Mississippi Social Studies Framework
Narrative Summary for FOURTH GRADE (MISSISSIPPI STUDIES/REGIONS)
The major emphasis of the fourth grade framework is Mississippi as an area of the earth and a political region. Mississippi should be studied in various contexts,
including physical features, climate, agricultural production, industrial development, and economic productivity. Cultural regions of the past and present should be
included. Basic social studies tools such as a map, a compass, and a globe should be utilized. History should be included in units of study to show how Mississippi
has changed over time. Economic concepts such as resources, scarcity, and exchange should be used to show how regions in Mississippi and the world interact.
Additionally, civic concepts should be developed and applied to those skills necessary for citizenship participation in a democratic society. Teachers are preparing
students to operate successfully in the 21st century. This is done by sensitizing children to many diverse people, cultures, and changing environments.
The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected
to be taught by infusing social studies skills into the pedagogy of the course. The social studies curriculum should be taught in a developmental sequence. This
means that the instruction proceeds from the simple to the complex, beginning with the child‘s immediate geographic world and expanding to the world, using
history, civics, and economics to develop the child‘s knowledge and perspectives. The expanding theme that is incorporated in this framework refers to a
curriculum progression in the study of people from self, families, communities, cities, regions, the United States, and to the world.
Domestic Affairs
Understand the purpose, roles, and responsibilities of state and federal government.


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Distinguish among the three branches of government and their roles at local, county, state, and national levels. (DOK 2)
Explain how and why the state government makes, carries out, and enforces laws. (DOK 1)
Explain the responsibilities of state government to protect, educate, and maintain the public welfare of its citizens (e.g., responding to natural disasters).
(DOK 2)
Demonstrate and analyze spatial and ecological perspectives in life situations (e.g., locating waste disposal in the community, organizing a recycling drive,
etc.). (DOK 2)
Understand how geography, history, and politics have influenced the development of Mississippi.
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Identify the major Native American groups (Chickasaw, Choctaw, and Natchez) found living in Mississippi by the first European explorers in the region and
discuss their governmental and economic systems. (DOK 2)
Describe the process by which the Mississippi territory was admitted to the United States. (DOK 1)
Describe the development of slavery and opposition to slavery in Mississippi. (DOK 1)
Trace the events that led to the secession of Mississippi from the Union in 1861 and subsequently entering the Civil War. (DOK 1)
Global Affair
Describe and illustrate geographic aspects of a region using fundamental geographic vocabulary.


1
Use social studies tools (e.g., time lines, maps, globes, compasses, graphs, grids, and technological resources, etc.) to describe the connections among
the people, places, and environment of Mississippi and the southeastern region. (DOK 2)
Compare and contrast the ten geographical regions of Mississippi in terms of soil, landforms, etc. (DOK 2)
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)

Discuss Mississippi‘s global trade activities (e.g., imports, exports, interdependence, etc.). (DOK 1)
Civil Rights/Human Rights
Understand the roles, rights, and responsibilities of Mississippi citizens.
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
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Distinguish between acceptable and unacceptable behaviors of a responsible citizen (e.g., courteous public behavior, respect for the rights and property of
others, tolerance, self-control, participation in the democratic process, and respect for the environment, etc.). (DOK 2)
Identify historical figures (e.g., Fannie Lou Hamer, Medgar Evers, and Martin Luther King Jr., etc.), circumstances (e.g., slavery, abolition, segregation and
integration, etc.), and conditions (e.g., The Great Migration, Trail of Tears, Women‘s Suffrage, etc.) related to the struggle for civil/human rights in
Mississippi and their impact on Mississippi‘s society. (DOK 2)
Compare and contrast the benefits and challenges of unity and diversity among citizens of Mississippi. (DOK 2)
Economics
Understand how geographic and environmental factors influence life and work.
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Compare the resources and scarcity of resources in a local region to other regions of Mississippi (e.g., Delta‘s rich soil vs. coastal waters). (DOK 2)
Describe the division of labor within Mississippi (e.g., government, industry, and agriculture). (DOK 1)
Describe the opportunity cost of choices made within Mississippi (e.g., cotton farming vs. soy bean farming, pasture land vs. industrial development,
beaches vs. casinos, landfills vs. parks, etc.). (DOK 2)
Explain the benefits and challenges of global trade for Mississippi. (DOK 2)
Explain the connections between Mississippi and other states (e.g., economic and political borders such as the Natchez Trace, the Mississippi River, Gulf
of Mexico, etc.). (DOK 2)
Describe the economic impact of natural disasters (e.g., hurricanes, tornadoes, earthquakes, etc.). (DOK 2)
Culture
Understand diversity in Mississippi.
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

2
Describe the history of people who first lived in Mississippi. (DOK 1)
Identify the Mississippi artists, musicians and writers who have an impact on the state, nation and world. (DOK 1)
Analyze the impact and interactions among all groups throughout the history of Mississippi (e.g., European American, African American, Asian American,
Native American, Hispanic, etc.). (DOK 3)
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Greenville Public School District
Recommended 4th Grade Social Studies Curriculum MAP
2015-2016
Content: 4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) - (E-Economics) – (C-Culture)
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
1st
Nine
Weeks
2a. Identify the major
Native American
groups (Chickasaw,
Choctaw, and
Natchez) found living
in Mississippi by the
first European
explorers in the region
and discuss their
governmental and
economic systems.
(DOK 2)
What are the
differences among
the Early Native
Americans found in
Mississippi?
(government,
geographic region,
and religion etc.,)
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Research and make an oral
presentation on a tribe of Native
Americans who settled in the early
Mississippi.
Take a field trip to the Indian Mound
and other local museums to see
artifacts in person.
Create a Venn Diagram to compare and
contrast the major Native American
groups in MS.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Compare and contrast the life style of
early Native American school age
children to the life style of school age
students in the Mississippi Delta in 2015
in a narrative.
3
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Resources
(What
MATERIALS
will
you need?)
Internet
Document
Camera
Mobis
Clickers
Field Trips
iPad apps
Computer
Games
Trade Books
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Teacher
Observations
Student Work
Samples
District Nine
Weeks
Assessments
Rubrics
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Language
Arts: Prepare a
2 page written
report on the
different types
of Native
Americans.
Summarize trip
to Choctaw
Mounds.
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
1st
Nine
Weeks
2b. Describe the
process by which the
Mississippi territory
was admitted to the
United States. (DOK 1)
What was the
significance of the
Mississippi territory
becoming part of
the United States?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Students can practice by constructing
timelines ordering significant events in
Mississippi and United States history.
Write an expository paragraph on the
significance of the Mississippi territory
becoming part of the United States.
Students will draw a map showing MS
early political boundaries.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Internet
Document
Camera
Mobis
Clickers
Field Trips
iPad apps
Computer
Games
Trade Books
Insight 360
Teacher
Observations
Student Work
Samples
District Nine
Weeks
Assessments
Rubrics
Math:
Use a graphic
organizer to
show places
and regions
that were
explored
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
Analyze the Native American Indian
dwellings and make connections to
climate in science.
1st
Nine
Weeks
4
3a. Use social studies
tools (e.g., time lines,
maps, globes,
compasses, graphs,
grids, and
technological
resources, etc.) to
describe the
connections among
the people, places,
and environment of
Mississippi and the
southeastern region.
(DOK 2)
How could I
compare and
contrast the
economy of
Mississippi to
other
southeastern
states?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Create a Venn Diagram to compare and
contrast the economy of Mississippi to
other southeastern states (Louisiana,
Texas, and Arkansas).
Students are to locate and label 5 of MS
major rivers on a map of MS.
Students will make a poster of 2 MS’s
rivers and its contributions to MS’s
economy.
Create a timeline for the important
individuals and events in Mississippi.
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
1st
Nine
Weeks
3b. Compare and
contrast the ten
geographical regions
of Mississippi in terms
of soil, landforms, etc.
(DOK 2)
What are the ten
geographical
regions of
Mississippi and
the southeastern
region?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Create a Venn Diagram to compare and
contrast the ten geographical regions of
Mississippi and the southeastern
region.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
On a blank map of Mississippi, students
will label important physical features of
geographical regions.
Students will choose a region and
create a poster that will entice people to
visit that area of the state.
Write a letter to a family member
persuading them to vacation in one
region of Mississippi (student choice),
including a topic sentence, one conflict
that is shared by all three regions, and 3
convincing reasons of why the region is
the best place to vacation.
5
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
1st
Nine
Weeks
3c. Discuss
Mississippi‘s global
trade activities (e.g.,
imports, exports,
interdependence, etc.).
(DOK 1)
Essential
Questions
How does
Mississippi
global trade
activities affect
its economy?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Research Mississippi’s global trade
activities. Write an expository paragraph
detailing the effects global trading has
on Mississippi’s economy.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
Create a Venn Diagram to compare and
contrast the imports and exports of
Mississippi’s trade.
The students will create a poster
showing how improvements in
transportation improve trade
opportunities.
Have a class discussion on how people
in different regions of MS earn their
living, past and present, through a
subsistence economy and providing
goods and services.
Create a collage showing the different
types of transportation used to trade
goods during the period the early Native
Americans lived in Mississippi,
Louisiana, and Arkansas.
6
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
1st
Nine
Weeks
4a. Distinguish
between acceptable
and unacceptable
behaviors of a
responsible citizen
(e.g., courteous public
behavior, respect for
the rights and property
of others, tolerance,
self-control,
participation in the
democratic process,
and respect for the
environment, etc.).
(DOK 2)
What are my
rights and
responsibilities
as a Mississippi
citizen in my
home, school,
and community?
Why do I need
rules in my
schools, home,
and community?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Create a Graphic Organizer:
Distinguishing between acceptable and
unacceptable behaviors of responsible
citizens.
Students will stage a mock election of
participation in the democratic process.
*Have students to read passages and
answer questions on this topic from
www.readworks.org
Have students create a collage of
pictures illustrating a responsible citizen
behaviors.
Divide class into three groups – assign
each group a set of different
unacceptable behaviors exhibited by
citizens – have students create a list of
consequences for each behavior – have
each group present their work to the
class.
7
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
Grading
Period
8
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
Skills
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
1st
Nine
Weeks
4b. Identify historical
figures (e.g., Fannie
Lou Hamer, Medgar
Evers, and Martin
Luther King Jr., etc.),
circumstances (e.g.,
slavery, abolition,
segregation and
integration, etc.), and
conditions (e.g., The
Great Migration, Trail
of Tears, Women‘s
Suffrage, etc.) related
to the struggle for
civil/human rights in
Mississippi and their
impact on society.
How did the
struggle for city/
human rights in
Mississippi
effect the impact
on Mississippi’s
society in both
the past and the
present?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Create a power point presentation
about a historical figure discussed.
Include the circumstances, conditions,
and effects the struggles had on
shaping Mississippi into today’s society.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Create a Graphic Organizer. Identifying
historical figures (e.g., Fannie Lou
Hamer, Medgar Evers, and Martin
Luther King Jr., etc.),
Students will use the library or Internet
to research and identify historical
figures (e.g., Fannie Lou Hamer,
Medgar Evers, and Martin Luther King
Jr., etc.) and their accomplishments as
important MS leaders, and their roles
related to the struggle for civil/human
rights in Mississippi and their impact on
society.
Students will create a timeline on
sentence strips. The timeline will build
throughout the unit depicting important
events before, during, and after the
Women‘s Suffrage . Students will play
a Who Am I? game by identifying
statements from the leaders of the
Women’s Suffrage.
9
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
www.readw
orks.org
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
Grading
Period
1st
Nine
Weeks
Objectives (PLD)
(What do your students
need to be able to DO?)
6a. Describe the
history of people who
first lived in
Mississippi. (DOK 1)
Essential
Questions
Who were the
first settlers
living in
Mississippi?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Research and make an oral presentation on the
first settlers living in Mississippi.
Constructs a timeline with event and
people who first lived in Mississippi.
Create a graphic organizer comparing
and contrasting the first people who
lived in MS.
Have students create a National History
Day exhibit or performance, analyzing
primary and secondary sources to
construct a historical narrative of MS.
Vocabulary strategies
Pre-reading Warm-ups,
10
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Resources
(What
MATERIALS
will
you need?)
textbook
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly.
2nd
Nine
Weeks
1a. Distinguish among
the three branches of
government and their
roles at local, county,
state, and national
levels. (DOK 2)
How can I
distinguish
between the
roles of the
three branches
of government?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Write an expository paragraph on the
significance of the roles of the three
branches of government.
Create a Graphic Organizer:
Distinguishing among the three
branches of government and their roles.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Have students to research the 6
different roles of a governor such as
Chief of state, chief diplomat, etc.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
www.readw
orks.org
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Language Arts:
Write a letter to
your principal
explaining one
rule you would
like to see
changed in
your school.
Justify your
reasoning and
provide at least
3 examples to
support your
point of view.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Conduct library research to learn about
the salary, benefits,, requirements, and
duties of the Governor. Create a help
wanted ad for the job of Governor using
the information researched to complete
the task.
Grading
Period
11
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
Skills
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Suggested Activities
(HOW will you teach it?)
2nd
Nine
Weeks
1b. Explain how and
why the state
government makes,
carries out, and
enforces laws. (DOK
1)
How would my
community
change if there
were no laws?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Create a Venn Diagram to compare and
contrast how and why the state
government makes, carries out, and
enforces laws.
Students will visit the MS legislature
while in session.
Students will diagram how a bill
becomes a law.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Write an
expository/narr
ative paragraph
on how the
government
makes and
carries out
laws.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Language Arts:
Write a
narrative
paragraph on
the different
types of natural
disasters
(choose one)
that have
occurred in
Mississippi.
Students will diagram the function of
MS Executive officials such as
Secretary of State, State treasurer,
attorney general, etc.
2nd
Nine
Weeks
1c. Explain the
responsibilities of state
government to protect,
educate, and maintain
the public welfare of its
citizens (e.g.,
responding to natural
disasters). (DOK 2)
How does the
state
government
respond to
natural disasters
in my
community?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Listen to a guest speaker. Write a
persuasive paragraph on why laws are
important and needed to maintain a
peaceful community.
Write a report comparing and
contrasting the devastation of both
Hurricanes Katrina and Rita, including
range in mileage and areas affected,
lives lost, money spent to restore the
areas, time it took to restore both areas,
and how many residents moved out of
the areas.
Have students create a tri-fold or poster
on the responsibilities of state
government and presenting this
information.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Vocabulary strategies
12
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Grading
Period
2nd
Nine
Weeks
13
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
1d. Demonstrate and
analyze spatial and
ecological
perspectives in life
situations (e.g.,
locating waste disposal
in the community,
organizing a recycling
drive, etc.). (DOK 2)
What are the
various methods of
managing municipal
solid waste?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Create a Recycling Center
www.lessonplanet.com/Recycling
Create a flow chart of waste
management from the state/local
government perspective.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Students are to research a government
mandate on waste disposal and report
out to the class
Draw a picture showing ways in which
people in your state recycle waste
products. Write a caption for your
picture. Tell why recycling is important
to your community.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Language Arts:
Write a
descriptive
paragraph on
the methods of
managing
municipal
waste
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
2nd
Nine
Weeks
5a. Compare the
resources and scarcity
of resources in a local
region to other regions
of Mississippi (e.g.,
Delta‘s rich soil vs.
coastal waters). (DOK
2)
What are some
of the products
traded within the
state of
Mississippi and
why were they
traded?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Complete map on natural resources
found in Mississippi.
Design a chart to show Mississippi’s
natural resources, include the part of
the state where they are found, discuss
the advantages and disadvantages
associated with having such resources
in the state.
Have students to complete the energy
quiz at www.eia.doe.gov/kids/
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Math:
Measure
waste. Create a
line graph to
show findings.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Create a power point presentation
showing how a drought in the
Mississippi Delta would affect you and
your family. Include how your daily
routines would change.
Imagine that you were an early pioneer
living in the Mississippi .Write a dairy
entry describing your life.
Grading
Period
14
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
Skills
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Suggested Activities
(HOW will you teach it?)
2nd
Nine
Weeks
5b. Describe the
division of labor within
Mississippi (e.g.,
government, industry,
and agriculture). (DOK
1)
How does
division of labor
allow for
proficiency in
completing a
specialize task?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct Research
Oral Presentations
Summarization
Group activity (assemble a car). Create
a slide show of directions for others to
follow and assemble the car. Have
students to write about the division of
labor that this activity relates to in an
essay.
Create a Venn Diagram to compare and
contrast the division of labor in
government, industry, and agriculture
by listing jobs in each category.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Write a How to
Paragraphhave a partner
perform the
task.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Science/Math
Plant corn/soy
beans.
Measure and
chart the
growth of each
Students will create a collage illustrating
the division of labor in government,
industry, and agriculture.
2nd
Nine
Weeks
5c. Describe the
opportunity cost of
choices made within
Mississippi (e.g.,
cotton farming vs. soy
bean farming, pasture
land vs. industrial
development, beaches
vs. casinos, landfills
vs. parks, etc.). (DOK
2)
What are the
benefits of
planting corn
verses planting
soy beans in
Mississippi?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Imagine MS without government,
industry, and agriculture. Write a
paragraph telling how your life might be
different without these resources.
Create a list of the benefits of planting
corn verses soybeans in Mississippi.
Write an expository paragraph on the
significance of cotton farming vs. soy
bean farming in MS.
Have students to label on a map where
major casinos, beaches, and state
parks are located in MS.
Research the significance of cotton
farming. Identify the economical impact
of cotton farming today versus the time
of slavery.
Create original folk songs highlighting
the issues of the time.
15
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Grading
Period
2nd
Nine
Weeks
Objectives (PLD)
(What do your students
need to be able to DO?)
5d. Explain the
benefits and
challenges of global
trade for Mississippi.
(DOK 2)
Essential
Questions
How did the
flooding in
Mississippi
affect our ability
to trade?
Explain.
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Create a flip book of the Mississippi
Delta before and after the flooding.
Provide details on the affects flooding
had on farming. *Prepare a 5 minute
oral presentation to present to your
peers on your findings.
Create a Venn-diagram of major
products created in MS and the area of
MS where it is made.
Write a journal as though your family
and you were moving from California to
Mississippi. Compare this with the same
move in the 1800s.
Create a newspaper featuring the
impact of global trade for Mississippi.
Include challenges and benefits.
16
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Math: Graph
flood stages for
a week.
Find the
average flood
stage.
Compare
findings to our
neighboring
states
Arkansas and
Louisiana
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
3rd
Nine
Weeks
2c. Describe the
development of slavery
and opposition to
slavery in Mississippi.
(DOK 1)
What impact did
slavery have on
the economic
development of
Mississippi?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Students will gather in small
collaborative groups with students and
read different narratives. Here the goal
for students is to broaden their
understanding of what the experience of
slavery was like for individual African
Americans. For more details, refer to
the following website:
http://newdeal.feri.org/asn/
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Math:
Compare the
economy of the
1800s to
today’s
economy.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Have students discussed the different
oppositions to slavery.
Create a poster that reveals student
understanding of slavery. Display the
posters for a gallery walk. Have the
students to write a reflection about the
poster using the prompt “I think my
project will help others understand
slavery because…..” After the gallery
walk, have the students to write a
response about how the posters helped
them understand slavery.
17
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
3rd Nine
Weeks
2d. Trace the events
that led to the
secession of
Mississippi from the
Union in 1861 and
subsequently entering
the Civil War. (DOK 1)
Essential
Questions
What were the
events that
caused
Mississippi to
depart from the
Union in 1861?
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Constructs a
timeline with
events.
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Create a comic strip sequencing the
events that caused Mississippi to depart
from the Union in 1861?
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Drama:
Role playingProminent
African
Americans from
Mississippi and
the role they
played in
shaping black
suffrage.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Have students to create a graphic
organizer of the major adversaries,
causes, battles, and effects of the Civil
War.
Have students post a timeline adding
other resources to the timeline
.throughout the year.
Vocabulary strategies
Pre-reading Warm-ups,
18
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
3rd Nine
Weeks
4c. Compare and
contrast the benefits
and challenges of unity
and diversity among
citizens of Mississippi.
(DOK 2)
What are some
contributions
various ethnic
groups have
made to the
development of
Mississippi?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Create a Venn Diagram or T-Chart
comparing and contrasting the benefits
of unity and diversity.
Identify the pros and cons of unity and
diversity and identify the groups of
people who were on each side (for and
against).
Have students to read passages and
answer questions on this topic from
www.readworks.org
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Language Arts:
Write and
illustrate a story
depicting this
time in
Mississippi
history.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Math:
Graph the flood
stage for a
week. Find the
average flood
stage. Measure
the distance
between the
states:
Calculate the
miles and
convert them to
M, km, cm.
Divide a sheet of paper into two halves.
Label on half Unity. Label the other half
Diversity. List ways in which citizens
depend on unity and diversity to
maintain a successful community.
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
3rd Nine
Weeks
5e. Explain the
connections between
Mississippi and other
states (e.g., economic
and political borders
such as the Natchez
Trace, the Mississippi
River, Gulf of Mexico,
etc.). (DOK 2)
What is the
quickest route to
Louisiana from
Mississippi
through
Arkansas?
19
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Suggested Activities
(HOW will you teach it?)
Create a map showing trade routes
from Mississippi to trade rich states,
(Louisiana, Texas, Florida, etc.)
Write an expository paragraph on the
significance of economic and political
borders such as the Natchez Trace, the
Mississippi River, Gulf of Mexico, etc.
Create a Venn diagram on the benefits
of Natchez Trace, the Mississippi River,
and Gulf of Mexico in MS.
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
3rd Nine
Weeks
5f. Describe the
economic impact of
natural disasters (e.g.,
hurricanes, tornadoes,
earthquakes, etc.).
(DOK 2)
How do natural
disasters affect
the lives of
citizens?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Research and write a report on how
natural disasters affect people’s lives
and culture (refer back to objective 1c.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Science:
Write a
paragraph
describing the
land near a
lake during a
flood. Include
the effects
flooding has on
the animals
living in both
habitats.
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Research/ Create a booklet on Mississippi
writers and musicians. Include examples of their
works of art.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Music:
Create lyrics
representing
Mississippi
culture. Make
instruments
using common
household
products used
by Mississippi
musicians.
Constructs a timeline with events of
natural disasters.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Create a poster to highlight the
economic benefits and possible effects
of natural disasters (e.g., hurricanes,
tornadoes, earthquakes, etc.) on the
citizens of Mississippi.
Research and write a report on how the
flood of 1927 affected the city of
Greenville.
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
3rd Nine
Weeks
6b. Identify the
Mississippi artists,
musicians and writers
who have an impact on
the state, nation and
world. (DOK 1)
How did
Mississippians
impact the world
in art, music,
and literature?
20
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Have students to read passages and
answer questions on this topic from
www.readworks.org
Have students create a Venn-diagram
of blues, country, and gospel artists of
MS.
Have students to work in cooperative
groups to create a biography poem
about Mississippi artists, musicians and
writers who have an impact on the
state, nation and world.
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
3rd Nine
Weeks
6c. Analyze the impact
and interactions
among all groups
throughout the history
of Mississippi (e.g.,
European American,
African American,
Asian American,
Native American,
Hispanic, etc.). (DOK
3)
How can an
ethnic group
make a
significant
difference in the
lives of many
others?
How has the
population of
immigrants
change from the
1900’s-present?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Research/Role play that you are a
person from a different ethnicity. Tell
about all the ways your culture and
customs are different from
Mississippians.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
Math: Create a
bar graph that
shows various
numbers of
people in
Mississippi who
are from a
different ethnic
background.
Suggested Activities
(HOW will you teach it?)
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Create a Venn Diagram to compare and
contrast the economy of Mississippi to
other southeastern states (Louisiana,
Texas, and Arkansas).
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
Create a poster of events geared to the
significance of Native, African (Blues
Festival), Chinese (Dragon boat
festival), and European Americans
(Madi Gras) in MS.
Write an expository paragraph on the
significance of these groups in MS..
Draw a cartoon illustrating the people
representing the different groups
throughout the history of Mississippi
(e.g., European American, African
American, Asian American, Native
American, Hispanic, etc.). Summarize
the different points of view of each
group.
Grading
Period
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
4th Nine
Weeks
3a. Use social studies
tools (e.g., time lines,
maps, globes,
compasses, graphs,
grids, and
technological
resources, etc.) to
describe the
connections among
the people, places,
and environment of
Mississippi and the
southeastern region.
(DOK 2)
How could I
compare and
contrast the
economy of
Mississippi to
other
southeastern
states?
21
Skills
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Students are to locate and label 5 of MS
major rivers on a map of MS.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Create a timeline for the important
individuals and events in Mississippi.
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
4th Nine
Weeks
4a. Distinguish
between acceptable
and unacceptable
behaviors of a
responsible citizen
(e.g., courteous public
behavior, respect for
the rights and property
of others, tolerance,
self-control,
participation in the
democratic process,
and respect for the
environment, etc.).
(DOK 2)
What are my
rights and
responsibilities
as a Mississippi
citizen in my
home, school,
and community?
Why do I need
rules in my
schools, home,
and community?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Graphic Organizer: Distinguish
between acceptable and unacceptable
behaviors of responsible citizens.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Write an expository paragraph on the
significance of acceptable and
unacceptable behaviors.
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.
Resources
(What
MATERIALS
will
you need?)
Assessment
How will you
know that you
have achieved
the desired
student
outcome?)
Content
Connection
(How will you
integrate OTHER
CONTENT
AREAS into
LITERACY core
content?)
Divide class into three groups – assign
each group a set of different
unacceptable behaviors exhibited by
citizens – have students create a list of
consequences for each behavior – have
each group present their work to the
class.
Create a pictorial collage of acceptable
and unacceptable behaviors of
responsible citizens.
Grading
Period
22
Objectives (PLD)
(What do your students
need to be able to DO?)
Essential
Questions
Skills
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
Suggested Activities
(HOW will you teach it?)
4th Nine
Weeks
1a. Distinguish among
the three branches of
government and their
roles at local, county,
state, and national
levels. (DOK 2)
How can I
distinguish
between the
roles of the
three branches
of government?
Vocabulary
Development
Map / Graph /
Chart Analysis
Determining
Cause and
Effect
Conduct
Research
Oral
Presentations
Summarization
Write an expository paragraph on the
significance of the roles of the three
branches of government.
Have students to read passages and
answer questions on this topic from
www.readworks.org
Graphic Organizer: Distinguish
between the three branches of
government.
Have students to research the 6
different roles of a governor such as
Chief of state, chief diplomat, etc.
23
4th Grade Social Studies (MISSISSIPPI STUDIES /REGIONS)
textbook
Power Point
Internet
Secondary
Primary
Sources
Maps,
charts,
Graphs,
timelines
Insight 360
www.readw
orks.org
Pre-test (for
selected units/
Daily verbal
review/quiz,
Graphic
Organizers
Mini-projects—
completed in
class—foldable
Vocabulary
Quizzes
7RIT1 Cite
several pieces
of textual
evidence to
support
analysis of
what the text
says explicitly
as well as
inferences
drawn from the
text.