Social Studies
4th Grade
Strand
Big Idea
Principals of the Republic
Knowledge of the Principles Expressed in Documents Shaping Republic in the United States
Concept
Learning Targets
A. Principles of constitutional democracy in the United States
1.
• Identify and explain why Missouri has a constitution
• Identify and explain why the state makes laws
• Identify and explain why the state enforces laws
Alignments:
Performance: 1.10, 4.1
Knowledge: (SS) 1
SSGLE: PR.1.A
NETS: N/A
DOK: 2
Instructional Strategies
• Teacher directed reading of the textbook chapter
• Students will create their own law and their plan to enforce it; class votes to ratify/not ratify
Assessments/Evaluations
• Test
• Student created law – assessed using a scoring guide
Sample Assessment Questions
• Why is the constitution important?
• What would happen if we did not have laws?
Instructional Resources/Tools
• Missouri: Then and Now – Chapters 5, 16
Board Approved 7-15-13
Revised 2013
1
Social Studies
4th Grade
Literacy Connections
• Shh! We’re Writing the Constitution by Jean Fritz
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
2
Social Studies
4th Grade
Strand
Big Idea
Principals of the Republic
Knowledge of the Principles Expressed in Documents Shaping Republic in the United States
Concept
Learning Targets
B. Role of citizens and governments in carrying out
constitutional principles
2.
• Identify rights included in the Bill of Rights, including
freedoms of religion, speech, press; to assemble peacefully;
to petition the government; and to be treated fairly by the
government
Alignments:
Performance: 1.10, 4.2
Knowledge: (SS) 1
SSGLE: PR.1.B
NETS: N/A
DOK: 2
Instructional Strategies
• Teacher directed reading of the textbook chapter
• Students will create a student directed Bill of Rights collage
Assessments/Evaluations
• Bill of Rights collage (Our Country’s Regions page A6) – assessed using a scoring guide
• Test
Sample Assessment Questions
• Why do we have a Bill of Rights?
• Why are these rights important to us?
Instructional Resources/Tools
• Missouri: Then and Now – Chapters 5, 16
• Our Country’s Regions – pp. A2, A3, A6
Board Approved 7-15-13
Revised 2013
3
Social Studies
4th Grade
Literacy Connections
• Shhh, We’re Writing the Constitution
• So You Want to be President
• We the People
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
4
Social Studies
4th Grade
Strand
Big Idea
Principals of the Republic
Knowledge of the Principles Expressed in Documents Shaping Republic in the United States
Concept
Learning Targets
C. Understanding of the main purposes of United States
documents
3.
• Explain the major purpose of the Constitution
• Explain the major purpose of the Bill of Rights
Alignments:
Performance: 1.5, 1.10
Knowledge: (SS) 1
SSGLE: PR.1.C
NETS: N/A
DOK: 2
Instructional Strategies
• Teacher directed reading of the textbook chapter
• Students will create a class Constitution/Bill of Rights to establish 4th grade expectations
Assessments/Evaluations
• Class created Constitution/Bill of Right – assessed using a scoring guide
• Quiz
Sample Assessment Questions
• Summarize the purpose of the Constitution/Bill of Rights
• Why is the Constitution/Bill of Rights important?
Instructional Resources/Tools
• Missouri: Then and Now – Chapters 5, 16
• Our Country’s Regions – pp. A2, A3, A6
Board Approved 7-15-13
Revised 2013
5
Social Studies
4th Grade
Literacy Connections
• Shhh, We’re Writing the Constitution
• So You Want to be President
• We the People
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
6
Social Studies
4th Grade
Strand
Big Idea
Principals and Processes of Governance Systems
Knowledge of Principles and Processes of Governance Systems
Concept
D. Processes of governmental systems
Learning Targets
1.
• Identify and explain the functions of the three branches of
government in the state government
• Describe how authoritative decisions are made, enforced
and interpreted within the state government
Alignments:
Performance: 1.6, 1.10
Knowledge: (SS) 2
SSGLE: PPGS.2.C
NETS: N/A
DOK: 2
Instructional Strategies
• The teacher will create and use an anchor chart with government branches
• Students will create:
• graphic organizers
• flip books
• mobiles
Assessments/Evaluations
• Student created:
• graphic organizers
• flip books
• mobiles
assessed using a scoring guide
• Test
Board Approved 7-15-13
Revised 2013
7
Social Studies
4th Grade
Sample Assessment Questions
• Name the 3 branches of government and their roles in government
• How does each branch use checks and balances?
Instructional Resources/Tools
• “How a Bill Becomes a Law” – (School House Rock Video)
Literacy Connections
• So You Want to be President
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
8
Social Studies
4th Grade
Strand
Big Idea
Missouri, United States and World History
Knowledge of Continuity and Change in the History of Missouri and the United States
Concept
Learning Targets
E. Knowledge of the ways Missourians have interacted,
survived and progressed from the distant past to present
times
1.
• Identify and describe the significance of the individuals
from Missouri who have made contributions to our state and
national heritage; examples include Lewis and Clark, Mary
Easton Sibley, John Berry Meacham, George Washington
Carver, Laura Ingalls Wilder, Mark Twain, Harry S Truman
and Thomas Hart Benton
Alignments:
Performance: 1.6, 1.10
Knowledge: (SS) 3
SSGLE: MUSWH.3a.B
NETS: 3
DOK: 1
Instructional Strategies
• Students will:
• research famous Missourians
• use peer-to-peer tutoring
• create an expository writing piece over famous Missourians
Assessments/Evaluations
• Famous Missourian Expository Writing – assessed using a scoring guide
• Teacher observation
Sample Assessment Questions
• How has your person impacted Missouri?
Instructional Resources/Tools
• Missouri Then and Now – Chapter 18
• Missouri Then and Now – (Famous Missourian after each chapter)
Board Approved 7-15-13
Revised 2013
9
Social Studies
4th Grade
Literacy Connections
• Books by Laura Ingalls Wilder
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
10
Social Studies
4th Grade
Strand
Big Idea
Missouri, United States and World History
Knowledge of Continuity and Change in the History of Missouri and the United States
Concept
Learning Targets
F. Discovery, exploration and settlement of the United States
2.
• Locate and describe settlements in Missouri of people of
European heritage
• Locate and describe settlements in Missouri of people of
African heritage
Alignments:
Performance: 1.10
Knowledge: (SS) 3
SSGLE: MUSWH.3a.C
NETS: N/A
DOK: 2
Instructional Strategies
• Teacher directed reading of the textbook chapter
• Students will list places in Missouri with French names and create a map of settlements
Assessments/Evaluations
• List and map activities – assessed using a scoring guide
Sample Assessment Questions
• Locate Ste. Genevieve on a map of Missouri
• Locate St. Louis on a map of Missouri
Instructional Resources/Tools
• Missouri Then and Now – Chapters 3, 4
Literacy Connections
• N/A
Board Approved 7-15-13
Revised 2013
11
Social Studies
4th Grade
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
12
Social Studies
4th Grade
Strand
Big Idea
Missouri, United States and World History
Knowledge of Continuity and Change in the History of Missouri and the United States
Knowledge of Continuity and Change in the History of the World
Concept
Learning Targets
G. Westward Expansion and settlement in the US
3a.
• Outline issues of Missouri statehood, such as the Missouri
Compromise
3b.
• Summarize the events in Westward expansion, including
people’s motivation, their hardships, and Missouri as a
jumping-off point to the West
3c.
• Evaluate the impact of Westward Expansion on the Native
American in Missouri
Alignments:
Performance: 1.6, 1.8, 1.10
Knowledge: (SS) 3
SSGLE: MUSWH.3a.F; MUSWH.3a.Ib
NETS: 4
DOK: 2
Instructional Strategies
a-c.
•
a.
•
b.
•
•
c.
•
Teacher directed reading of the textbook chapter
Students will debate over the Missouri Compromise (slave states and free states)
Students will create a diary of the Oregon Trail trip
Make a list of items to take on the journey west
Students will discuss the feelings of displaced Native Americans
Board Approved 7-15-13
Revised 2013
13
Social Studies
4th Grade
Assessments/Evaluations
a.
b.
c.
• Teacher observation during the debate
• Written assessment over the summary
• Scoring guide of the Oregon Trail Trip diary
• Map westward trails beginning in Independence, Mo.
• Teacher observation of the discussion
Sample Assessment Questions
a.
b.
• Summarize the Missouri Compromise
• What were the pros/cons for a family to head west?
• Would you have wanted to go on the trip? Why or why not?
Instructional Resources/Tools
a.
b.
• Missouri Then and Now – Chapter 5
• Missouri Then and Now – Chapter 8
• Oregon Trail game online
Literacy Connections
b.
• Across the Wide and Lonesome Prairie: The Oregon Trail Diary of Hattie Campbell by Kristiana Gregory
• Apples to Oregon by Deborah Hopskins
• Dandelions by Eve Bunting
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
14
Social Studies
4th Grade
Strand
Big Idea
Missouri, United States and World History
Knowledge of Continuity and Change in the History of Missouri and the United States
Concept
Learning Targets
H. Knowledge of contributions of non-Missourians
4.
• Describe the contributions of Thomas Jefferson
Alignments:
Performance: 1.10
Knowledge: (SS) 3
SSGLE: MUSWH.3a.G
NETS: N/A
DOK: 2
Instructional Strategies
• Teacher directed reading of the textbook chapter
• Students will write a persuasive speech to convince Congress to buy the Louisiana territory
Assessments/Evaluations
• Persuasive speech – assessed using a scoring guide
Sample Assessment Questions
• Justify the purchase of the Louisiana territory
Instructional Resources/Tools
• Missouri Then and Now – Chapter 5
Literacy Connections
• A picture book of Thomas Jefferson
• Examples of persuasive literature and writing
Cross Curricular Connections
• Communication Arts: Persuasive speech writing
Board Approved 7-15-13
Revised 2013
15
Social Studies
4th Grade
Strand
Big Idea
Missouri, United States and World History
Knowledge of Continuity and Change in the History of Missouri and the United States
Concept
Learning Targets
I. Reform movements
5.
• Sequence and describe the importance of the:
• Louisiana Purchase
• Lewis and Clark Expedition
Alignments:
Performance: 1.6, 1.8
Knowledge: (SS) 3
SSGLE: MUSWH.3a.H
NETS: N/A
DOK: 2
Instructional Strategies
•
•
•
•
•
•
Teacher directed reading of the chapter
Students will act out the Louisiana Purchase
Keep a travel journal
Make a timeline
Summarize the importance of the Louisiana Purchase
Map the United States after the purchase of the Louisiana territory
Assessments/Evaluations
• Travel journal – assessed using a scoring guide
• Teacher observation of acting out the Louisiana Purchase
• Grade:
• map for mastery
• timeline
• summary
Sample Assessment Questions
• Why was the Louisiana Purchase important to Missouri citizens?
• Put important events in order
Board Approved 7-15-13
Revised 2013
16
Social Studies
4th Grade
Instructional Resources/Tools
• Missouri Then and Now – Chapter 5
Literacy Connections
• The Lewis and Clark Expedition
• A picture book of Lewis and Clark
• How We Crossed the West
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
17
Social Studies
4th Grade
Strand
Big Idea
Missouri, United States and World History
Knowledge of Continuity and Change in the History of Missouri and the United States
Concept
Learning Targets
J. Understanding the causes and consequences of the Civil War
6.
• Explain Missouri’s role in the Civil War, i.e., Missouri as a
border state
• Describe the changes in Missouri since the Civil War in
education, transportation and communication
Alignments:
Performance: 1.6, 1.9
Knowledge: (SS) 3
SSGLE: MUSWH.3a.I
NETS: N/A
DOK: 2
Instructional Strategies
• Teacher directed reading of the textbook chapter
• Debates between the North and the South
• Students will:
• create:
• Venn diagrams to compare/contrast:
• the North and the South
• pre and post Civil War
• a Civil War timeline
• a map of the divided states during the Civil War
• write a letter to a friend describing what life was like during the war
Board Approved 7-15-13
Revised 2013
18
Social Studies
4th Grade
Assessments/Evaluations
• Scoring guide for:
• Civil War timeline
• the letter to a friend describing what life was like during the war
• Assess map of the divided states during the Civil War
• Grade Venn diagrams
Sample Assessment Questions
• How did life change in Missouri after the Civil War?
• If you were living during the Civil War, for which side would you fight?
• What were the differences between living in the North versus the South during the Civil War?
Instructional Resources/Tools
• Missouri Then and Now – Chapters 10-14
Literacy Connections
• Pink and Say by Patricia Pollacco
• Civil War on Sunday (Magic Tree House)
• A Ballad of the Civil War by Mary Stolz
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
19
Social Studies
4th Grade
Strand
Big Idea
Economic Concepts and Principles
Knowledge of Economic Concepts (Including Productivity and the Market System) and Principles
(Including the Laws of Supply and Demand)
Concept
Learning Targets
K. Knowledge of basic economic concepts, being able to
explain and use them to interpret historical and current
events
1.
• Compare savings and financial investments
• Explain supply and demand
Alignments:
Performance: 1.6, 1.10
Knowledge: (SS) 4
SSGLE: ECP.4.A
NETS: N/A
DOK: 2
Instructional Strategies
• The teacher will tie economic concepts to classroom money
• Students will create an item to sell to other students
Assessments/Evaluations
• Teacher observation of:
• item creation
• selling process
Sample Assessment Questions
• Describe supply and demand
• Describe a time in your life when there was an item you really wanted, but was not available
Instructional Resources/Tools
• “Our Country’s Regions: Introduction” – Lesson 5, page 32
Board Approved 7-15-13
Revised 2013
20
Social Studies
4th Grade
Literacy Connections
•
•
•
•
•
The Doughnuts by Robert McClosky
Uncle Jed’s Barber Shop by Margaree King Mitchell
Lemons and Lemonade: A Book about Supply and Demand by Nancy Loewen
Chicken Sunday by Patricia Polacco
A Chair for my Mother by Vera Williams
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
21
Social Studies
4th Grade
Strand
Big Idea
Economic Concepts and Principles
Knowledge of Economic Concepts (Including Productivity and the Market System) and Principles
(Including the Laws of Supply and Demand)
Concept
Learning Targets
L. Understanding the consequences of personal and public
economic decisions
2.
• Interpret past, explain present and predict future
consequences of economic decisions. (Decisions would be
of a nature that is meaningful to fourth graders, such as
decisions made by consumers and decisions pertaining to
the environment
Alignments:
Performance: 3.8
Knowledge: (SS) 4
SSGLE: ECP.4.B
NETS: 3; 5
DOK: 3
Instructional Strategies
• The teachers will discuss current events using:
• newspapers
• Scholastic News
• CNN Student News
etc.
Assessments/Evaluations
• Teacher observation of classroom discussion over current events
Sample Assessment Questions
• What is the opportunity cost of this decision?
Instructional Resources/Tools
• Current events
• Newspapers
Board Approved 7-15-13
Revised 2013
22
Social Studies
4th Grade
Literacy Connections
• Erandi’s Braids by Antonia Hernandez Madrigal
• One Hen – How One Small Loan Made a Big Difference by Katie Smith Milway
• Charlie Need a Cloak by Tomie dePaola
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
23
Social Studies
4th Grade
Strand
Big Idea
Economic Concepts and Principles
Knowledge of Economic Concepts (Including Productivity and the Market System) and Principles
(Including the Laws of Supply and Demand)
Concept
Learning Targets
M. Understanding various types of taxes and their purposes
3.
• Explain how the state gets the money it needs to provide
goods and services, especially by the collection of sales
taxes
Alignments:
Performance: 1.10
Knowledge: (SS) 4
SSGLE: ECP.4.C
NETS: N/A
DOK: 2
Instructional Strategies
• Teacher directed reading of the textbook chapter
Assessments/Evaluations
• Test
Sample Assessment Questions
• What are some different kinds of taxes that we have?
• What are some things that the state does with our money?
Instructional Resources/Tools
• Missouri Then and Now – Chapter 16
Literacy Connections
• Stone Fox by John Reynolds Gardiner
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
24
Social Studies
4th Grade
Strand
Big Idea
Economic Concepts and Principles
Knowledge of Economic Concepts (Including Productivity and the Market System) and Principles
(Including the Laws of Supply and Demand)
Concept
Learning Targets
N. Interdependence of households, businesses and governments
4.
• Explain how decisions of households, businesses and
governments affect one another
Alignments:
Performance: 1.6
Knowledge: (SS) 4
SSGLE: ECP.4.D
NETS: N/A
DOK: 2
Instructional Strategies
•
•
•
•
Discuss current events
CNN Student News
Focus discussion on women taking over the men’s jobs during wartime
Students will write from a woman’s/man’s point of view describing the changing role of women & men in the work force
Assessments/Evaluations
• Scoring guide for the writing
Sample Assessment Questions
• How was a man’s role in the work force different from a women’s role during war time
Instructional Resources/Tools
• Newspapers
• Internet
• Missouri Then and Now – Chapter 13
Board Approved 7-15-13
Revised 2013
25
Social Studies
4th Grade
Literacy Connections
•
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
26
Social Studies
4th Grade
Strand
Big Idea
Elements of Geographical Study and Analysis
Knowledge of Major Elements of Geographical Study and Analysis (Such as Location, Place, Movement
and Regions) and Their Relationship to Changes in Society and the Environment
Concept
Learning Targets
O. Reading and constructing maps
1.
• Construct and interpret maps
Alignments:
Performance: 1.6, 1.8
Knowledge: (SS) 5
SSGLE: EGSA.5.A
NETS: N/A
DOK: 2
Instructional Strategies
• Students will map Missouri’s:
• cities
• regions
• rivers
• resources, etc.
• Create a town map including map elements
Assessments/Evaluations
• Scoring guide for town map including map elements
Sample Assessment Questions
• Compare/contrast Missouri’s 4 regions
Instructional Resources/Tools
• Missouri Then and Now – Chapter 2
Literacy Connections
• Mapping Penny’s World by Loreen Leedy
• The Scrambled State of America by Laurie Keller
Board Approved 7-15-13
Revised 2013
27
Social Studies
4th Grade
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
28
Social Studies
4th Grade
Strand
Big Idea
Elements of Geographical Study and Analysis
Knowledge of Major Elements of Geographical Study and Analysis (Such as Location, Place, Movement
and Regions) and Their Relationship to Changes in Society and the Environment
Concept
Learning Targets
P. Understanding the concept of location to make predictions
and solve problems
2.
• Locate the cities of Kansas City, Springfield, St. Louis,
Jefferson City, Columbia and St. Joseph
Alignments:
Performance: 1.4, 1.5
Knowledge: (SS) 5
SSGLE: EGSA.5.B
NETS: N/A
DOK: 1
Instructional Strategies
• Students will:
• map Missouri’s cities
• label a Missouri map
Assessments/Evaluations
• Assess the labeling of the Missouri map
Sample Assessment Questions
• Can you find Kansas City on the map?
• Can you find Springfield on the map?
Instructional Resources/Tools
• Missouri Then and Now – Chapter 2
Literacy Connections
• The Scrambled States of America by Laurie Keller
Board Approved 7-15-13
Revised 2013
29
Social Studies
4th Grade
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
30
Social Studies
4th Grade
Strand
Big Idea
Elements of Geographical Study and Analysis
Knowledge of Major Elements of Geographical Study and Analysis (Such as Location, Place, Movement
and Regions) and Their Relationship to Changes in Society and the Environment
Concept
Learning Targets
Q. Understanding the concept of place
3.
• Describe human characteristics of a place, (e.g., population
composition, architecture, kinds of economic and
recreational activities, transportation and communication
networks, etc.)
Alignments:
Performance: 1.6
Knowledge: (SS) 5
SSGLE: EGSA.5.C
NETS: 1
DOK: 2
Instructional Strategies
• Classroom discussions of different types of maps
• Students will create:
• travel brochures
• a neighborhood/city map including characteristics of place
Assessments/Evaluations
• Scoring guide for:
• travel brochures
• neighborhood/city map including characteristics of place
Sample Assessment Questions
• Describe characteristics of Jefferson City/your neighborhood
Instructional Resources/Tools
• Missouri Then and Now – Chapter 2, 16
Board Approved 7-15-13
Revised 2013
31
Social Studies
4th Grade
Literacy Connections
• Any book that has a map inside the front cover (e.g., A to Z Mystery books)
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
32
Social Studies
4th Grade
Strand
Big Idea
Elements of Geographical Study and Analysis
Knowledge of Major Elements of Geographical Study and Analysis (Such as Location, Place, Movement
and Regions) and Their Relationship to Changes in Society and the Environment
Concept
Learning Targets
R. Relationships within places (Human-Environment
Interactions) (Movement)
4.
• Describe how people are affected by, depend on, adapt to,
and change their environments
Alignments:
Performance: 1.6
Knowledge: (SS) 5
SSGLE: EGSA.5.D
NETS: N/A
DOK: 2
Instructional Strategies
• Students will:
• peer teach different modes of transportation throughout Missouri’s history
• create a “Missouri Early Travel Book”
• write an essay on how men’s versus women’s roles changed during and after World War I
• pretend they live in early Missouri. Their family is visiting friends in another community. How was the trip different from one a
family might take today?
Assessments/Evaluations
• Scoring guides for:
• “Missouri Early Travel Book”
• essays
Sample Assessment Questions
• Describe how people are affected by changes in their environment
• How did the roles of women versus men change during and after World War I?
• How is traveling in Missouri different today versus life in early Missouri?
Board Approved 7-15-13
Revised 2013
33
Social Studies
4th Grade
Instructional Resources/Tools
• Missouri Then and Now – Chapter 7, 13
Literacy Connections
• ELA Key Skill: Sequence
Cross Curricular Connections
• ELA Key Skill: Sequence
Board Approved 7-15-13
Revised 2013
34
Social Studies
4th Grade
Strand
Big Idea
Elements of Geographical Study and Analysis
Knowledge of Major Elements of Geographical Study and Analysis (Such as Location, Place, Movement
and Regions) and Their Relationship to Changes in Society and the Environment
Concept
Learning Targets
S. Understanding relationships between and among regions
5.
• Compare regions (e.g., explain how life in a city region is
different from life in a rural region or how landscapes in
mountainous regions look different from landscapes in
plains regions)
Alignments:
Performance: 3.8
Knowledge: (SS) 5
SSGLE: EGSA.5.F
NETS: N/A
DOK:
Instructional Strategies
• Jig Saw: divide students into Missouri Region groups to research, then report back
• Groups of students make region maps/reports/posters
• Students will draw a map of Missouri using different colors to show each region
Assessments/Evaluations
• Scoring guide for region maps/reports/posters
Sample Assessment Questions
• Compare and contrast Missouri’s 4 regions
• Compare the differences between city life and rural life
Instructional Resources/Tools
• Missouri Then and Now – Chapter 2
Board Approved 7-15-13
Revised 2013
35
Social Studies
4th Grade
Literacy Connections
•
•
•
•
Nothing Ever Happens on 90th Street
City Mouse, Country Mouse
Dandelions
Rag Coat
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
36
Social Studies
4th Grade
Strand
Big Idea
Elements of Geographical Study and Analysis
Knowledge of Major Elements of Geographical Study and Analysis (Such as Location, Place, Movement
and Regions) and Their Relationship to Changes in Society and the Environment
Concept
Learning Targets
T. Using geography to interpret, explain and predict
6.
• Use geography to interpret the past (e.g., why rivers have
played an important role in human transportation)
• Use geography to predict future consequences (e.g., what
will likely happen if the population of a city increases
considerably)
Alignments:
Performance: 3.8
Knowledge: (SS) 5
SSGLE: EGSA.5.G
NETS: N/A
DOK: 2
Instructional Strategies
• Class discussion of past and present maps
• The student will compare past and present maps of Missouri
Assessments/Evaluations
• Teacher observation of map comparisons
Sample Assessment Questions
• How have rivers played an important role in transportation?
• What will happen if the population of a city increases considerably?
Instructional Resources/Tools
• Missouri Then and Now – Chapter 3, 7
Board Approved 7-15-13
Revised 2013
37
Social Studies
4th Grade
Literacy Connections
• Tom Sawyer
• Huckleberry Finn
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
38
Social Studies
4th Grade
Strand
Big Idea
Relationships of Individual and Groups to Institutions and Traditions
Knowledge of Relationships of the Individual and Groups to Institutions and Cultural Traditions
Concept
Learning Targets
U. Groups meeting the needs of individuals
1.
• Analyze how needs are met by groups and organizations
(e.g., governments, businesses, schools, religious
institutions, charitable organizations, etc.)
Alignments:
Performance: 1.9
Knowledge: (SS) 6
SSGLE: RIGIT.6.B
NETS: N/A
DOK: 2
Instructional Strategies
• Teacher directed reading of the textbook chapter
• Class discussion of the reading
Assessments/Evaluations
• Test
Sample Assessment Questions
• List things you can think of that the Missouri government does for people. How many of these things does your family use?
Instructional Resources/Tools
• Missouri Then and Now – Chapter 16
Literacy Connections
• A Chair for My Mother
• Rag Coat
Board Approved 7-15-13
Revised 2013
39
Social Studies
4th Grade
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
40
Social Studies
4th Grade
Strand
Big Idea
Relationships of Individual and Groups to Institutions and Traditions
Knowledge of Relationships of the Individual and Groups to Institutions and Cultural Traditions
Concept
Learning Targets
V. Methods of resolving conflicts
2.
• Evaluate constructive processes or methods for resolving
conflicts by using a problem-solving organizer
Alignments:
Performance: 3.4
Knowledge: (SS) 6
SSGLE: RIGIT.6.C
NETS: N/A
DOK: 3
Instructional Strategies
• The teacher will:
• create a problem/solution chart together with the students
• teach the:
• Louisiana Purchase
• Westward Expansion
• Missouri Compromise
Assessments/Evaluations
• Test
Sample Assessment Questions
• How did Missouri and Maine work out a compromise?
• How did Missouri come to be a state?
Instructional Resources/Tools
• Missouri Then and Now
Board Approved 7-15-13
Revised 2013
41
Social Studies
4th Grade
Literacy Connections
•
•
•
•
Recess Queen
Enemy Pie
Chicken Sunday
Thank You Faulker
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
42
Social Studies
4th Grade
Strand
Big Idea
Tools of Social Science Inquiry
Knowledge of the Use of Tools of Social Science Inquiry (Such as Surveys, Statistics, Maps and
Documents)
Concept
Learning Targets
W. Identify, select, use, analyze and create appropriate
resources, primary and secondary, for social science inquiry
1.
• Identify, select and use visual, graphic and auditory aids
• Use and evaluate primary and secondary sources (diaries,
letters, people, interviews, journals and photos)
• Identify and use library and media resources (electronic
resources, dictionaries, encyclopedias, videos, periodicals,
atlases, almanacs, telephone directories, books, and
cartoons)
• Identify and create artifacts (building structures and
materials, works of art representative of cultures, fossils,
pottery, tools, clothing, musical instruments)
Alignments:
Performance: 1.5, 1.7, 1.10, 2.1
Knowledge: (SS) 7
SSGLE: TSSI.7.A
NETS: N/A
DOK: 2
Instructional Strategies
• Students will write:
• famous Missourian reports
• journal entries for Westward Expansion
• letters from the point of view of:
• settlers on the Oregon Trail
• Civil War soldiers
• Students will create travel brochures
Board Approved 7-15-13
Revised 2013
43
Social Studies
4th Grade
Assessments/Evaluations
• Scoring guide for above activities
Sample Assessment Questions
• How can using primary and secondary resources help you understand?
Instructional Resources/Tools
• Missouri Then and Now
Literacy Connections
• Missouri A to Z
• Show Me Missouri
• M is for Missouri
Cross Curricular Connections
• Create and identify Missouri fossils in science
Board Approved 7-15-13
Revised 2013
44
Social Studies
4th Grade
Strand
Big Idea
Tools of Social Science Inquiry
Knowledge of the Use of Tools of Social Science Inquiry (Such as Surveys, Statistics, Maps and
Documents)
Concept
Learning Targets
X. Knowledge to create and use various social studies graphics
and maps
2.
• Create maps, timelines, diagrams and cartoons to enhance
studies in civics, history, economics and geography
Alignments:
Performance: 1.8, 2.1
Knowledge: (SS) 7
SSGLE: TSSI.7.B
NETS: N/A
DOK: 2
Instructional Strategies
• Students will make:
• Missouri maps with the regions of Missouri
• timelines related to Missouri history
• The teacher will create graphic organizers to compare Missouri history with students (as a class)
Assessments/Evaluations
• Maps and timelines – assessed using a scoring guide
Sample Assessment Questions
• Map 3 cities in each of Missouri’s regions
• List 8 states bordering Missouri
Instructional Resources/Tools
• Missouri Then and Now
Literacy Connections
• As the Crow Flies
• Mapping Penny’s World
Board Approved 7-15-13
Revised 2013
45
Social Studies
4th Grade
Cross Curricular Connections
•
Board Approved 7-15-13
Revised 2013
46