2015 – 2016
SOCIAL STUDIES INSTRUCTIONAL MAPS
GRADE 4
QUARTER 1
Introduction
Our 2015-2016 Social Studies instructional maps have some new features we would like to share with you, as well as point out some
information that will better help you utilize this resource.
 Each map is divided into three columns: (1) TN State Social Studies Standards, (2) I Can Statements & Vocabulary, (3) Instructional
Activities &Resources
 Each standard has a “Content Strand Code.” The codes are as follows: C – Culture, E – Economics, G – Geography, H – History, P –
Government, Civics, and Politics, and TN – Tennessee Connection. For more information about the definition of each strand go to:
http://tn.gov/education/standards/social_studies/std_ss_coding_document.pdf
 In support of the Comprehensive Literacy Improvement Plan (CLIP), each instructional map has English Language Arts (ELA)
standards imbedded in the Activities/Instructional Resources column (coded in green), as well as sample integrated ELA lesson plans
at the end of each quarter.
 A “Tool Kit” of resources can be found on the last page. This section identifies resources found within the document, as well as some
additional avenues of information. For a comprehensive list of resources for grades K-5 visit our resources website:
http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm
 A comprehensive list of the Tennessee State Social Studies standards can be found at:
http://tn.gov/education/standards/social_studies.shtml
Shelby County Schools
2015/2016
1 of 9
Instructional Map
TN State Social Studies Standards
Social Studies
Grade 4
1st Nine Weeks
I Can Statements & Vocabulary
Instructional Activities & Resources
Topic: America Before European Exploration
Weeks: 1-3
4.3 Create a visual display using multiple
forms of media to identify with pictures for
geographic terms including bluffs,
swamps, isthmus, gulf, sea, bay, cape,
mountains, plateaus, valleys, rim,
landform, and plains. (G)
4.3 I can create a visual display using multiple
forms of media to identify with pictures for
geographic terms
4.3 Create an illustrated dictionary on specific geographic terms. The dictionary should
include a picture, definition, and a sentence written in the students’ own words to
represent the meaning.
I can identify some physical features of the
United States
http://www.enchantedlearning.com/wordwheels/geography/usa/state/
I can describe and identify some physical
features of Tennessee
I can describe how geography influences where
people live and what people do for a
living
I can describe what geographic factors such as
landforms and climate influenced
patterns of settlement in Tennessee
Vocabulary: bluffs, swamps, isthmus, gulf, sea,
bay, cape, mountains, plateaus, valleys, rim,
landform, plains, tectonic plates, landform,
region, plains, plateau, rim, flood plain, swamps
4.3 Create a flipbook organizing the 3 divisions of TN’s landforms and natural
resources according to the regions/divisions, including the geographic landforms,
regions, bodies of water, and major cities.
http://www.southamptonpublicschools.org/webpages/KPalumbo/foldables.cfm
4.3 Create a brochure for one of the three regions; include the landforms, climate,
natural resources, and recreational activities specific to the region of your choice.
http://www.tnhistoryforkids.org/
4.3 Write an essay comparing and contrasting the geography of TN to other regions in
the US. (Literacy W.4.2 )
http://www.worldatlas.com/webimage/countrys/namerica/usstates/tnland.htm
Books:
V is for Volunteer: A Tennessee Alphabet by
Michael Shoulders
Count on Us: A Tennessee Number Book by
Michael Shoulders
Shelby County Schools
2015/2016
2 of 9
Instructional Map
TN State Social Studies Standards
Social Studies
Grade 4
1st Nine Weeks
I Can Statements & Vocabulary
Instructional Activities & Resources
Topic: America Before European Exploration
Weeks: 1-3
4.1 Describe the legacy and cultures of the
major indigenous settlements in
Tennessee, including the Paleo, Archaic,
Woodland, and Mississippians
(G, TN):
• Coats-Hines Site
• Pinson Mounds
• Old Stone Fort
• Chucalissa Indian Village
4.1 I can describe similarities and differences in
the lives of Native American Indian groups in
America before the European exploration
4.1 Create an accurately color-coded map of North and South America showing
locations of ancient civilizations: Mound Builders, Olmec, Maya, and Aztec.
http://www.native-languages.org/states.htm
4.1 Conduct research about “First Tennesseans” on the TN 4 Me website. Prepare a
paragraph summarizing the information from the notes. (Literacy W.4.7, W.4.8)
http://www.tn4me.org/tpsapage.cfm/sa_id/45/er
Vocabulary: migration, agriculture, civilization,
ancient, surplus, irrigation, religion ceremony,
nomad, longhouse, Confederation, wampum,
barter, culture, tradition
4.1 Research the American Indian dwellings of the four tribal regions. Choose one
dwelling to create a “housing advertisement” or a triorama. The ad or triorama must
specify a visual description and advantages of the dwelling in that particular
environment; include longhouses, dome-shaped houses or wigwams, and stockades.
http://mcclungmuseum.utk.edu/exhibits/native-tennessee/
http://csfa.tamu.edu/cfsa-publications/Tune-TA5-2011.pdf
http://www.tnhistoryforkids.org/places/pinson_mounds
http://www.tnhistoryforkids.org/places/old_stone_fort
http://www.memphis.edu/chucalissa/about.htm
Shelby County Schools
2015/2016
3 of 9
Instructional Map
TN State Social Studies Standards
4.2 Analyze the religious beliefs, customs,
and various folklore traditions of the
Cherokee, Creek, and Chickasaw,
including
(C):
• Principal Chief
• summer and winter homes
• Beloved Woman
• recreation
• clans
• maternal designations
Social Studies
Grade 4
1st Nine Weeks
I Can Statements & Vocabulary
Topic: First Tennesseans
Weeks: 4-6
4.2 I can explain how the environment and
natural resources affected the way Native
Americans lived in Tennessee.
- I can explain how the Native Americans
governed themselves.
- I can describe accomplishments of the
native groups and how these contributions
are evident today.
- I can explain economic activities early
Native American groups in Tennessee used
to meet their needs and wants such as
farming, trading, and hunting.
- I can describe the influences of Native
American Indians on European explorers.
- I can explain how Native Americans were
affected when Europeans settled the new
land.
Instructional Activities & Resources
4.2 Place students in small groups to develop a presentation of information both
visually and in text about each of TN’s four tribes: Cherokee, Chickasaw, Creek,
and Shawnee. Each member will make written and oral contributions to share with
the class. (Literacy SL.4.4 )
4.2 Analyze the effects of exploration, migration, and limited resources on the
economic development and growth of Tennessee.
Read a Native American legend or folktale. Prepare a summary in your own
words. (Literacy IT.4.2)
http://www.native-languages.org/legends.htm
Maps of the United States Indians
http://www.native-languages.org/states.htm
Nonfiction Passages for Test Practice: Grades 4-5
www.ReadWorks.org
• Passages:
• Native Americans by Vinnie Rotondro (Lexile 870)
Books:
Tennessee from Sea to Shining Sea by Myra S. Weatherly
Tennessee Hello U.S.A. by Karen Sirvaitis
Legend of the Indian Paintbrush by Tomie de Paola
A Kids Guide to Native American History by Yvonne Wakim Dennis
Native American Stories, Myths, and Legends by Joseph Bruchac
Shelby County Schools
2015/2016
4 of 9
Instructional Map
TN State Social Studies Standards
4.4 Trace the routes of early explorers
and describe the early explorations of the
Americas, including: Hernando de Soto,
Robert de LaSalle, Ferdinand Magellan,
Christopher Columbus, Amerigo
Vespucci, Henry Hudson, and Jacques
Cartier. (H)
4.5 Analyze the impact of exploration and
settlement on the indigenous peoples and
the environment, including military
campaigns, Columbian Exchange, and
European agricultural practices. (C,G)
4.6 Create a graphic organizer identifying
the five different countries (France, Spain,
Portugal, England, and the Netherlands)
that influenced different regions of the
present United States at the time the New
World was being explored, and describe
how their influence can be traced to place
names. (G)
1st Nine Weeks
Social Studies
Grade 4
I Can Statements & Vocabulary
Instructional Activities & Resources
th
th
Topic: Explorations of the 15 and 16 Centuries
Weeks: 4-6
4.4 I can identify the routes European explorers
used to reach the Americas.
4.4 Create a map of the world depicting the routes of early European explorers.
4.4 Assign a European explorer or conquistador to research. Using information
gathered from Tennessee Facts or to create a 3-slide PowerPoint presentation,
magazine cover, or cartoon strip. Slides should contain biographical facts, exploration
facts, and significant accomplishments to exploration. (Literacy W.4.7)
http://www.usahistory.info/timeline/
4.5 I can explain why the explorations took
place and what the impacts of their travels
were on indigenous peoples and the
environment.
- I can explain the major causes and effects
of European exploration.
- I can identify and describe the obstacles
faced by the explorers.
4.5 Summarize the motivations for European exploration and settlement of
Tennessee including economic opportunity, the search for freedom, and the desire
for exploration. (Literacy IT.4.2)
4.6 I can identify the regions that England,
Spain, France, and other Europeans explored.
4.6 I can describe how England, Spain, France,
and other European countries’ influence can be
traced to place names.
4.6 Create a graphic organizer identifying the five different countries (France, Spain,
Portugal, England, and the Netherlands) that influenced different regions of the present
United States at the time the New World was being explored, and describe how their
influence can be traced to place names.
http://public.gettysburg.edu/~tshannon/hist106web/site19/
Vocabulary: Merchant, navigation, profit
Columbian Exchange, explorer, Conquistador,
empire, colony, mission, slavery, convert, revolt
Shelby County Schools
2015/2016
5 of 9
Instructional Map
TN State Social Studies
Standards
1st Nine Weeks
I Can Statements & Vocabulary
Social Studies
Grade 4
Instructional Activities & Resources
Topic: European Colonization
Weeks: 7-9
4.7 Summarize the failure of the lost
colony of Roanoke and theorize what
happened. (G, H)
4.7 I can explain why the colony of Roanoke
failed.
4.8 Describe the early competition
between European nations for control
of North America and locate the
colonization efforts of the English,
Dutch, French, and Spanish on a map.
4.8 I can explain and describe the ways that
the English, Dutch, French, and Spanish
competed or control of North America and I
can describe the outcomes of the
competition.
4.9 Compare and contrast the differing
views of American Indians and
colonists on ownership or use of land
and the conflicts between them,
including the Pequot and King Philip’s
Wars in New England. (G, P)
4.9 I can identify and describe how the views
of the American Indians and colonists
differed regarding ownership or use of land.
4.7 Write an opinion paragraph/essay explaining what you believe happened to the lost
colonists of Roanoke. (Literacy W.4.1)
http://www.history.com/news/ask-history/what-happened-to-the-lost-colony-of-roanoke
4.8 Create a map of North America and locate the colonization efforts of the English, Dutch,
French, and Spanish.
4.9 Create a Venn diagram, comparing and contrasting the differing views of American
Indians and colonists on ownership or use of land. (Literacy IT.4.6)
http://www.historyworld.net/wrldhis/PlainTextHistories.asp?gtrack=pthc&ParagraphID=ium
Primary Documents docsteach.org/documents
Excerpts from John Smith’s Starving Time, Excerpts from Bradford’s Of Plymouth Plantation
Excerpts from the Mayflower Compact;
http://www.virtualjamestown.org/interactive.html
4.9 Speech: American Indian Viewpoint
After reading Chief Tecumseh and other tribal leaders’ speeches, consider their point of view
and concerns. What was their opinion of land ownership?
http://www.americanrhetoric.com/speeches/nativeamericans/chieftecumseh.htm,
1. Who is giving this speech and why?
2. What evidence is there to support the idea that the Indians were cheated?
3. What evidence is there to support the idea that Indians understood what was going on?
4. What questions need to be answered before we can understand their opinion about land
ownership?
4.9 Write a short speech (2-3 paragraphs) giving the point of view of an American Indian from
one of the groups from this unit. (Literacy W.4.3)
Shelby County Schools
2015/2016
6 of 9
Instructional Map
TN State Social Studies Standards
Social Studies
Grade 4
1st Nine Weeks
I Can Statements & Vocabulary
Instructional Activities & Resources
Topic: European Colonization
Weeks: 7-9
4.10 Explain the cooperation that existed
between the colonists and
American Indians during the 1600s and
1700s, including fur trade, military
alliances, treaties, and cultural
interchanges. (G, P)
4.11 Describe the conflicts between
Indian nations, including the competing
claims for control of land and actions of the
Iroquois and Huron. (G, P)
4.12 Analyze the factors that led to the
defeat of the American Indians, including
the resistance of Indian nations to
encroachment and the effects on native
culture. (C, H, P)
4.10 I can identify ways in which the colonists
and American Indians cooperated.
4.10 Visible Thinking Routine: Tug of War – Who do you agree with, the American
Indians or the colonists?
http://www.scholastic.com/scholastic_thanksgiving/
4.11 I can describe the conflicts between Indian
nations.
4.11 Write a paper that explains the cooperation, conflicts, and factors that led to the
defeat of the American Indians. (Literacy W.4.2)
http://www.let.rug.nl/usa/outlines/history-1994/early-america/colonial-indianrelations.php
4.12 I can identify and describe the factors that
led to the defeat of the American Indians.
4.11 Suppose you've lived in a place for a long time and someone tries to take that
place and your things away? What would you do? Imagine what happened when
Europeans and American Indians began to compete for or defend land and resources
in North America.
http://www.gilderlehrman.org/history-by-era/colonization-and-settlement-15851763/earlysettlements/timeline-terms
4.12 Create/write a newspaper article identifying and describing the events and factors
that led to the defeat of the American Indians. Include headings, sub-headings, graphic
feature and captions. (Literacy IT.4.3)
Shelby County Schools
2015/2016
7 of 9
Literacy Lessons and Activities
The Lost Colony of Roanoke:
The First Tennesseans:
Exploration of America:
Read Have we found the Lost Colony of Roanoke
Island?
Read about the four prehistoric cultures of
Tennessee.
Read Exploration of North America.
http://news.nationalgeographic.com/news/2013/12/13120
8-roanoke-lost-colony-discovery-history-raleigh/
http://www.tn4me.org/tpsapage.cfm/sa_id/45/era_i
d/1
Have students re-read and annotate the text determining
the main idea and the supporting details.
Students should use the annotated text to construct a
summary of the text.
Literacy RI 4.2: Determine two or more main ideas of a
text and explain how they are supported by key details;
summarize the text.
Have students write a journal account from a day in
the life of a prehistoric Native American.
What would their day be like?
What might some of their chores or activities consist
of?
What might they eat?
How would they spend their free time?
http://www.history.com/topics/exploration/exploration-ofnorth-america
Have students write an opinion piece explaining which
European country/explorer should or should not be
credited with discovering America.
Cite specific information from the text to support their
opinion.
Literacy RI.4.1 Quote accurately from a text when
explaining what the text says explicitly and when drawing
inferences from the text.
Literacy W.4.1: Write opinion pieces on topics or texts,
supporting a point of view with reasons and information.
Literacy W.4.3: Write narratives to develop real or
imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
Shelby County Schools
2015/2016
8 of 9
Tool Box – 4th Grade QUARTER 1
LOST COLONY OF ROANOKE
AMERICAN INDIANS
EXPLORATION OF NORTH
AMERICA
Shelby County Schools
2015/2016
9 of 9