Grade 4 Common Core Standards for English Language Arts & Literacy in History/Social Studies Reading Informational Key Ideas and Details 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. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Craft and Structure 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. RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 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. Integration of Knowledge and Ideas RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text. RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Range of Reading and Level of Text Complexity RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Fundamentals Phonics and Word Recognition RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words. Fluency RF.4.4. Read with sufficient accuracy and fluency to support comprehension. Language Conventions of Standard English L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Page 1 of 13
Speaking and Listening Comprehension and Collaboration SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3. Identify the reasons and evidence a speaker provides to support particular points. Presentation of Knowledge and Ideas SL.4.4. 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. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. Writing Text Types and Purposes W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Production and Distribution of Writing W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to Build and Present Knowledge W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., 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]. ). Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). Range of Writing W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Page 2 of 13
Lesson 1 Topic: Discovering the Social Sciences, 6.1.4.A.1 - Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good., Strand: C. Economics, Innovation, and Technology 6.1.4.C.1 - Apply opportunity cost to evaluate individuals decisions, including ones made in their communities. 6.1.4.C.2 - Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. 6.1.4.C.3 - Explain why incentives vary between and among producers and consumers. 6.1.4.C.4 - Describe how supply and demand influence price and output of products. 6.1.4.C.5 - Explain the role of specialization in the production and exchange of goods and services. 6.1.4.C.6 - Describe the role and relationship among households, businesses, laborers, and governments within the economic system. 6.1.4.C.9 Compare and contrast how access to and use of resources affects people across the world differently. 6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals lives. 6.1.4.C.11 Recognize the importance of setting long-term goals when making financial decisions within the community. Standard: 6.3 Active Citizenship in the 21st Century, 6.3.4.A.1 Evaluate what makes a good rule or law. 6.3.4.A.2 Contact local officials and community members to acquire information and/or discuss local issues. 6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue. What do social scientists do? In a Response Group activity, students discuss artifacts from the perspective of each of these social science traditions: economics, geography, political science, and history. Days Sections 1 1.1-1.3 2 1.4-1.5 3 teacher directed artifact activity 4 (p.6) isn 5 project 6 project 7 present 8 assessment Page 3 of 13
Lesson 2 (and 5.2 &5.3) Topic: Exploring the Regions of the United States 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. 6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. 6.1.4.B.10 Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences. How do geographers study the regions of the United States? In a Social Studies Skill Builder, students work in pairs to interpret a series of special purpose maps depicting five regions of the United States and attempt to identify the locations where five images of the United States were taken. ch 2 days 1 2.1-2.3 2 2.4-2.5 3-5 2.6-10 and 5.2 &5.3 info by doing geo map challenge 6 Process activity 2 as assessment (p.11) Page 4 of 13
Lesson 3 Topic: The Peopling of the United States 6.1.4.A.13 Describe the process by which immigrants become United States citizens. Strand: D. History, Culture, and Perspectives 6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered. 6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America s growth as a nation, historically and today. 6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people. 6.1.4.D.14 Trace how the American identity evolved over time. 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity. 6.1.4.D.18 Explain how an individual s beliefs, values, and traditions may reflect more than one culture. days How have different groups contributed to the United States? 1 3.1 (start collage project) 2 3.2-3.3 3 3.4-3.5 In a Social Studies Skill Builder, students work in pairs to read 4 3.6-3.7 about one of five ethnic groups American Indians, Latinos, 5 3.8-3.9 European Americans, African Americans, and Asian 6 3.10-3.11 Americans and draw images and symbols to represent that group's experience. Page 5 of 13
Lesson 4 GTPS Curriculum -Social Studies- Grade 4 Topic: A Train Tour of the Northeast 6.1.4.A.1 - Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good. 6.1.4.A.2 - Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy. 6.1.4.A.4 Explain how the United States government is organized and how the United States Constitution defines and limits the power of government. 6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government. 6.1.4.A.6 Explain how national and state governments share power in the federal system of government. 6.1.4.A.7 Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels. 6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights. 6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels. 6.1.4.A.12 Explain the process of creating change at the local, state, or national level. 6.1.4.A.13 Describe the process by which immigrants become United States citizens. 6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws. 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. 6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. Strand: C. Economics, Innovation, and Technology 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United Page 6 of 13
States. 6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods. 6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. Strand: D. History, Culture, and Perspectives 6.1.4.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey. 6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey. 6.1.4.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship. 6.1.4.D.6 Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government. 6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices. 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world. What are different parts of the Northeast like? In a Writing for Understanding activity, groups of students sit on a "train" and listen to a tour guide while they view images of places in the Northeast to learn key concepts and facts about the region. ch 4 days 1-2 geo challenge, 4.1 3 4.2-4.3 4 4.4 Plymouth activity 5 4.5 Boston 6 4.6 Erie 7 4.7 Hershey- activity 8 4.8 Constitution 9 4.9 branches of gov 10 NYC - immigration (great PE activity) 11 4.11 summary and assessment Page 7 of 13
Lesson 6 GTPS Curriculum -Social Studies- Grade 4 Topic: A Boat and Bus Tour of the Southeast 6.1.4.A.3 Determine how fairness, equality, and the common good have influenced change at the local and national levels of United States government. 6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights. 6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations. 6.1.4.A.12 Explain the process of creating change at the local, state, or national level. 6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. 6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others. 6.1.4.B.8 Compare ways people choose to use and divide natural resources. 6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them. Strand: D. History, Culture, and Perspectives 6.1.4.D.9 Explain the impact of trans-atlantic slavery on New Jersey, the nation, and individuals. 6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices. 6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives. Page 8 of 13
GTPS Curriculum -Social Studies- Grade 4 What factors have shaped the culture of the Southeast? In a Writing for Understanding activity, students "travel" by boat and bus while listening to a tour guide and viewing images depicting life in the Southeast. The tour stops at three sites, where students engage in interactive experiences and learn key concepts and facts about the region. ch 6 days 1-2 6.1 & geography challenge 3 6.2 Everglades & 6.3 Cape Canaveral 4-5 6.4 Jamestown and do game, and letter isn 6 6.5 Appalachia, 6.6 Memphis 7 6.6-6.7 and Music activity (Disney clip Princess and the 8 6.8 Oil Rig 9 6.9-6.10 Slavery and Civil Rights 10 assessment Page 9 of 13
Lesson 8 GTPS Curriculum -Social Studies- Grade 4 Topic: A Crop Duster Tour of the Midwest 6.1.4.A.12 Explain the process of creating change at the local, state, or national level. 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. Strand: C. Economics, Innovation, and Technology 6.1.4.C.5 - Explain the role of specialization in the production and exchange of goods and services. 6.1.4.C.14 Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have played in economic opportunities. 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. Strand: D. History, Culture, and Perspectives 6.1.4.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey. 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. Days Why do we call the Midwest "America's Heartland"? 1-2 geo challenge, 8.1 In a Writing for Understanding activity, students "tour" the Midwest in a crop duster and listen to a tour guide and view images of the Midwest. Through interactive experiences, students learn key concepts and facts about the region. 3 8.2-8.4 4 8.5 5 8.6 6-7 8.7 utube videos of assembly lines xdrive, and car activity 8 8.8 transportation, 9 8.9 Chicago's Wrigley 8.10 Mall of America 10 assessment Page 10 of 13
Lesson 10 GTPS Curriculum -Social Studies- Grade 4 Topic: A Big Rig Tour of the Southwest 6.1.4.A.1 - Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good. 6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government. 6.1.4.A.6 Explain how national and state governments share power in the federal system of government. 6.1.4.A.7 Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels. 6.1.4.A.8 Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level. 6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels. 6.1.4.A.12 Explain the process of creating change at the local, state, or national level. 6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws. 6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. 6.1.4.B.8 Compare ways people choose to use and divide natural resources. 6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them. Strand: C. Economics, Innovation, and Technology 6.1.4.C.7 Explain how the availability of private and public goods and services is influenced by the global market and government. 6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community. 6.1.4.C.13 Determine the qualities of entrepreneurs in a capitalistic society. Page 11 of 13
6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods. 6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. Strand: D. History, Culture, and Perspectives 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. How have geography and history shaped life in the Southwest? In a Writing for Understanding activity, students sit in "big rigs" in groups of three, listen to a tour guide, and view nine images depicting life in the Southwest. The trucks stop at three sites, where students learn more through interactive experiences. ch10 days 1-2 geo challenge, 10.1 3 10.2-10.3 4 10.4-10.5 great videos of skywalk 5 10.6 bats to classical music, 10.7 10.8- Alamo and Davy Crocket, 6 legends 7 10.9 Austin, government systems 8 10.10 9 assessment Page 12 of 13
Lesson 12 GTPS Curriculum -Social Studies- Grade 4 Topic: A Van and Airplane Tour of the West 6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. 6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. 6.1.4.B.3 Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. 6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. 6.1.4.B.8 Compare ways people choose to use and divide natural resources. 6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them. Strand: D. History, Culture, and Perspectives 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. What are the features that have drawn people to the West? In a Writing for Understanding activity, students take a "van and airplane tour" and listen to a tour guide and view nine images of places in the West. Through interactive experiences, students learn key concepts and facts about the region. ch 12 days 1-2 12.1 geo challenge 3 12.2-12.3 (options) 4 12.4-12.5 (options) 5 12.6 6 12.7 & 12.8 7 12.9 & 12.10 Page 13 of 13