of View/American Point of View (Read each account to students and have them record similarities and differences of the two point of views) Reading Informational Text—newspaper articles, nonfiction trade books, and obituaries concerning the Boston Massacre. Compare and Contrast the Boston Gazette article with the transcript of the article. SUW 1-29 (Using Graphic Organizers) Boston Massacre in Images Boston Massacre of March 5, 1770 in Documents United States Region Chart—Complete Significant Historical Events Lesson: Mini Lesson (Personal Timeline & Northeast Timeline) Timeline Graphic Organizer

• Using the textbook and other resources to model how to determine what events were historically significant in the Northeast.

• Create a class timeline to be used as you study the Northeast (Parallel timeline can be added below as you study other regions).

Social Studies Focus : Literacy Focus: History of the Northeast Creating a Timeline—Sequencing Events

Skill: Conclusions and Generalizations Strategy: Question Genre: Realistic Fiction & Informational Text Writing: Personal Narrative

Writing: Vocabulary : Choose one of the events from your personal timeline and write about it.

Think of an event in your life that is significant to you. Draw your own representation of the event so that others can understand this experience from your point of view. What happened during the event? How did you feel at the time? Do you think other people who were at the event that you are drawing might have a different opinion than you about what happened? Why or why not?

Northeast Regions Words: harbor, colony, colonist, port, independence, Declaration of Independence, Revolutionary War, timeline, decade, primary source, secondary source, Boston Massacre, revolution, taxation, historical events

Little Rock School District Social Studies 4th Grade

Revised 2015

• TE/SE pp. 116-122 Use in developing timeline on Northeast. Harcourt TE/SE pp 122-123 Read a Timeline Difference Between Primary and Secondary Sources Lesson: Compare/Contrast the difference between Primary and Secondary Sources. Analyzing a Primary Source Resource TE/SE 132-133

Additional Resources: Boston Massacre Game http://www.bostonhistory.org/pdf/Boston%20MassacreImages.pdf http://www.maps101.com/ http://www.encyclopediaofarkansas.net/ http://www.scholastic.com/teachers/

ASSESSMENT: Historical Timeline Northeast Story related assessment with narrative structures Writing Prompt: Was the creator of the picture a supporter of the Colonists? Give evidence from the picture to support your answer. Present the prompt using one out of the two pictures. Then present the other picture. For Discussion:

• Why do you think the British officials and the Boston residents might have had different points of view? Why were they likely to see things differently?

• Which account of the event do you believe is most accurate? Cite evidence to support your answer.

STANDARDS Social Studies C.1.4.1 Explain the purpose of the founding documents including the Declaration of Independence, U.S. Constitution, and the Bill of Rights D2.Civ.3.3-5 C.1.4.3 Examine the origins, functions, and structure of state and federal government D2.Civ.5.3-5 C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5 H.12.4.4 Analyze the impact of individuals and events on the past, present, and future D2.His.3.3-5 H.12.4.5 Formulate questions that relate to specific historical events in Arkansas and the United states to guide inquiry. D1.2.3-5 D2.His.12.3-5 H.13.4.1 Describe ways people’s perspectives shaped the historical sources they created D2.His.6.3-5 H.14.4.2 Examine why individuals and groups during the same historical period had differing perspectives D2.His.4.3-5 H.13.4.3 Develop claims in response to compelling questions about Arkansas and United States history using evidence from a variety of primary and secondary

sources D1.2, 5.3-5 H.13.4.4 Discuss why historians use a variety of primary and secondary sources D3.2.3-5 H.13.4.5 Formulate questions that relate to specific historical events in Arkansas and the United States to guide inquiry D1.2.3-5 D2.His.12.3-5 H.13.4.6 Examine current or historical events in Arkansas, United States, or the world in terms of cause and effect D2.His.14.K-2 Common Core: Reading CCRI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. CC.RI. 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Little Rock School District Social Studies 4th Grade

Revised 2015

CC.RI.4.3 Explain events, procedures, ideas, or concepts in a historical text, including what happened and why based on specific information in the text. CC.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CC.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. CC.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. CC.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Writing: CC.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CC.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Speaking and Listening CC.SL.4.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

Little Rock School District Social Studies 4th Grade

Revised 2015

Social Studies/Literacy Integrated Lesson 10 Essential Question(s)/Guiding Questions/Lesson

Focus/Vocabulary Activities/Materials/Resources UNIT TITLE: Northeast Region Essential Questions: What is unique about the Northeast Region? What characteristics make this a region? Why did the Northeast experience such large population growth over time? Guiding Questions: How does the past affect this region and the U.S.?

Weekly Correlated Lesson Plan: CLLGMINILESSON Author’s Purpose p. 59 Use the biography and poem from lesson to teach Katherine Lee Bates’ purpose in her poetry writing. Harcourt Social Studies text:

• Katherine Lee Bates TE/SE p. 115 • Theodore Geisel TE/SE p. 145

Lesson: Katherine Lee Bates “America the Beautiful” Lesson: Did Betsy Ross Actually Sew the First Flag? Kathy Lee Bates Background Information Betsy Ross Story SUW 1-13 (Highlighting & Underlining), 1-39 (Levels of Questioning) Flag Folding and Etiquette Lesson Flag Folding: How To American Flag Etiquette Information Pledge of Allegiance History and Meaning http://www.anamericanvision.com/freedom_documents/pledge_of_allegiance.php Pledge of Allegiance PowerPoint

Social Studies Focus : Literacy Focus: History of the Northeast region. Flag Etiquette Pledge of Allegiance

Skill: Author’s Purpose Strategy: Analyze/Evaluate Genre: Biography/Poetry Writing: Topic Sentences & Introduction to Opinion Writing

Writing: Vocabulary : What do think makes America beautiful? How would you describe what makes America beautiful?

Betsy Ross did/did not sew the first flag. Cite evidence to support your opinion.

regions, rivers, mountains, key, legends, physical geography, climate, cities, towns,

Northeast Regions Words: physical map, primary source, secondary source

ASSESSMENT: Writing Open Response: Explain how Katherine Lee Bates was inspired to write “America the Beautiful.” Provide details to support your account. What are you promising to do when you say the Pledge of Allegiance?

Little Rock School District Social Studies 4th Grade

Revised 2015

STANDARDS Social Studies: C.2.4.1 Analyze the role state and national symbols, patriotic songs, and mottos play in fostering citizenship D1.3.3-5 C.2.4.2 Demonstrate the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags D2.Civ.7.3-5 Common Core: Reading CC.RI. 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CC.RI.4.3 Explain events, procedures, ideas, or concepts in a historical text, including what happened and why based on specific information in the text. CC.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. CC.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. CC.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. CC.RI.4.2 Determine a theme of a story, drama, or poem from details in the text, summarize the text. Writing: CC.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Speaking and Listening CC.SL.4.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.