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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 Midwest where students will spotlight Wisconsin history, geography, government, economics and way of life as a comparison to other states and regions. 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, 2004. ISBN: 0-328-06310-X Regions. Scott Foresman, 2008. ISBN: 0-328-23974-7

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

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AASD SOCIAL STUDIES CURRICULUM

Fourth Grade

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 regions. B. Movement. C. Human-environment interaction. D. Process and investigation. 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.

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II. History

III. Political Science and Citizenship

IV. Economics

V. Behavioral Sciences

Board Approved: May, 2007

AASD SOCIAL STUDIES CURRICULUM

Fourth Grade

Course Objectives

Performance Indicators Performance will be satisfactory when the student: Maps and Globes

a. names the regions of the United States (Northeast, Southeast, Midwest, Southwest, West) and Wisconsin (Lake Superior Lowlands, Northern Highlands, Central Sand Plains, Western Uplands, Eastern Ridges and Lowlands). b. identifies landforms across the United States (mountains, plains, desert, canyon, plateau) and Wisconsin (driftless area, moraine, drumlin, marshland). c. defines bodies of water (bay, harbor, lake, river, ocean, gulf, sea). d. comprehends map reading terminology (keys/legends, symbols, directions, coordinates, map symbols, title, key, scale, compass rose). e. identifies the major terms of a map and globe (equator, prime meridian, latitude and longitude lines, poles and tropics). f. recognizes the globe is the most accurate representation of the earth. g. differentiates types of maps. h. identifies special purpose maps (physical, population, product, precipitation, political, road, historical, population density). i. identifies boundaries of the United States and Wisconsin (land and water).

Classroom Assessments

· Locate by: using maps and globes, encyclopedias, atlases · Drawing maps, making relief maps · Use blackline masters of various maps from "Outline Maps" (supplement book) · Compare and contrast by: making Venn diagrams, · Classroom discussions · Uses a blank map of the regions to illustrate the major landforms (use scoring guide on p. 94 of the TE)

1. Apply geography concepts and skills in the study of the relationships among people, places, and environments

Northeast 2. Compare and/or contrast the geography of the five regions of the United States

a. locates major landforms of the Northeast on a U.S. map (Niagara Falls, Appalachian Mountains and its smaller ranges, Chesapeake Bay). b. identifies the climate of the region. · Makes a list of 5 facts about each region's topography · Use TR47 "Cause & Effect" to identify main factors that effect the climate of an area · Go to Scott Foresman website: www.sfsocialstudies.com/acti vities and click on to "Unit 1 ­ Living in the U.S." Complete climate activity · Use TR55 "Lesson Summary"

Southeast

a. locates major landforms of the Southeast on a U.S. map (coastal plains, Appalachian Mountains). b. identifies the climate of the region.

Midwest

a. locates major landforms of the Midwest and Wisconsin on a U.S. and Wisconsin map (great lakes, plains, moraine, driftless area, drumlins). b. identifies the climate of the region.

Southwest

a. locates major landforms of the Southwest on a U.S. map (Grand Canyon, desert, savanna). b. identifies the climate of the region.

West

a. locates major landforms of the West on a U.S. map (Rocky Mts., Great Basin, geyser). b. identifies the climate of the region.

Above objective aligned with AASD Social Studies standards:

Geography: Location, Place and Regions

Board Approved: May, 2007

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AASD SOCIAL STUDIES CURRICULUM

Fourth Grade

Course Objectives 3. Examines change and continuity over time

Performance Indicators Performance will be satisfactory when the student: Northeast

a. identifies location, size, and scope of Native Am. population in the Northeast region. b. identifies major explorers and pioneers and their impact on the growth of the region. c. identifies immigrants to the Northeast region and explains the motives behind their movement and settlement.

Classroom Assessments

· Timelines are created to show the continuum and importance various groups had on each region · 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"

Southeast

a. identifies the location, size, and scope of Native American Indian population in the Southeast region. b. identifies major explorers and pioneers and their impact on the growth of the region. c. identifies the immigrants to the Southeast region and explains the motives behind their movement and settlement.

Midwest

a. identifies location, size, and scope of Native Am. population in the Midwest 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 Midwest region (Nicolet, Marquette, Jolliet, LaSalle, Allouez, Perrot). c. explains the motives behind the movement and settlement of early immigrants to the Midwest region and Wisconsin. d. explains the motives behind the movement and settlement of modern immigrants/refugees (Hmong and Hispanic) to the Midwest region and Wisconsin.

Southwest

a. identifies location, size, and scope of Native Am. population in the Southwest region. b. identifies major explorers and pioneers and their impact on the growth of the region. c. identifies the immigrants to the Southwest region and explains the motives behind their movement and settlement.

West

a. identifies location, size, and scope of Native Am. population in the West region. b. identifies major explorers and pioneers and their impact on the growth of the region. c. identifies the immigrants to the West region and explains the motives behind their movement and settlement.

4. Examine the impact of current events in today's world

Current Events

a. applies and uses skills of analysis and critical thinking when reading media news. b. summarizes a news story. c. explains how given news impacts their lives.

· Use the Current Event Organizer (TR58) with daily newspaper · Current Event Magazines (i.e. "Time for Kids", "Scholastic News", "Weekly Reader")

Above objective aligned with AASD Social Studies standards:

History: Cultures and Cultural Diversity; Time, Continuity and Change

Board Approved: May, 2007 Page 4

AASD SOCIAL STUDIES CURRICULUM

Fourth Grade

Course Objective 5. Describe the form of government in United States and how it compares to governments across the five regions

Performance Indicators Performance will be satisfactory when the student: Government Structure

a. explains the structure of the U.S. government, including the three branches, and what the general job of the branch is. b. identifies specific individuals in each branch of government both at the Federal and State Level. c. outlines the general process of how a bill becomes a law. d. compares and contrasts the federal and state governments. e. explains the concepts of sovereign nation relative to Native American nations in Wisconsin.

Classroom Assessments

· Complete a graphic organizer (flowchart) of the United States government showing the three branches · Use a Venn diagram comparing and contrasting the federal and state governments · Use the Document Analysis (TR63) to study the Wisconsin constitution · Use TR55 "Lesson Summary"

Above objective aligned with AASD Social Studies standards:

Political Science and Citizenship: Government Structures and Processes

Board Approved: May, 2007

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AASD SOCIAL STUDIES CURRICULUM

Fourth Grade

Course Objective 6. Apply concepts of production, distribution, exchange and consumption of goods, across the United States and its regions

Performance Indicators Performance will be satisfactory when the student: Northeast

a. describes how the Native Americans in the Northeast region interacted with the Europeans in exchanging goods. b. describes how steel impacted the industrialization of the Northeast region. c. identifies the resources of the Northeast region and how they impact the economy of the region.

Classroom Assessments

· · ·

Southeast

a. describes how the Native Americans in the Southeast region interacted with the Europeans in exchanging goods.

Use TR55 "Lesson Summary" Complete Unit 5 Project (TE 358) Using "A Hands-On Approach" (supplement book) complete writing project, p. 27, "Country Mouse-City Mouse"

Midwest

a. describes how the Native Americans in the Midwest region interacted with the Europeans in exchanging goods. 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 Midwest 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.

Southwest

a. describes how the Native Americans in the Southwest region interacted with the Europeans in exchanging goods.

West

a. describes how the Native Americans in the West region interacted with the Europeans in exchanging goods.

Above objective aligned with AASD Social Studies standards:

Economics: Production, Distribution, Consumption and Exchange; Global Connections

Board Approved: May, 2007

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AASD SOCIAL STUDIES CURRICULUM

Fourth Grade

Course Objective 7. Recognizes the interactions between and among people, groups and institutions within the five regions of the United States

Performance Indicators Performance will be satisfactory when the student: Northeast

a. b. c. d. identifies the characteristics of the region's culture. identifies means of transportation, housing and employment. identifies sports and recreational activities. differentiates between the people and cultures of this region and the other four regions. identifies the characteristics of the region's culture. identifies means of transportation, housing and employment. identifies sports and recreational activities. differentiates between the people and cultures of this region and the other four regions. identifies the characteristics of the region's culture. identifies means of transportation, housing and employment. identifies sports and recreational activities. differentiates between the people and cultures of this region and the other four regions. identifies the characteristics of the region's culture. identifies means of transportation, housing and employment. identifies sports and recreational activities. differentiates between the people and cultures of this region and the other four regions.

Classroom Assessments

· Choose one of the five unit projects to complete · Class discussions · Use TR55 "Lesson Summary"

Southeast

a. b. c. d.

Midwest

a. b. c. d.

Southwest

a. b. c. d.

West

a. identifies the characteristics of the region's culture. b. identifies means of transportation, housing and employment. c. identifies sports and recreational activities. d. differentiates between the people and cultures of this region and the other four regions.

Above objective aligned with AASD Social Studies standards:

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

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