Social Studies Grade Four

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1 Social Studies Grade Four Handbook Time: 1-2 weeks Standards: Social Studies Skills and Methods Geography Benchmarks: SA. Obtain information from a variety of primary and secondary sources using the component parts of the source GeA. Use map elements or coordinates to locate physical and human features of North America Indicators: S1. Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic (atlases, encyclopedias, dictionaries, newspapers, and multimedia/electronic sources) Ge1. Use a linear scale to measure the distance between places on a map Ge2. Use cardinal and intermediate directions to describe the relative location of places Content/Concepts: The Social Studies Handbook is an overview of the basic social studies skills, including citizenship, geography, and research skills. Core Materials: Scott Foresman Ohio Handbook Supplemental Materials: Nystrom Junior Geographer Activities 3, 8, 9, 13, 14, 15, 16 Writing: TE H2-H22 (Use teacher questions for writing ideas) Vocabulary: Globe Prime Meridian Northern Hemisphere Eastern Hemisphere Degrees Longitude Political Map Compass Rose North East Intermediate Directions Equator Hemisphere Southern Hemisphere Western Hemisphere Latitude Title Physical Map Cardinal Directions South West Northeast 1

2 Southeast Northwest Key Scale Index Secondary Source Dictionary Almanac Periodicals Southwest Symbols Locator Grid Primary Source Encyclopedia Atlas Nonfiction Books 2

3 Unit One: Time: Standards: The Land Called Ohio 4 weeks People in Societies Economics History Geography Social Studies Skills and Methods Benchmarks: PB. Explain the reasons people from various cultural groups cam to North America and the consequences of their interactions with each other. EC. HA. GeA. GeB. Indicators: H1. Construct time lines with evenly spaced intervals for years, decades, and centuries to show the order of significant events in Ohio history. E4. Explain ways in which individuals and households obtain and use income. P3. Explain the reasons people came to Ohio including opportunities in agriculture, mining, and manufacturing; family ties; freedom from political and religious oppression S2. Use a glossary and index to locate information S3. Use a primary and secondary sources to answer questions about Ohio history S5. Identify main ideas and supporting details from factual information Ge2. Use cardinal and intermediate directions to describe the relative location of places Ge3. Describe the location of Ohio relative to other states and countries Ge4. Use maps to identify the location of major physical and human features of Ohio including Lake Erie, Rivers, Plains, The Appalachian Plateau, Bordering States, The capital city, and other major cities. Ge5. Describe and compare the landforms, climates, population, vegetation, and economic characteristics of places and regions in Ohio Ge6. Identify manufacturing, agricultural, mining and forestry regions in Ohio. Ge8. Identify how environmental process (i.e. glaciation and weathering) and characteristics (landforms, bodies of water, climate, vegetation) influence human settlement and activity in Ohio. 3

4 Content/Concepts: Ohio is centrally located in the Midwest region of the United States. It includes landforms of plains and plateaus, many natural resources, and many different land uses. Process/Concepts/Strategies: Use a glossary and index to locate information Use primary and secondary sources to answer questions about Ohio history. Identify main ideas and supporting details from factual information. Communicate relevant information in a written report including the acknowledgement of sources. Core Materials: Scott Foresman Ohio Unit 1 Nystrom Junior Geographer Activity 6, 28 Assessment: TE 1e (Assessment Options) Writing: TE 1f (Writing Integration) Vocabulary: Hemisphere Geography Plain Vegetation Glacier Waterway Plateau Natural Resource Nonrenewable Resource Fossil Fuel Wetland Glossary Subtopics Economy Goods Income Livestock Continent Region Landform Weathering Theory Till Elevation Renewable Resource Mineral Conservation Index Main Topics Entry Word Manufacturing Specialize Agriculture Mining 4

5 Unit 2: Time: Standards: Ohio Long Ago 4 weeks History People in Societies Social Studies Skills and Methods Benchmarks: SB. Use a variety of sources to organize information and draw inferences SD. Use problem-solving skills to make decisions individually and in groups HB. Describe the cultural patterns that are evident in North America today as a result of exploration, colonization, and conflict HA. Construct time lines to demonstrate an understanding of units of time and chronological order PA. Compare practices and products of North American cultural groups Indicators: H1. Construct time lines with evenly spaced intervals for years, decades, and centuries to show the order of significant events in Ohio history H2. Describe the earliest settlements in Ohio including those of prehistoric peoples. H3. Explain the causes and effects of the frontier wars of the 1790s, including the Battle of Fallen Timbers, on American Indians in Ohio and the United States P2. Describe the impact of the expansion of European settlements on American Indians in Ohio S3 Use a primary and secondary sources to answer questions about Ohio history S4. Describe how archaeologists and historians study and interpret the past. S6. Distinguish between fact and opinion Content/Concepts: The earliest inhabitants of Ohio left behind many objects that help us understand how they lived. Beginning in about 1600, a new group of American Indians began to arrive in Ohio. European interests in North America affected the American Indians of Ohio. Although most of the American Revolution was fought in the original 13 colonies, the conflict determined Ohio s future. Process/Concepts/Strategies: Use primary and secondary sources to answer questions about Ohio history. Describe how archaeologists and historians study and interpret the past. Core Materials: Scott Foresman Ohio Unit 2 5

6 Supplemental Materials: Nystrom Junior Geographer Activity 4 Assessment: TE 53e (Assessment Options) Writing: TE 53f (Writing Integration) Vocabulary: Migrate Artifact Fact Displace Totem Sapling Shaman Colony Dispute Repeal Time line Culture Archeologist Opinion Clan Wigwam Wampum Conflict Surveyor Tax Patriot 6

7 Unit 3: Time: Standards: The Road to Statehood 4 weeks History Economics Geography Social Studies Skills and Methods Benchmarks: SA. Obtain information from a variety of primary and secondary sources using the component parts of the source. SB. Use a variety of sources to organize information and draw inferences. HA. Construct time lines to demonstrate an understanding of units of time and chronological order. HB. Describe the cultural patterns that are evident in North America today as a result of exploration, colonization and conflict. HC. Explain how new development led to the growth of the United States EA. Explain the opportunity costs involved in the allocation of scarce productive resources EB. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services GeA. Use map elements or coordinates to locate physical and human features of North America. GeB. Identify the physical and human characteristics of places and regions in North America GeC. Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences. Indicators: H1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history. H3. Explain the causes and effects of the frontier wars of the 1790s, including the Battle of Fallen Timbers, on American Indians in Ohio and the United States H4. Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance E1. Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. E2. Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade E4. Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks E5. Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available. S3. Use primary and secondary sources to answer questions about Ohio history. S7. Read and interpret pictographs, bar graphs, line graphs and tables. Ge1. Use a linear scale to measure the distance between places on a map. 7

8 Ge9. Identify ways that people have affected the physical environment of Ohio including drawing wetlands; clearing forests; building farms, towns and transportation systems; using fertilizers, herbicides and pesticides. Ge10. Use elevation, natural resource and road maps to answer questions about patterns of settlement, economic activity and movement. Content/Concepts: Ohio grew from a frontier settlement to become the 17 th state in the union. Life in this growing state included the development of roads, canals, and railroads. Ohio became an important agriculture and industrial state. Process/Concepts/Strategies: Use primary and secondary sources to answer questions about Ohio history. Read and interpret pictographs, bar graphs, line graphs, and tables. Communicate relevant information in a written report including the acknowledgement of sources. Core Materials: Scott Foresman Ohio Unit 3 Nystrom Junior Geographer Activity 7 Assessment: TE 105e (Assessment Options) Writing: TE 105f (Writing Integration) Vocabulary: Ordinance Right Flatboat Risk Census Reservation Surplus Demand Keelboat Service Labor Township Profit Entrepreneur Plot Constitution Ambush Supply Trade Canal Land Capital 8

9 Unit 4: Time: Standards: Growth Brings Change 4 weeks History People in Societies Social Studies Skills and Methods Benchmarks: SA. Obtain information from a variety of primary and secondary sources using the component parts of the source. SD. Use problem-solving skills to make decisions individually and in groups HA. Construct time lines to demonstrate an understanding of units of time and chronological order. PA. Compare practices and products of North American cultural groups. PB. Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other Indicators: H1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history. P1. Describe the cultural practices and products of various groups who have settled in Ohio over time (The Paleo Indians, Archaic Indians, Woodland Indians and Late Prehistoric Indians; historic Indians of Ohio; European immigrants; Amish and Appalachian populations; African-Americans; Recent immigrants from Africa, Asia, and Latin America P3. Explain the reasons people came to Ohio including opportunities in agriculture, mining, and manufacturing; family ties; freedom from political and religious oppression S3. Use primary and secondary sources to answer questions about Ohio history. S10. Use a problem-solving/decision-making process which includes identifying a problem; gathering information; listing and considering options; considering advantages and disadvantages of options; Choosing and implementing a solution; and developing criteria for judging its effectiveness Content/Concepts: Political leaders, educators, and concerned citizens worked to improve everyday life in Ohio. As the struggle over slavery grew, Ohioans had to make important decisions. During the Civil War, Ohio citizens helped in the effort to save the Union. The Civil War changed life in Ohio. Process/Concepts/Strategies: Use primary and secondary sources to answer questions about Ohio history. Use problem-solving/decision-making process which includes: identifying a problem; gathering information; listing and considering options; considering advantages and disadvantages of options; choosing and implementing a solution; and developing criteria for judging its effectiveness. Core Materials: Scott Foresman Unit 4 9

10 Assessment: TE 161e (Assessment Options) Writing: TE 161f (Writing Integration) Vocabulary: Pacifist Abolish Abolitionist Suffrage Armory Enlist Amendment Veteran Delegate Fugitive Convention Reformer Secede Ratify Leisure Commercial 10

11 Unit 5: Time: Standards: Ohio Grows 4 weeks History Geography Social Studies Skills and Methods Benchmarks: SA. Obtain information from a variety of primary and secondary sources using the component parts of the source. HA. Construct time lines to demonstrate an understanding of units of time and chronological order HC. Explain how new developments led to the growth of the United States GeB. Identify the physical and human characteristics of places and regions in North America Indicators: H1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history H5. Explain how canals and railroads changed settlement patterns in Ohio and Ohio s economic and political status in the United States S1. Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic (atlases, encyclopedias, dictionaries, newspapers, and multimedia/electronic sources S3. Use primary and secondary sources to answer questions about Ohio history. Ge7. Explain how resources, transportation, and location influenced the development of cities and industries in Ohio including major industries such as oil, steel, rubber, and glass. Content/Concepts: Ohio s location, transportation, and resources supported the growth of industry. Rapid growth brought new challenges to Ohio cities. The inventions and ideas of Ohioans helped lead the state and country. Ohioans rose to the challenges of the 1900 s, including war and the Great Depression. Process/Concepts/Strategies: Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic: atlases; encyclopedias; dictionaries; newspapers; multimedia/electronic sources. Use primary and secondary sources to answer questions about Ohio history. Core Materials: Scott Foresman Ohio Unit 5 Supplemental Materials: Nystrom Junior Geographer Activity 17, 21 11

12 Assessment: TE 213e (Assessment Options) Writing: TE 213f (Writing Integration) Vocabulary: Refinery Boom Settlement House Inventor Labor Union Unemployment Migrant Worker Interstate Highway Monopoly Sanitation Trolley Patent Strike Dam Suburb 12

13 Unit 6: Time: Standards: Challenge and Prosperity in a New Ohio 5 weeks History Geography Citizenship Economics People in Societies Social Studies Skills and Methods Benchmarks: SA. Obtain information from a variety of primary and secondary sources using the component parts of the source. SB. Use a variety of sources to organize information and draw inferences. SC. Communicate social studies information using graphs or tables HA. Construct time lines to demonstrate an understanding of units of time and chronological order HC. Explain how new developments led to the growth of the United States GoA. Identify the responsibilities of the branches of the United States government and ex plain why they are necessary GoB. Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster selfgovernment in a democracy CA. Explain how citizens take part in civic life in order to promote the common good CB. Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government. EB. Explain why entrepreneurship, capital good, technology, specialization and division of labor are important in the production of goods and services P1. Compare practices and products of North American cultural groups. P2. Explain the reasons people from various cultural groups came to North America and the consequences of thei8r interactions with each other Indicators: H1. Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history H6. Explain the importance of inventors such as the Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods and Thomas Edison C1. Describe the ways in which citizens can promote the common good and influence their government including voting; communicating with officials; participating in civic and service organizations; performing voluntary service C2. Explain why personal responsibilities (e.g., taking advantage of the opportunity to be educated) and civic responsibilities (e.g., obeying the law and respecting the rights of others) are important C3. Explain the importance of leadership and public service. C4. Explain why characteristics such as respect for the rights of others, fairness, reliability, honesty, wisdom and courage are desirable qualities in the people citizens select as their leaders. 13

14 E6. Explain why many jobs in Ohio depend on markets in other countries and why Ohio is a market for goods and services from other countries. GO1. Explain major responsibilities of each of the three branches of government in Ohio (the legislative branch, headed by the General Assembly, makes state laws; the executive branch, headed by the governor, carries out and enforces laws made by the General Assembly; and the judicial branch, headed by the Ohio Supreme Court, interprets and applies the law Go2. Explain why elections are used to select leaders and decide issues Go3. Explain the purpose of a democratic constitution (to provide a framework for a government, to limit the power of government, and to define the authority of elected officials) Go4. Explain that the Ohio Constitution tells how the state government should be organized and guarantees the rights of individuals S3. Use primary and secondary sources to answer questions about Ohio history. S8. Formulate a question to focus research S9. Communicate relevant information in a written report including the acknowledgment of sources. P1. Describe the cultural practices and products of various groups who have settled in Ohio over time P3. Explain the reasons people came to Ohio including opportunities in agriculture, mining, and manufacturing; family ties; freedom from political and religious oppression Content/Concepts: During the last half of the twentieth century, many social, political, and economic changes affected Ohio. Ohio s 200 th birthday was celebrated in Ohio s constitution explains how laws are made and enforced; and how to determine if laws are fair. Ohioans show they are good citizens by voting, volunteering, and respecting the rights of others. Process/Concepts/Strategies: Use primary and secondary sources to answer questions about Ohio history. Formulate a question to focus research. Core Materials: Scott Foresman Ohio Unit 6 Supplemental Materials: (Ohio Statehouse Website) Assessment: TE 265e (Assessment Options) Writing: TE 265f (Writing Integration) 14

15 Vocabulary: Civil Rights Diversity Society Budget Reliability Bicentennial Technology Government Election Volunteer 15

Archbold Area Schools Social Studies Curriculum Map

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