Fourth Grade Social Studies

Transcription

1 AASD SOCIAL STUDIES CURRICULUM Fourth Grade Social Studies Description Fourth Grade Social Studies explores the regions of the United States with particular emphasis on the where students will spotlight Wisconsin history, geography, government, economics and way of life as a comparison to other states and The regional study will connect native populations, historic events and present day life in the regions to the land, climate and natural resources. Credits Prerequisites Textbooks/Resources Wisconsin. Scott Foresman, ISBN: X Regions. Scott Foresman, ISBN: Required Assessments District-Wide, Standards-Based Assessment Board Approved May, 2007 Revised AASD Social Studies Goals for K-12 Students Develop a chronological sense of time, continuity and change and an awareness of geographic place. Recognize that history and culture influence a society. Develop an awareness of current affairs. Recognize facts and vocabulary pertinent to the grade and/or discipline. Discern cause and effect relationships. Analyze and evaluate information/data. Interpret visually-oriented content. Recognize the rights and responsibilities of individuals and of society. Understand reasons for conflicting ideas and develop possible resolutions. Adopt a wider perspective. Accept democratic beliefs. Board Approved: May, 2007 Page 1

2 AASD Social Studies Standards for Students in Grades K-12 I. Geography Students in the Appleton Area School District will learn about geography through the study of the relationships among people, places and environment: A. Location, place and B. Movement. C. Human-environment interaction. D. Process and investigation. II. History III. Political Science and Citizenship IV. Economics V. Behavioral Sciences Students in the Appleton Area School District will learn about the history of Wisconsin, the U.S. and the world, examining change and continuity over time in order to develop historical perspective, explain historical relationships and analyze issues that affect the present and the future: A. Time, continuity and change in U.S. history. B. U.S. cultures and cultural diversity. C. People, places and events in U.S. history. D. Process and investigation. Students in the Appleton Area School District will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority, and governance: A. World affairs. B. Basic concepts/purposes of government. C. American ideals and citizenship. D. Government structures and processes. Students in the Appleton Area School District will learn about production, distribution, exchange and consumption so that they can make informed economic decisions: A. Production, distribution, consumption and exchange. B. Science, technology, society and government. C. Global connections. D. Process, investigation and decision making. Students in the Appleton Area School District will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the discipline of psychology, and the discipline of anthropology: A. Human origins and cultural development. B. Individual human behavior. C. Interactions between and among individuals, groups and institutions. D. Cultural diversity. Board Approved: May, 2007 Page 2

3 Course Objectives Performance Indicators Classroom Assessments 1. Apply Maps and Globes a. names the regions of the United States (Northeast,,,, Locate by: using maps and globes, encyclopedias, atlases geography ) and Wisconsin (Lake Superior Lowlands, Northern Highlands, Central Sand Plains, Drawing maps, making relief concepts and ern Uplands, Eastern Ridges and Lowlands). maps skills in the b. identifies landforms across the United States (mountains, plains, desert, canyon, Use blackline masters of plateau) and Wisconsin (driftless area, moraine, drumlin, marshland). various maps from Outline study of the c. defines bodies of water (bay, harbor, lake, river, ocean, gulf, sea). Maps (supplement book) relationships d. comprehends map reading terminology (keys/legends, symbols, directions, coordinates, Compare and contrast by: among people, map symbols, title, key, scale, compass rose). making Venn diagrams, places, and e. identifies the major terms of a map and globe (equator, prime meridian, latitude and Classroom discussions environments longitude lines, poles and tropics). Uses a blank map of the f. recognizes the globe is the most accurate representation of the earth. regions to illustrate the major g. differentiates types of maps. landforms (use scoring guide h. identifies special purpose maps (physical, population, product, precipitation, political, on p. 94 of the TE) road, historical, population density). i. identifies boundaries of the United States and Wisconsin (land and water). Northeast a. locates major landforms of the Northeast on a U.S. map (Niagara Falls, Appalachian 2. Compare and/or Makes a list of 5 facts about Mountains and its smaller ranges, Chesapeake Bay). each region s topography contrast the Use TR47 Cause & Effect to geography of identify main factors that the five regions a. locates major landforms of the on a U.S. map (coastal plains, Appalachian effect the climate of an area of the United Mountains). Go to Scott Foresman States website: a. locates major landforms of the and Wisconsin on a U.S. and Wisconsin map (great lakes, plains, moraine, driftless area, drumlins). vities and click on to Unit 1 Living in the U.S. Complete climate activity Use TR55 Lesson Summary a. locates major landforms of the on a U.S. map (Grand Canyon, desert, savanna). a. locates major landforms of the on a U.S. map (Rocky Mts., Great Basin, geyser). Geography: Location, Place and Regions Board Approved: May, 2007 Page 3

4 Course Objectives Performance Indicators Classroom Assessments 3. Examines change and Northeast a. identifies location, size, and scope of Native Am. population in the Northeast region. Timelines are created to show the continuum and continuity over b. identifies major explorers and pioneers and their impact on the growth of the region. importance various time c. identifies immigrants to the Northeast region and explains the motives behind their groups had on each movement and settlement. region a. identifies the location, size, and scope of Native American Indian population in the region. b. identifies major explorers and pioneers and their impact on the growth of the region. c. identifies the immigrants to the region and explains the motives behind their movement and settlement. a. identifies location, size, and scope of Native Am. population in the region particularly the six major tribes in Wisconsin (Oneida, Ho-Chunk (Winnebago), Potowatomi, Menominee, Ojibwa, Stockbridge-Munsee). b. identifies the major explorers and pioneers and the impact they had on the growth of the region (Nicolet, Marquette, Jolliet, LaSalle, Allouez, Perrot). c. explains the motives behind the movement and settlement of early immigrants to the region and Wisconsin. d. explains the motives behind the movement and settlement of modern Use the Event Summary (TR54) to highlight important events in history Use Unit 3 Project (textbook p. 222 and workbook p. 51) to describe an important event in your state s history Can be used for Wisconsin state history or individual state study Use TR55 Lesson Summary immigrants/refugees (Hmong and Hispanic) to the region and Wisconsin. a. identifies location, size, and scope of Native Am. population in the region. b. identifies major explorers and pioneers and their impact on the growth of the region. c. identifies the immigrants to the region and explains the motives behind their movement and settlement. a. identifies location, size, and scope of Native Am. population in the region. b. identifies major explorers and pioneers and their impact on the growth of the region. c. identifies the immigrants to the region and explains the motives behind their movement and settlement. Use the Current Event 4. Examine the Current Events Organizer (TR58) with a. applies and uses skills of analysis and critical thinking when reading media news. daily newspaper impact of current b. summarizes a news story. Current Event Magazines events in today s c. explains how given news impacts their lives. (i.e. Time for Kids, world Scholastic News, Weekly Reader ) History: Cultures and Cultural Diversity; Time, Continuity and Change Board Approved: May, 2007 Page 4

5 Course Objective Performance Indicators Classroom Assessments 5. Describe the form of government in United Government Structure a. explains the structure of the U.S. government, including the three Complete a graphic organizer (flowchart) of the United States and how it branches, and what the general job of the branch is. States government showing compares to b. identifies specific individuals in each branch of government both at the Federal the three branches governments across and State Level. Use a Venn diagram c. outlines the general process of how a bill becomes a law. comparing and contrasting the the five regions d. compares and contrasts the federal and state governments. federal and state e. explains the concepts of sovereign nation relative to Native American nations in Wisconsin. governments Use the Document Analysis (TR63) to study the Wisconsin constitution Use TR55 Lesson Summary Political Science and Citizenship: Government Structures and Processes Board Approved: May, 2007 Page 5

6 Course Objective Performance Indicators Classroom Assessments 6. Apply concepts of Northeast Use TR55 Lesson production, a. describes how the Native Americans in the Northeast region interacted with the Summary distribution, Complete Unit 5 Project (TE exchange and b. describes how steel impacted the industrialization of the Northeast region. 358) consumption of c. identifies the resources of the Northeast region and how they impact the economy of Using A Hands-On the region. Approach (supplement goods, across the book) complete writing United States and a. describes how the Native Americans in the region interacted with the project, p. 27, Country its regions Mouse-City Mouse a. describes how the Native Americans in the region interacted with the b. identifies unique characteristics of Wisconsin cities in relationship to environment, cultural, economic growth. c. compiles and describes common agricultural products of Wisconsin and the region. d. summarizes the importance of the dairy and agricultural industries to Wisconsin. e. summarizes methods that can be used to renew and conserve trees as a natural resource in Wisconsin. f. explores the history of manufacturing in Wisconsin. a. describes how the Native Americans in the region interacted with the a. describes how the Native Americans in the region interacted with the Europeans in exchanging goods. Economics: Production, Distribution, Consumption and Exchange; Global Connections Board Approved: May, 2007 Page 6

7 Course Objective Performance Indicators Classroom Assessments 7. Recognizes the Northeast Choose one of the five unit interactions projects to complete between and Class discussions among people, c. identifies sports and recreational activities. Use TR55 Lesson groups and Summary institutions within the five regions of the United States c. identifies sports and recreational activities. c. identifies sports and recreational activities. c. identifies sports and recreational activities. c. identifies sports and recreational activities. Behavioral Sciences: Human Origins and Cultural Development; Interactions between and among Individuals, Groups and Institutions; Cultural Diversity Resources and learning activities that address course objectives: Junior Achievement Board Approved: May, 2007 Page 7