SocialStudiesGrade4, CORE Course: SocialStudiesGrade4 Year ...€¦ · Teacher: SocialStudiesGrade4, CORE Course: SocialStudiesGrade4 Year: 2012-13 Units: - All - Essential Questions

Teacher: SocialStudiesGrade4, CORE Course: SocialStudiesGrade4 Year: 2012-13

Units: - All -

Essential Questions

Standards Content Skills VocabularyLearning Targets/Feedback

Resources/StrategiesModel Lessons

Summative Assessments

Unit 2-The United States: Its Land and People The Committee sugests that we start with Volume One, Unit 2-The United States: Its Land and People. Unit 1 will be done at the end of the year if there is time.

Big Idea: How do people meet their needs?

Unit 2 has 8 lessons and is expected to take until the end of November to cover.

Go over the Background Information on pages 65-69 before starting the unit.

**CD means those materials contain items that are culturally diverse.

Essential

QuestionsStandards Content Skills Vocabulary

Learning

Targets/FeedbackResources/Strategies

Model

Lessons

Summative

Assessments

Lesson 1: How have people in the United States adapted to geography?

7.1.4.A - Describe how common geographic tools are used to organize and interpret information about people, places, and environment.

Compare and ContrastLandformsEcosystemsElevation MapsBiography (*CD)

Compare and Contrast p. 70, 71, 75, 76 Map Skills p. 73Map and Globe Skill-Use Elevation Maps p.77

mineralerosiontributaryplateaubasinelevationsea level

• Recognize that the United Staes varies greatly in its landforms, waterways, and resources

• Understand that the eastern region includes the area from the Atlantic coast to the Mississippi River valley

• Identify the landforms of the western regions, Alaska, and Hawaii

• Relate the castness of the country to the variety of its ecosystems

Vocabulary Cards pp. 11-28Student Workbook pp. 14-15Foldables pp. 65, 128Idea Factory p. 13-22

Leveled Reader-Liliuokalani: The Last Queen of Hawaii (*CD)

Reading Link: Compare and Contrast p.65G and Transparency RS2 Additional Lesson in Manual p.R4-5

Use Elevation Maps p.77 Workbook p.15

Explore the Big Idea Foldable p. 65

Each Lesson has its own assessment that contains four parts including Check Understanding, Vocabulary Review, Reading Comprehension, and Write About it. These pages can be found in the Assessment Book. Lesson 1 Assessment p.30-33; Elevation Maps Assessment p. 63.

9/4/2014

Lesson 2: How are regions affected by natural resources?

8.3.4.A - Differentiate common characteristics of the social, political, cultural and economic groups in United States history.


Compare and ContrastRegionsResources

Compare and Contrast p. 78, 79, 83Map Skill p. 81

regioneconomyagricultureinterdependent

• Recognize that dividing the United States into regions helps us to understand it more easliy

• Identify the five regions of the United States

• Understand that states in a region share resources

Vocabulary Cards pp. 11-28Student Workbook p. 16Foldables pp. 65, 128 Idea Factory p. 13-22

Idea Factory: Create a Patriotic Stamp p. 16

Lesson 2 Assessment p. 34-37

9/11/2014

Lesson 3: How does climate affect people in the United States?


Compare and ContrastClimateElevation MapComparing a Map and a Bar Graph

Compare and Contrast pp. 84, 85, 89, 91Map Skill-Elevation Map p. 85

precipitationrain shadowlake effecttornadohurricane

• Recognize the various factors that affect climate

• Understand how mountains affect rainfall

• Describe the lake effect• Identify two types of

extreme weather and the regions in which it occurs

Vocabulary Cards pp. 11-28Student Workbook p. 17Foldables pp. 65, 128Idea Factory p. 13-22

DataGraphic:Using a Map and Graph p.89


9/20/2014

Lesson 4: What do people think about when they start a business?

8.1.4.B - Distinguish between fact and opinion from multiple points of view, and primary sources as related to historical events.

6.1.4.C - Illustrate what individuals or organizations give up when making a choice.

6.1.4.D - Explain what influences the choices people make

6.2.4.C - Differentiate between monetary and non-monetary incentives in advertising.

6.2.4.D - Explain the role of buyers and sellers in determining prices of products.

6.2.4.E - Explain why local businesses open and close.

Compare and ContrastRunning a BusinessEconomic Decisions

Compare and Contrast p. 92, 93, 97Primary Sources p. 96

profitinvestorsupplydemandopportunity cost

• Understand that in a free enterprise system everyone makes his or her own economic decisions

• Discuss why profit, investors, and supply and demand are important in any business

• Explain the importance of planning and teamwork in business


Using Primary Sources p. 96 and Transparency UPS1


10/2/2014

Lesson 5: How do resources affect the economic choices people make?

8.3.4.A - Differentiate common characteristics of the social, political, cultural and economic

Compare and ContrastWants and NeedsBanksOur Economy

Compare and Contrast p. 98, 99, 103, 104Chart Skill p. 101, 104

producercapital resourcehuman resourcenatural resourceinterestcredit

• Recognize the difference between needs and wants

Vocabulary Cards pp. 11-28Student Workbook p. 19-20Foldables pp. 65, 128Idea Factory p. 13-22

Math Link: Read Line Graphs p.105 Workbook p. 20

Lesson 5 Assessment p.46-49; Read Line Graphs Assessment p. 62

10/10/2014

Page 1 of 12PerformancePLUS - Maps

8/26/2014https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.aspx?M=162892&C=6...

groups in United States history.

6.1.4.A - Identify scarcity of resources in a local community.

6.1.4.B - Recognize the difference between basic needs and wants. Explain the role of producers in making goods and providing services.

6.2.4.B - Determine how sellers compete with one another.

6.2.4.F - Describe the role of a private economic institution in the local community.

6.4.4.A - List and explain factors that promote specialization and division of labor.

6.5.4.G - Compare different ways people save.

6.5.4.H - Examine the basic operation of the banking system.

Reading Line Graphs

Chart and Graph Skills-Read Line Graphs p.105

graphline graph

• Understand the businesses are producers

• Describe the role that banks play in the economy

• Summarize the circular flow of the economy

Idea Factory: Big Idea Project p. 15

Lesson 6: Why do state and local governments work together?

7.3.4.A - Identify the human characteristics of places and regions using the following criteria: • Population • Culture • Settlement • Economic activities • Political activities


6.3.4.A - Explain how government responds to social needs by providing public goods and services.

6.3.4.B - Describe the impact of government involvement in state and national economic activities.

6.3.4.C - Explore ways in which tax revenues are used in local community.

5.1.4.B - Explain rules and laws for the classroom, school, community, and state.

5.1.4.C - Explain the principles and ideals shaping local and state government. • Liberty / Freedom • Democracy • Justice • Equality

5.2.4.C - Describe the roles of leadership and public service in school, community, state, and nation.

5.3.4.A - Identify the roles of the three branches of government.

5.3.4.B - Describe how the elected representative bodies function in making local and state laws.

5.3.4.C - Identify the services performed by local and state governments.

5.3.4.D - Identify positions of authority at the local and state, and national level.

Compare and ContrastState and Local GovernmentsUnderstand Latitude and Longitude

Compare and Contrast p. 106, 107, 111Chart Skills p. 107, 109Map and Globe Skills-Latitude and Longitude pp.112-113

constitutionlegislative branchexecutive branchjudicial branchvetomunicipalgridlatitudelongitudedegreeparallelmeridian

• Recognize that government power is shared

• Understand how state governments work

• Describe the work done by local governments and the main way in which we raise money


Understand Latitude and Longitude p.112-113 Workbook p. 22

Lesson 6 Assessment p.50-53; Latitude and Longitude Assessment p. 64

10/25/2014

Lesson 7: How has the national government adapted to meet people's needs?


5.1.4.D - Identify key ideas about government found in significant

Compare and ContrastNational GovernmentThree Branches of GovernmentTribal Government (*CD)

Compare and Contrast p. 114, 115, 119Global Connections p.118 (*CD)

federaldemocracycitizenreservationsovereign

• Describe the type of government we have in the United States

• Understand the powers and duties of the three branches of the national government

• Discuss the role of tribal government in the United States (*CD)



11/8/2014



documents: • Declaration of Independence • United States Constitution • Bill of Rights • Pennsylvania Constitution.

5.3.4.A - Identify the roles of the three branches of government.

5.3.4.D - Identify positions of authority at the local and state, and national level.

5.3.4.E - Explain the voting process.

Lesson 8: What democratic values do Americans share?



5.1.4.D - Identify key ideas about government found in significant documents: • Declaration of Independence • United States Constitution • Bill of Rights • Pennsylvania Constitution.

5.1.4.F - Identify state symbols, national symbols, and national holidays.

5.2.4.A - Identify individual rights and needs and the rights and needs of others in the classroom, school, and community.

5.2.4.D - Describe how citizens participate in school and community activities.

5.2.4.B - Describe the sources of conflict and disagreement and different ways conflict can be resolved.

5.3.4.E - Explain the voting process.

5.3.4.F - Explain how different perspectives can lead to conflict.

5.3.4.G - Identify individual interests and explain ways to influence others.

Compare and ContrastCitizenshipRights and ResponsibilitiesCircle Graph

Compare and Contrast p. 120, 121, 125Citizenship p. 123Chart Skill p. 124

jurypatriotismrule of lawjustice

• Recognize that citizenship involves both rights and responsibilities

• Understand that citizens have the power to change things

• Identify the values and beliefs that unite Americans

Vocabulary Cards pp. 11-28Student Workbook pp. 24 Unit Vocabulary Review p. 25Foldables pp. 65, 128Idea Factory p. 13-22

Leveled Reader: Vote!

Math Link: Read a Circle Graph p.124

Big Idea Activities: p.128 Write About the Big Idea (Foldable) and Travel Advertisement


11/22/2014

Essential Questions




Essential


Learning


Model

Lessons

Summative

Assessments

Unit 3- The Northeast Unit 3: The Northeast

Big Idea-What causes a region to change?

States, Capitals, and Abbreviations for the Northeast Region should be tested with this unit.

Go over the background information on pages 129-133 before starting the unit.

Essential


Learning


Model

Lessons

Summative

Assessments

Lesson 1: How has the geography of the Northeast affected the region?

7.2.4.A - Identify the physical characteristics of places and regions.

7.2.4.B - Identify the basic physical processes that affect the physical characteristics of places and regions.

Main Idea and DetailsNortheast Landforms, Resources, and ClimateMaps Scales

Main Idea and Details p. 134, 135, 140Diagram Skill p. 139Map and Globe Skill: Compare Maps at

glacierbayfuelfall linetouristmap scalesmall-scale maplarge-scale map

• Describe the mountains and lakes of the Northeast

• Understand the importance of the resources of the Northeast


Reading Link: Main Idea and Details p. 129G and Transparency RS3 Additional Lesson in Manual p. R6-7

Each Lesson has its own assessment that contains four parts including Check Understanding, Vocabulary Review, Reading Comprehension, and Write About it. These pages can be found in the



8.1.4.A - Identify and describe how geography and climate have influenced continuity and change over time.


7.1.4.B - Describe and locate places and regions as defined by physical and human features.

7.4.4.A - Identify the effect of the physical systems on people within a community.

7.4.4.B - Identify the effect of people on the physical systems within a community.

Different Scales p. 141

• Identify other resources of the Northeast

• Describe the climate of the Northeast

Idea Factory: Make a Northeast Guidebook p.29

Compare Maps at Different Scales p.141


Assessment Book. Lesson 1 Assessment p. 65-68; Compare Maps Scales Assessment p. 77

12/6/2014

Lesson 2: How have people of the Northeast adapted to make a living?



8.2.4.A - Differentiate common characteristics of the social, political, cultural, and economic groups from Pennsylvania.


6.2.4.A - Explain how a product moves from production to consumption.

6.2.4.G - Explain the three basic questions all economic systems must answer. • What to produce? • How? • For whom?




6.5.4.B - Identify the requirements for different careers and occupations.

Main Idea and DetailsNortheast's Natural Resources, Manufacturing, Service Industries

Main Idea and Details p. 142, 143, 149Primary Source p. 145Map Skill pp. 148-149

industryserviceurbansuburbanmegalopolis

• Understand that the Northeast's natural resources provide a living for many people

• Describe how the manufacturing industry got its start

• Recognize that many people in the Northeast work in service jobs

• Discuss the past and present of cities and suburbs in the Northeast


Idea Factory: Children in the Factories p. 26

Math Link: Bar Graph p.146-147


12/13/2014

Lesson 3: What is important to the culture of the Northeast?


8.2.4.B - Locate historical documents, artifacts, and places critical to Pennsylvania history.

8.2.4.C - Explain how continuity and change in Pennsylvania history have influenced personal development and identity. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations

Main Idea and DetailsNortheast's People, Culture, and Places

Main Idea and Details p. 150, 151, 157Global Connections p. 155 (*CD)Citizenship p. 156

culturediverse

• Know that Native Americans were the Northeast's first people (*CD)

• Discuss the variety of cultures in this region (*CD)

• Recognize that festivals are one way people show cultural pride (*CD)

• Identify the variety of activities available in the Northeast

Vocabulary Cards pp. 27-32Student Workbook pp. 29; Unit Vocabulary Review p. 30Foldables pp. 129, 160Idea Factory p. 23-32

Leveled Readers: The Amish (*CD) Riding the Rails to a New Life

Idea Factory: A Celebration of the Northeast! p. 27

Big Idea Activities: p.160 Write About the Big Idea (Foldable) and Plan a Bike Trip


12/20/2014



8.2.4.D - Distinguish between conflict and cooperation among groups and organization that impacted the history and development of Pennsylvania • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability


5.1.4.F - Identify state symbols, national symbols, and national holidays.

Unit 4- The Southeast Unit 4: The Southeast

Big Idea- How do people affect the envirnment?

The States, Capitals, and Abbreviations for this region are optional.

Go over background information on p. 161-165 before starting the unit.

Essential Questions




Lesson 1: How does the Southeast geography affect the region?








SummarizeSoutheast's Landforms and ClimateCircle Graphs

Summarize p. 166, 167, 169, 171, 172Chart Skill p. 169Chart and Graph Skills p. 173

sourcemouthwetlandpeninsulaleveegraphcircle graph

• Identify the Mississippi River and the Wetlands of the Southeast

• Explore the coast, hills, mountains, and island of the Southeat

• Describe the warm climate and effects of the Gulf of Mexico

• Show the continuing threat of hurricanes to the Southeast

Vocabulary Cards p. 31-36Student Workbook p. 31-32Foldables p. 161, 192Idea Factory p. 33-42


Reading Link: Summarize p. 161G and Transparency RS4 Adiditional Lesson in Manual p. R8-9

Math Link: Read Circle Graphs p.173 Workbook p. 32

Each Lesson has its own assessment that contains four parts including Check Understanding, Vocabulary Review, Reading Comprehension, and Write About it. These pages can be found in the Assessment Book. Lesson 1 Assessment p. 78-81 Read Circle Graphs Assessment p. 90

1/10/2015

Lesson 2: How have people affected the economy of the Southeast?








SummarizeSoutheast's Economy, Resources, & IndustriesReading Circle Graphs and Bar Graphs

Summarize p. 174, 175, 181Diagram Skill p. 177Data Graphic p. 179

renewable resourcepetrolumrefinerynonrenewable resource

• Describe products produced by farms in the Southeast

• Identify renewable and nonrenewable resources found in the Southeast

• Summarize the importance of several industries to the Southeast's economy

• Describe the importance of tourism to the Southeast

Vocabulary Cards p. 31-36Student Workbook p. 33Foldables p. 161, 192Idea Factory p. 33-42

DataGraphic: Jobs in the Southeast using circle and bar graphs p.179


1/17/2015




Lesson 3: How do people of the Southeast shape the regions culture? (*CD)




SummarizeSoutheast's People

Summarize p. 182, 183, 185, 189Primary Sources p. 185Citizenship p. 187

dialectsegregation

• Identify Native American groups who first lived in the Southeast (*CD)

• Identify the immigrant groups that settled in the Southeast (*CD)

• Trace the progress of the Civil Rights movement (*CD)

• Describe the many different musical styles that began in the Southeast

Vocabulary Cards p. 31-36Student Workbook p. 34; Unit Vocabulary Review p.35Foldables p. 161, 192Idea Factory p. 33-42

Idea Factory: Dialects of the Southeast p.36

Big Idea Activities: p.192 Write About the Big Idea (Foldable) and Give a News Report

Leveled Readers: The Gullah, Then and Now (*CD) Standing Up by Sitting Down (*CD)


1/31/2015

Unit 5-The Midwest Unit 5 The Midwest

Big Idea: How do natural resources affect a region's growth?

States, Capitals, and Abbreviations for this region are optional

Go over the Background information on p.193-197 before starting the unit.

Essential


Learning


Model

Lessons

Summative

Assessments

Lesson 1: How have the Great Lakes affected the Midwest?









Draw ConclusionsMidwest's Landforms and ClimateCompare Bar and Line Graphs

Draw Conclusions p. 198, 199, 204Primary Sources p. 202

fertileprairiebar graphline graph

• Describe how glaciers carved the Midwest's many lakes

• Discuss the importance of rivers and soil fertility in the Midwest

• Identify Midwest landforms

• Discuss the climate extremes of the Midwest


Leveled Reader: Mark Twain

Reading Link: Draw Conclusions p.193G and Transparency RS5 Additional Lesson in Manual p. R10-11


Idea Factory: A Pioneer Journal p.46

Math Link: Compare Bar and Line Graphs p.205 Workbook p.37

Each Lesson has its own assessment that contains four parts including Check Understanding, Vocabulary Review, Reading Comprehension, and Write About it. These pages can be found in the Assessment Book. Lesson 1 Assessment p. 91-94; Compare Bar and Line Graphs Assessment p. 103

2/12/2015

Lesson 2: How have people made a living in the Midwest over time?






Draw ConclusionsMidwest's Economy, Resources, and Manufacturing

Draw Conclusions p. 206, 213Map Skill p. 207Global Connection p. 211

ironoreopen-pit miningagribusinessmass productionassembly line

• Identify natural resources found in the Midwest

• Show the importance of iron to the economy of the Midwest

• Identify important Midwestern farm products

• Describe how the Midwestern economy has changed over time


Idea Factory: Assembly Line p. 47


2/20/2015






Lesson 3: How have the people of the Midwest adapted to change?



Draw ConclusionsMidwest's People and Culture

Draw Conclusions p. 214, 221 Map Skill p. 218Citizenship p. 219

descendantspioneermigrationtradition

• Identify Native American groups that lived in the Midwest (*CD)

• Trace the different groups that settled in the Midwest (*CD)

• Show how Midwesterners honored diverse cultural traditions (*CD)

• Describe the artistic, musical, and athletic traditions of the Midwest (*CD)

Vocabulary Cards p. 37-42Student Workbook p. 39; Unit Vocabulary Review p. 40Foldables 193, 224Idea Factory p. 43-52

Idea Factory: Midwest Who am I? p.51

Big Idea Activities: p.224 Write About the Big Idea (Foldable) and Create a Diorama

Leveled Reader: Wagons West!


2/28/2015

Unit 6-The Southwest Unit 6 The Southwest

Big Idea: How do people adapt to their environments?

States, Capitals, and Abbreviations for this region are optional.

Go over the background information on p. 225-229 before starting the unit.

Essential


Learning


Model

Lessons

Summative

Assessments

Lesson 1: How have the people of the Southwest adapted to their environment?








Cause and EffectSouthwest's Landforms and RiversUse Special Purpose Maps: Population Maps

Cause and Effect p. 230, 231, 235, 237Citizenship p. 236Map and Globe Skills p. 238-239

mesabuttecanyondroughtaquiferpopulation densitypopulation distribution

• Understand that the geography of the Southwest is varied

• Describe the landforms that can be seen in the Southwest

• Identify the major rivers of the Southwest

• Recognize that the scarcity of water poses a challenge

Vocabulary Cards p.41-46Student Workbook p. 41-42Foldables p. 225, 256Idea Factory p. 53-60

Reading Link: Cause and Effect p.225G and Transparency RS6 Additional Lesson in Manual p. R12-13

Explore the Big Idea Foldable p.225

Use Special Purpose Maps: Population Maps p.238-239 Workbook p.42

Each Lesson has its own assessment that contains four parts including Check Understanding, Vocabulary Review, Reading Comprehension, and Write About it. These pages can be found in the Assessment Book. Lesson 1 Assessment p. 104-107; Special Purpose Maps Assessment p. 116

3/10/2015

Lesson 2: How do people in the Southwest use natural resources?






7.1.4.B - Describe and locate places and regions as defined by

Cause and Effect Southwest's Economy, Resources, and Technology

Cause and Effect p. 240, 241, 245Map Skill p. 241

keroseneirrigationsiliconsolar energy

• Recognize that oil is the Southwest's most valuable resource

• Identify crops grown in the Southwest

• Understand that the Southwest has developed a thriving technology sector

Vocabulary Cards p.41-46Student Workbook p. 43Foldables p. 225, 256Idea Factory p. 53-60

Levled Reader: Coronado Searches for Cities of Gold (*CD)


3/19/2015



physical and human features.



Lesson 3: How does the culture of a people affect their region? (*CD)




Cause and Effect Southwest's People and CulturePopulation Growth

Cause and Effect p. 246, 247, 253Primary Sources p. 249Data Graphic p. 251

puebloadobepowwow • Discuss the Native

American heritage of the Southwest (*CD)

• Identify the Spanishinfluence on the Southwest (*CD)

• Understand that immigrants and older Americans have moved to the Southwest in recent years (*CD)

• Describe festivals and ceremonies of the Southwest (*CD)

Vocabulary Cards p.41-46Student Workbook p. 44; Unit Vocabulary Review p.45Foldables p. 225, 256Idea Factory p. 53-60

Leveled Reader: The Navajo: Traditions and Change (*CD)

Idea Factory: Build an Adobe Village p.59

DataGraphic: Population Growth using a map and a line graph p. 251

Big Idea Activities: p.256 Write About the Big Idea (Foldable) and Planning a Garden


3/28/2015

Unit 7 The West Unit 7: The West

Big Idea: How does technology change people's lives?

States, Capitals, and Abbreviations for this region are optional.

Go over the background information on p.257-261 before starting the unit.

Essential


Learning


Model

Lessons

Summative

Assessments

Lesson 1: How has the geography of the West affected the way people live?








Make GeneralizationsWest's Landforms and ClimateUse Road Maps

Make Generalizations p. 262, 263, 269Diagram Skill p. 267Map and Graph Skill p. 270-271

earthquskemagmageysertimberlineinterstate highwayroad map

• Introduce the many environments of the West

• Describe how Western mountains, lakes, and rivers are formed

• Trace the effects of the movement of the Earth's plates

• Discuss the West's varied climates


Reading Link: Make Generalization p. 257G and Transparency RS7 Additional Lesson in Manual p.R14-15


Idea Factory: Be a Seismologist! p. 64

Use Road Maps p.270-271 Workbook p.47

Each Lesson has its own assessment that contains four parts including Check Understanding, Vocabulary Review, Reading Comprehension, and Write About it. These pages can be found in the Assessment Book. Lesson 1 Assessment p. 117-120; Road Maps Assessment p. 129

4/8/2015

Lesson 2: How does technology change the economy of a region?





Make GeneralizationsWest's Economy, Resources, and Jobs

Make Generalizations p. 272, 273, 279Citizenship p. 277Global Connections p. 278

telecommunicationsconservationist • Describe the rich natural

resources found in the West

• Show how different landforms affect the local economies

• Discuss different industries and employers in the West

• Outline the importance of tourism and the service industry to the economy of the West


Leveled Reader: Gold!

Idea Factory: The Future of Technology p. 68


4/18/2015







Lesson 3: How has the culture of the West changed over time? (*CD)




Make GeneralizationsWest's People and Culture

Make Generalizations p. 280, 281, 285Primary Sources p. 283

bisonrodeo

• Describe ways of life of Native American groups in the West (*CD)

• Trace the movement of groups of peopleto the West (*CD)

• Discuss celebrations and other tourist attractions in the West (*CD)

Vocabulary Cards p. 45-50Student Workbook p. 49; Unit Vocabulary Review p. 50Foldables p. 257, 288Idea Factory p. 61-68

Leveled Reader: Dorothea Lange (*CD)

Idea Factory: Write a Movie Script: The Gold Rush Years p.67

Big Idea Activities: p.288 Write About the Big Idea (Foldable) and Living and Working in the West


4/28/2015

Unit 1: Our National Story Unit 1- Our National Story

Big Idea-What are some events that have shaped our nation?

Go over background information p. 1-5 before starting the unit.

Essential


Learning


Model

Lessons

Summative

Assessments

Lesson 1: How did the first Americans use resources to survive?


8.3.4.B - Locate historical documents, artifacts, and places critical to United States history.

8.3.4.C - Explain how continuity and change in U.S. history have influenced personal development and identity. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations

8.3.4.D - Distinguish between conflict and cooperation among groups and organization that impacted the history and development of the United States. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability

SequenceEarly AmericansNative Americans

Sequence Events p. 8, 9Chart and Graph Skills p. 6-7Diagram Skill p. 11

prehistoryartifactresourcehunter-gathertechnology

• Describe the way of life for the people of ancient Cahokia (*CD)

• Explain how the people of the Eastern Woodlands survived (*CD)

• Identify the ways in which the Plains and Pueblo people differed (*CD)

• Recognize the ways in which Native Americans of the West adapted to their surroundings (*CD)



Reading Link: Sequence Events p. 1G and Transparency RS1 Additional Lesson in Manual p.R2-3

Read a Time Line p.6-7 Workbook p. 5

Idea Factory: A Teepee for My Family p. 9

Each Lesson has its own assessment that contains four parts including Check Understanding, Vocabulary Review, Reading Comprehension, and Write About it. These pages can be found in the Assessment Book. Lesson 1 Assessment p. 1-5

5/2/2015

Lesson 2: How did settlers in North America affect Native Americans? (*CD)

6.4.4.B - Explain why nations trade.

8.4.4.A - Differentiate common characteristics of the social, political, cultural, and economic groups in world history

8.4.4.B - Locate historical documents, artifacts, and sites, which are critical to World history.

8.4.4.C - Explain how continuity and change in world history have influenced personal development and identity. • Belief

SequenceFirst EuropeansSpanish and FrenchDutch and EnglishTerritory Conflict

Sequence Events p. 16, 21

mission Northwest Passagecolony • Describe the exchange

between Europeans and Native Americans (*CD)

• Understand why the Spanish and French came to North America (*CD)

• Identify early Dutch and English settlements (*CD)

• Recognize the conflicts between Europeans and Native Americans (*CD)



5/7/2015



systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations

8.4.4.D - Distinguish between conflict and cooperation among groups and organization that impacted development of the history of the world.


Lesson 3: Why was independence important to the colonists?


8.4.4.A - Differentiate common characteristics of the social, political, cultural, and economic groups in world history

8.4.4.B - Locate historical documents, artifacts, and sites, which are critical to World history.

8.4.4.C - Explain how continuity and change in world history have influenced personal development and identity. • Belief systems and religions • Commerce and industry • Technology • Politics and government • Physical and human geography • Social organizations

8.4.4.D - Distinguish between conflict and cooperation among groups and organization that impacted development of the history of the world.

5.1.4.D - Identify key ideas about government found in significant documents: • Declaration of Independence • United States Constitution • Bill of Rights • Pennsylvania Constitution.


SequenceA New NationTaxes and ProtestsRevolutionary War


taxrevolutionDeclaration of Independenceindependent

• Describe the problems that arose between Great Britain and the colonists following the French and Indian War (*CD)

• Explain how taxes and protests eventually led to war

• Discuss the advantages of the British in the war

• Describe the outcome of the war and the establishment of the new United States government


Leveled Reader: Our Founding Fathers


5/12/2015

Lesson 4: What were the effects of growth on the new nation?




SequenceMoving West


territoryLouisiana Purchaseexpeditioncanalfrontier

• Describe the growth of the U.S. into the Northwest Territory

• Recognize the importance of the Louisana Purchase

• Identify the new methods of travel that were developed in the early 1800's

• Summarize how western lands became part of the U. S.



5/16/2015

Lesson 5: How did the Civil War change the nation?

7.1.4.A - Describe how common geographic tools are used to organize and interpret information about

SequenceThe Civil War


Civil WarEmancipation ProclamationReconstructionimmigrantinvention

• Recognize that slavery led to a civil war

• Describe the strengths and weaknesses of the



5/22/2015



people, places, and environment.





North and South during the war

• Identify the challenges facing the U. S. after the war

• Discuss the conflict caused by westward migration and the impact of new technology

Lesson 6: How did economic and political changes affect the nation?

6.2.4.C - Differentiate between monetary and non-monetary incentives in advertising.







SequenceConflictsLife in the 1920'sWorld War


suffragedictatorAlliesAxis

• Identify reform efforts of the early 1900's

• Describe World War 1 and the struggle for woman's suffrage

• Explain life in the 1920's• Discuss the New Deal

and the reasons that World War II ended the Great Depression



5/27/2015

Lesson 7: How did modern conflicts shape the country?



8.3.4.D - Distinguish between conflict and cooperation among groups and organization that

SequenceThe Cold WarCivil RightsNew Challenges

Sequence Events p. 56, 57, 59

communismdiscriminationcivil rightsterrorism

• Identify the background and major conflicts of the Cold War

• Describe the civil rights movement

• Identify the major challenges of the twenty-first century

Vocabulary Cards p. 1-10Student Workbook p. 12; Unit Vocabulary Review p. 13Foldables p. 1, 64Idea Factory p. 5-12

Leveled Readers: Cesar Chavez: Fighting for Farm Workers (*CD)

Big Idea Activities: p.64 Write About the Big Idea (Foldable) and Build a Model


6/4/2015



impacted the history and development of the United States. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability




Essential


Learning


Model

Lessons

Summative

Assessments

Essential


Learning


Model

Lessons

Summative

Assessments



Documents

SocialStudiesGrade4, CORE Course: SocialStudiesGrade4 Year ...€¦ · Teacher: SocialStudiesGrade4, CORE Course: SocialStudiesGrade4 Year: 2012-13 Units: - All - Essential Questions