August 2012
th
4 Grade Social Studies
Thursday
Friday
Monday
Focus Calendar 2012-2013 School Year
Tuesday
Wednesday
Stories/Focus Skills
begin on Thursday
and are tested on
Wednesday.
20
First Day of
School
23
24
27
21
FCIM BOY
Assessments
28
22
FCIM BOY
Assessments
29
Indigenous Tribes: Identify physical features of Florida
Locate and label cultural features on a Florida map SS.
EQ: .What is geography and why is it important?
30
31
Indigenous Tribes: Interpret political and physical maps elements (title, compass rose, cardinal
directions, intermediate symbols, legend, scale, longitude, latitude) SS.4.G.1.4
EQ: How did the geography of their environment affect indigenous people of Florida meet their
basic needs?
Essential terms:
Indigenous
tribes,
Native
Americans,
geography,
cultural features,
cultural
characteristics,
Social Studies Skill & Concept Matrix
Check for mastery
Geography Skills and Concepts
Introductory Benchmark: SS.K.G.1.2
Globes and maps are models of earth,
countries, states, etc (expected mastery 2nd
gr)
Introductory Benchmark: SS.K.G.2.2
Location of home address, city, county,
country (expected mastery 4th gr)
Introductory Benchmark: SS.K.G.1.1
Relative location-near, far, up, down, over,
under (expected mastery 3rd gr)
Introductory Benchmark: SS.K.G.1.3
Cardinal directions (expected mastery 3rd
gr)
Introductory Benchmark: SS.K.G.1.3
Equator (expected mastery 4th gr)
Introductory Benchmark: SS.2.G.1.2
state capital of Florida (expected mastery
4th gr)
Civic Awareness Concepts
Introductory Benchmark: SS.K.A.2.4
Identify George Washington as first
president of United States (expected
mastery 3rd gr)
Indigenous Tribes
Objective of Learning
The student will locate and analyze
physical, economic, and cultural
characteristics of indigenous tribes of
Florida:
(a) Calusa- “The Shell Indians”
(b) Timucua
(c) Tocabaga Indians of Tampa Bay
(d) Tequesta Indians of Biscayne
Bay
(e) Apalachee of Northwest Florida
th
4 Grade Social Studies
THURSDAY
30
September 2012
FRIDAY
31
MONDAY
3 Student Holiday
TUESDAY
4
Indigenous Tribes: Explain how weather impacts Florida SS.4.G.1.3
EQ: How do people change the environment, and how does the environment
influence human activity?
6
7
10
11
Indigenous Tribes: Explain the effects of technological advances on Florida
SS.4.A.4.1
EQ: What can be learned from the past about how new technologies resulted
in societal changes?
13
14
17
18
20
21
24
25
Indigenous Tribes: Compare Native American tribes in Florida SS.4.A.2.1
EQ: Why do we study history?
Essential terms: political
maps, physical
maps,
WEDNESDAY
compass rose, cardinal
directions,
intermediate
5
directions, symbols, legend,
scale, longitude, latitude,
environmental influence,
technological advances,
archeologist, tribes,
artifacts,
salvaging, marauding,
explorers, mound,
permanent,
harvested,
12
central, maize, shaman,
diminish, epidemics,
proximity, discarded,
mitten, supplement,
gatherers, delicacy,
prominent, chisel, scarce,
relocated, scalp, ambush,
loincloth, rituals,
19
contagious,
vital,diminish,
epidemics, proximity,
discarded, mitten,
supplement, gatherers,
delicacy, prominent, chisel,
scarce, relocated, scalp,
ambush, loincloth, rituals,
contagious, vital,
26
Focus Calendar 2012-2013 School Year
Required Instruction for Social Studies
Celebrate Freedom Week
1003.421 Recitation of the Declaration of
Independence.-(1) To educate students about the
sacrifices made for freedom in the founding of
this country and the values on which this
country was founded, the last full week of
classes in September shall be recognized in
public schools as Celebrate Freedom Week.
Celebrate Freedom Week must include at least
3 hours of appropriate instructions in each
social studies class, as determined by each
school district, which instruction shall include
an in-depth study of the intent, meaning, and
importance of the Declaration of
Independence.
(2) To emphasize the importance of this
week, at the beginning of each school day or in
homeroom, during the last full week of
September, public school principals and
teachers shall conduct an oral recitation by
students of the following words of the
Declaration of Independence: “We hold these
truths to be self-evident, that all men are
created equal, that they are endowed by their
creator with certain unalienable rights, that
among these are life, liberty and the pursuit of
happiness. That to secure these rights,
governments are instituted among men,
deriving their just powers from the consent of
the governed.”
(3) Student recitation of this statement
shall serve to reaffirm the American ideals of
individual liberty.
(4) Upon written request by a student’s
parent, the student must be excused from the
recitation of the Declaration of Independence.
October 2012
th
4 Grade Social Studies
FRIDAY
THURSDAY
27
28
MONDAY
1
TUESDAY
2
Indigenous Tribes: Utilize timelines to sequence key events in Florida history
SS.4.A.9.1
EQ: What are the consequences of past events for the present and future?
4
5
8
9
FOCUS SKILLS: Conflict/Resolution, Authors Perspective, Character
Traits/Motivations, Compare/Contrast
Story/Text: LTI (DBQ) Explorers
EQ: Why did the explorers come to the “New World”?
11
12
15
16
Indigenous Tribes: Describe causes and effects of European colonization on the
Native American tribes of Florida SS.4.A.3.2
EQ: What is the significance of “Gold, God & Glory”?
18
19 Student Holiday
22
23
Explorations: Identify the significance of Fort Mose as the
first free African community in the United States SS.4.A.3.5
EQ: How do cultures change over time?
25 End of 1st
Grading Period
26 Student Holiday
29 2nd Nine Weeks
Begins
WEDNESDAY
30
Explorations: Identify explorers who came to Florida and the motivations for their
expeditions SS.4.A.3.1
EQ: How does culture unify a group of people?
Explorations: Explain the purpose of and daily life on missions (San Luis de Talimali
in present-day Tallahassee) SS.4.A.3.4
EQ: How do beliefs, values and behaviors of a group of people help the group meet
its needs and solve problems?
3
Indigenous people,
history, timeline,
sequence,
consequences,
European
colonization,
“Gold,
10
TEST DBQ
God & Glory”,
primary source,
secondary source,
significant, price of
freedom, Spanish
Florida, route,
explorers,
17
indentured servant,
slavery
diminish, epidemics,
proximity, discarded,
mitten, supplement,
gatherers, delicacy,
prominent, chisel,
24
scarce, relocated,
scalp, ambush,
loincloth, rituals,
contagious, vital,
31
Focus Calendar 2012-2013 School Year
Indigenous Tribes
Objective of Learning
The student will locate and analyze physical,
economic, and cultural characteristics of
indigenous tribes of Florida:
(a) Calusa- “The Shell Indians”
(b) Timucua
(c) Tocabaga Indians of Tampa Bay
(d) Tequesta Indians of Biscayne Bay
(e) Apalachee of Northwest Florida
Explorations
Objective of Learning
The student will demonstrate knowledge of the
explorations of Florida by
(a) identifying Ponce de Leon’s route
and exploration of Florida and the surrounding
areas.
(b) identifying the route that Narvaez
and de Vaca sailed and the mishaps that
occurred during their explorations of Florida.
(c) identifying the route that Hernando
de Soto sailed and how his expedition was
different from other explorers.
th
4 Grade Social Studies
November 2012
THURSDAY
FRIDAY
MONDAY
TUESDAY
1
2
5
6
Settlement of Florida: Identify the significance of St. Augustine as the oldest
permanent European settlement in the United States SS.4.A.3.3
EQ: How was life in the past similar and different from life today?
Florida: Identify the significance of St. Augustine as the oldest permanent
European settlement in the United States SS.4.A.3.3
EQ: How was life in the past similar and different from life today?
8
9
12
13
WEDNESDAY
7
14
Settlement of Florida: Identify nations (Spain, France, England) that controlled
Florida before it became a United States territory SS.4.A.3.7
EQ: What are the effects of increasing global connections?
19
20
21
22
23
26
28
29
30
**St. Augustine Field Trip
27
Progress Monitoring with Review Stations: 11/26-12/5
Review Character Traits/Motivations, Compare/Contrast, Authors Purpose/Perspective,
Conflict/Resolution, Cause/Effect, Drawing Conclusions, Synonyms/Antonyms,
Affixes/Base Words, Shades of Meaning based on classroom data.
Essential terms:
free African
community,
culture,
motivation,
expedition, daily
life, mission,
Tallahassee,
beliefs, values,
behaviors,
permanent
European
settlement, St.
Augustine
ambush,
loincloth, rituals,
contagious, vital,
Spain, France,
England,
European
powers, effect,
affect, global
connections,
impact,
immigration
Focus Calendar 2012-2013 School Year
Social Studies Skill & Concept Matrix
Check for mastery
Geography Skills and Concepts
Introductory Benchmark: SS.K.G.1.2
Globes and maps are models of earth, countries, states,
etc (expected mastery 2nd gr)
Introductory Benchmark: SS.K.G.2.2
Location of home address, city, county, country
(expected mastery 4th gr)
Introductory Benchmark: SS.K.G.1.1
Relative location-near, far, up, down, over, under
(expected mastery 3rd gr)
Introductory Benchmark: SS.K.G.1.3
Cardinal directions (expected mastery 3rd gr)
Introductory Benchmark: SS.K.G.1.3
Equator (expected mastery 4th gr)
Introductory Benchmark: SS.2.G.1.2
state capital of Florida (expected mastery 4th gr)
Civic Awareness Concepts
Introductory Benchmark: SS.K.A.2.4
Identify George Washington as first president of United
States (expected mastery 3rd gr)
Explorations
Settlement of Florida
Objective of Learning
The student will demonstrate knowledge of the
settlement of Florid
(a) identifying the expeditions of French
explorers Ribault and Laudonniere
(b) identifying how Menendez helped to
establish Spanish missions in Florida.
(c) identifying how St. Augustine was
established by Pedro Menendez.
(d) identifying Sir Francis Drake and his various
exploits.
(e) explaining how the first African Americans
came to Florida and
(f) identifying Fort Mose as the first free
African American settlement in America.
December 2012
th
4 Grade Social Studies
THURSDAY
FRIDAY
MONDAY
3
6
7
10
TUESDAY
4
11
WEDNESDAY
5
12
Settlement of Florida: Describe how and why immigration impacts Florida today
SS.4.A.8.2
EQ: Why do people move?
13
14
17
18
19
Settlement of Florida: Describe how and why immigration impacts Florida today
SS.4.A.8.2
EQ: Why do people move?
20
FCIM
Progress
Monitoring
21
FCIM
Progress
Monitoring
24
27
28
31
25
26
Essential terms:
free African
community,
culture,
motivation,
expedition, daily
life, mission,
Tallahassee,
beliefs, values,
behaviors,
permanent
European
settlement, St.
Augustine
ambush,
loincloth, rituals,
contagious, vital,
Focus Calendar 2012-2013 School Year
Settlement of Florida
Objective of Learning
The student will demonstrate knowledge of the
settlement of Florid
(a) identifying the expeditions of
French explorers Ribault and Laudonniere
(b) identifying how Menendez helped
to establish Spanish missions in Florida.
(c) identifying how St. Augustine was
established by Pedro Menendez.
(d) identifying Sir Francis Drake and his
various exploits.
(e) explaining how the first African
Americans came to Florida and
(f) identifying Fort Mose as the first
free African American settlement in America.
January 2013
th
4 Grade Social Studies
WEDNESDAY
THURSDAY
FRIDAY
MONDAY
TUESDAY
1
2
3
4
7
8
9
10
11
14
15
16
Time of Growth and Strife: Explain how Florida (Adams-Onis Treaty) became a U.S.
territory SS.4.A.3.9
EQ: How are governments organized in the community, state and nations?
17
End of
2nd
Nine
Weeks
18 Student Holiday
21 MLK
22 3rd
23
24
25
28
29
30
Time of Growth and Strife: Explain how Florida (Adams-Onis Treaty) became a U.S.
territory SS.4.A.3.9
EQ: How are governments organized in the community, state and nations?
Essential terms:
growth, strife,
Adams-Onis
Treaty,
government,
community,
state, nation,
Seminole tribe,
migration, pushpull factors,
migration,
formation, cause
and effects,
primary sources,
secondary
sources,
significant,
transfer of
control, vital
Focus Calendar 2012-2013 School Year
Social Studies Skill & Concept Matrix
Check for mastery
Geography Skills and Concepts
Introductory Benchmark: SS.K.G.1.2
Globes and maps are models of earth, countries,
states, etc (expected mastery 2nd gr)
Introductory Benchmark: SS.K.G.2.2
Location of home address, city, county, country
(expected mastery 4th gr)
Introductory Benchmark: SS.K.G.1.1
Relative location-near, far, up, down, over, under
(expected mastery 3rd gr)
Introductory Benchmark: SS.K.G.1.3
Cardinal directions (expected mastery 3rd gr)
Introductory Benchmark: SS.K.G.1.3
Equator (expected mastery 4th gr)
Introductory Benchmark: SS.2.G.1.2
state capital of Florida (expected mastery 4th gr)
Civic Awareness Concepts
Introductory Benchmark: SS.K.A.2.4
Identify George Washington as first president of
United States (expected mastery 3rd gr)
Time of Growth and Strife
Objective of Learning
The student will identify periods of growth and
periods of strife in Florida history by
(a) describing the differences between east
Florida and West Florida;
(b) explaining the results of the American
Revolution; and outlining the transfer of the control of
Florida from 1763 to 1821.
(c) explaining the Seminole Wars, their
events, and treaties; and
(d) explaining the steps Florida took in order
to become a state.
(e) understanding how Florida played a vital
war in the Civil War and contributed to the
Confederate Army.
(f) describing the period of Reconstruction;
and
(g) describing the concept of sharecropping
th
4 Grade Social Studies
February 2013
THURSDAY
FRIDAY
31
1
MONDAY
4
TUESDAY
5
WEDNESDAY
6
Time of Growth and Strife: Identify the causes and effects of the Seminole Wars
SS.4.A.3.10
EQ: What caused the Seminole Wars?
7
8
11
12
13
Time of Growth and Strife: Describe pioneer life in Florida SS.4.A.4.2
EQ: How do people change the environment, and how does the environment
influence human activity?
14
15
21
22
18 President’s Day
25
19
26
Time of Growth and Strife: Describe pioneer life in Florida SS.4.A.4.2
EQ: How do people change the environment, and how does the environment
influence human activity?
?
28
FCAT Writes??
Time of Growth and Strife: Describe Florida's involvement (secession,
blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural
Bridge, food supply) in the Civil War SS.4.A.5.1
EQ: What role did Florida play in the Civil War?
20
27
pioneer life,
environmental
influences,
human activity,
primary
sources,
secondary
sources,
achievement,
secession,
blockades, Civil
War, slavery,
Reconstruction
,
sharecropping,
goods
Focus Calendar 2012-2013 School Year
Time of Growth and Strife
Objective of Learning
The student will identify periods of growth and
periods of strife in Florida history by
(a) describing the differences between
east Florida and West Florida;
(b) explaining the results of the American
Revolution; and outlining the transfer of the
control of Florida from 1763 to 1821.
(c) explaining the Seminole Wars, their
events, and treaties; and
(d) explaining the steps Florida took in
order to become a state.
(e) understanding how Florida played a
vital war in the Civil War and contributed to the
Confederate Army.
(f) describing the period of
Reconstruction; and
(g) describing the concept of
sharecropping.
New Waves of Change
Objective of Learning
The student will understand the changes that
occurred from the late 1800’s and early 1900’s by:
(a) showing how each significant business
or industry impacted Florida’s growth.
(b) explaining how Florida’s railroad
system began;
(c) naming those people responsible for
building Florida’s railroads;
(d) explaining why the railroads were built
in Florida.
(e) explaining why the United States
joined in the fight for Cuba’s independence
(Spanish-American War);
(f) identifying the key players in the Cuban
revolution; and
(g) explaining how Florida played an
important military role in the war. h) listing the
causes of Florida’s land boom; and
(h) listing some reasons why Florida’s land
boom came to an end.
th
4 Grade Social Studies
March 2013
THURSDAY
FRIDAY
MONDAY
TUESDAY
28
1
4
Writing Test??
Modern Florida: Analyze primary and secondary resources to identify
significant individuals and events throughout Florida history SS.A.4.1.1
EQ/DBQ: Why Was Cesar Chavez an Effective Leader?
5
7
12
8
11
WEDNESDAY
6
13
New Waves of Change: Describe the economic development of Florida's major
industries SS.4.A.6.1
EQ: How are goods made, delivered and used?
14
15
18
19
20
New Waves of Change: Describe effects of the Spanish American War on
Florida SS.4.A.6.4
EQ: What are the effects of increasing global connections?
21 End of 3rd
22
Student Holiday/
Teacher Workday
28
29
25
26
27
Essential Terms
Spanish
American War,
Florida railroad
system, global
connections,
land boom &
bust, Gilded
Age
Focus Calendar 2012-2013 School Year
New Waves of Change
Objective of Learning
The student will understand the changes that
occurred from the late 1800’s and early 1900’s by:
(a) showing how each significant business
or industry impacted Florida’s growth.
(b) explaining how Florida’s railroad
system began;
(c) naming those people responsible for
building Florida’s railroads;
(d) explaining why the railroads were
built in Florida.
(e) explaining why the United States
joined in the fight for Cuba’s independence
(Spanish-American War);
(f) identifying the key players in the
Cuban revolution; and
(g) explaining how Florida played an
important military role in the war.
(h) examining the causes of Florida’s land
boom; and reasons why Florida’s land boom came
to an end
Dark Years of Depression and War
Objective of Learning
The student will demonstrate an understanding of
the effects of the Great Depression and World
War II on Florida by:
(a) identifying the causes of the Great
Depression; and
(b) naming programs created by the New
Deal.
(c) explaining why America entered
World War II;
(d) exploring reasons why Florida was
ideal for building military bases;
(e) discussing some of the events that
took place in Florida during the war; and
(f) describing the economic growth
Florida experienced during and after World War II.
April 2013
th
4 Grade Social Studies
Focus Calendar 2012-2013 School Year
THURSDAY
FRIDAY
MONDAY
th
1 4 Begins
TUESDAY
2
WEDNESDAY
3
FCIM Maintanence: Progress Monitoring & Reteach
4
5
8
9
10
New Waves of Change: Describe the causes and effects of the 1920's Florida
land boom and bust SS.4.A.7.1
EQ: What were the causes of Florida’s land boom?
11
12
15
16
17
19
22
23
24
26
29
30
FCAT
18
FCAT
25
Dark Years of Depression and War: Summarize challenges Floridians faced
during the Great Depression SS.4.A.7.2
EQ: Why did Florida’s land boom go bust?
Dark Years of Depression and War: Floridians faced during the Great
Depression SS.4.A.7.2
EQ: What was life in Florida like during the Great Depression?
Essential
terms: Great
Depression
Economic
choices, scarce
resources,
Dark Years of Depression and War
Objective of Learning
The student will demonstrate an understanding of
the effects of the Great Depression and World War
II on Florida by:
(a) identifying the causes of the Great
Depression; and
(b) naming programs created by the New
Deal.
(c) explaining why America entered World
War II;
(d) exploring reasons why Florida was
ideal for building military bases;
(e) discussing some of the events that
took place in Florida during the war; and
(f) describing the economic growth Florida
experienced during and after World War II.
th
4 Grade Social Studies
Focus Calendar 2012-2013 School Year
May 2013
Modern Florida
THURSDAY
FRIDAY
MONDAY
TUESDAY
WEDNESDAY
1
2
3
6
7
8
Dark Years of Depression and War: Identify Florida's role in World War II
SS.4.A.7.3
EQ: How do we make choices about scarce resources?
**HOLOCAUST
9
10
13
14
15
21
22
Modern Florida: Describe how Florida's constitution protects the rights of
citizens and provides for the structure, function, and purposes of state
government SS.4.C.1.1
EQ: How are power, authority and governments alike and different between
states and nations?
23
24
27 Memorial Day
28
29
Dark Years of Depression and War: Identify Florida's role in World War II
SS.4.A.7.3
EQ: How do we make choices about scarce resources?
**HOLOCAUST
16
17
20
Modern Florida: Discuss public issues in Florida that impact the daily lives of its
citizens SS.4.C.2.1
EQ: What public issues impact your life?
30
31
Progress Monitor and Reteach
Essential
terms:
Constitution,
rights of
citizens,
structure,
function and
purpose of
government,
public issues,
power,
authority,
primary
source,
secondary
source,
effective
leader, Civil
Rights leaders,
equal rights,
Holocaust,
public service,
voting,
volunteerism,
tolerance,
democratic
values,
diversity, civic
values
Objective of Learning
The student will be able to describe modern Florida by:
(a) describing how the space program
affected the economy and growth of the eastern coast
of Florida;
(b) naming important leaders in the Civil
Rights Movement in Florida;
(c) explaining the importance of equal rights
for all people;
Required Instruction for Social Studies
Instruction on the Holocaust is required K-12 instruction
(SS1003)
The history of the Holocaust (1933-1945), the systematic,
planned annihilation of European Jews and other groups by
Nazi Germany, a watershed event in the history of humanity,
to be taught in a manner that leads to an investigation of
human behavior, an understanding of the ramifications of
prejudice, racism, and stereotyping, and an examination of
what it means to be a responsible and respectful person, for
the purposes of encouraging tolerance of diversity in a
pluralistic society and for nurturing and protecting
democratic values and institutions.
Social Studies Skill & Concept Matrix
Check for mastery
Geography Skills and Concepts
Introductory Benchmark: SS.K.G.1.2
Globes and maps are models of earth, countries, states, etc
(expected mastery 2nd gr)
Introductory Benchmark: SS.K.G.2.2
Location of home address, city, county, country (expected
mastery 4th gr)
Introductory Benchmark: SS.K.G.1.1
Relative location-near, far, up, down, over, under (expected
mastery 3rd gr)
Introductory Benchmark: SS.K.G.1.3
Cardinal directions (expected mastery 3rd gr)
Introductory Benchmark: SS.K.G.1.3
Equator (expected mastery 4th gr)
Introductory Benchmark: SS.2.G.1.2
state capital of Florida (expected mastery 4th gr)
Civic Awareness Concepts
Introductory Benchmark: SS.K.A.2.4
Identify George Washington as first president of United
States (expected mastery 3rd gr)