Class: 4th Grade Social Studies
Learner Objective
(to know)
Activity
(to do)
Assessment
Show-Me
Standards
Students will: identify
and explain why Missouri
has a constitution and why
the state makes and
enforces laws.
Students will: identify the Missouri constitution, Students will: be asked to identify and
and create a classroom constitution that explains
explain our state constitution make up and
why the class makes and enforces laws. This
enforced laws on a take home worksheet.
constitution will be a classroom version of our state
constitution.
SS 1 RI 4.1
1.10
4.1
PCD 1A
Students will: 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.
Students will: identify rights in the bill of rights by Students will: be assessed by identifying
creating a classroom book of our bill or rights.
each right accurately in our classroom book
Students will be asked to identify the right and
and by providing an accurate illustration.
create an illustration.
SS1 RI 4.1
4.2
1.10
PCD 1B
Students will: explain
the major purpose of the
Constitution and the Bill
of Rights.
Students will: describe
how authoritative
decisions are made,
enforced and interpreted
within the state
government.
Students will: identify
and explain the functions
of the three branches of
government in the state
government
Students will: explain in a class discussion the
major purpose of the Constitution and the Bill of
Rights.
Students will: describe how authoritative
Decisions are made, enforced and interpreted
within the state government by making a chart that
states each areas job and responsibilities.
Students will: each student will be asked to
identify and explain the three branches of
government by creating a poster.
Students will: explain in a class discussion SS1 RI4.1 RI 4.9
the major purpose of the Constitution and the 1.5
Bill of Rights.
1.10
PCD 1C
Students will: describe in class the main
SS2
jobs and responsibilities of each area by
1.10
playing a matching game`
PPGS 2C
Students will: be assessed by the attached
scoring guide
SS2 RI 4.1 RI 4.2
1.10
1.6
PPGS 2C
Students will: 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
Students will: locate and
describe settlements in
Missouri of people from
European and African
heritage
Students will: outline
issues of Missouri
statehood, such as the
Missouri compromise
Students will: identify and describe a famous
Students will: Be assessed by a scoring
Missourian. They will research his/her famous
guide
Missourian and display report and other items
about their famous Missourian 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
SS3 RI 4.1 RI 4.2
RI 4.5 RI 4.9
1.10
1.6
MOUSWD3aB
Students will: construct a map locate and describe Students will: be assessed on the completion
early European claims. Read, research, and report and accuracy of locating, describing and
on those groups and their contributions to Missouri labeling early European claims and African
heritage on a class worksheet.
Construct a “Missouri Box” in which contributions
of those important to Missouri are identified and a
description of their importance is reported.
Describe the heritage of our community and
identify major ethnic groups perhaps using
telephone directories, and other local resources
Students will: outline the major points of the
Students will: outline the points of the
Missouri compromise and statehood by discussing Missouri Compromise and statehood by
in class, and playing find someone who
creating a state star.
SS3
1.10
MOUSWD3aC
SS3
1.6
1.8
MOUSWDH3aF
Students will:
summarize the events in
westward expansion,
including people’s
motivation, their
hardships, and Missouri as
a jumping off point to the
West
Students will: summarize the events by
Making covered wagons and/or pioneer villages.
Students will: summarize Westward
expansion by writing a paragraph on the test
that provides details about the trip.
Use computer games to simulate experiences of the
pioneers and Native Americans.
SS3 RI 4.1 RI 4.2
RI 4.3 RI 4.9
1.10
MOUSWDH3aF
Pretend that they are on a wagon train and write a
letter to a friend describing the hardships of their
trip.
Students will: describe
the contributions of
Thomas Jefferson
Construct maps showing the Oregon Trail, the
Santa Fe Trail and other trails used.
Students will: describe Thomas Jefferson’s
Students will: describe in letter form the
contributions by creating flip books that explain his contributions Thomas Jefferson has made to
our country.
contributions.
Students will: evaluate
the impact of westward
expansion on the Native
American in Missouri
Students will: evaluate the impact of westward
Students will: evaluate the impact by
expansion and by playing a bartering game and
writing a paragraph description about the
several students will be asked to move his/her desk. impact that expansion had on the Native
Americans.
SS3 RI 4.1 RI 4.2
RI 4.9
1.10
MOUSWDH3aG
Students will: sequence and describe the
Students will: sequence and describe the
SS3 RI 4.1 RI 4.2
Students will: sequence
and describe the
importance of the events by creating a whole class Louisiana Purchase and the Lewis and Clark RI 4.3 RI 4.9
importance of
time line of the events and discussing the
expedition by acting out a play they create
1.6
Louisiana Purchase and
importance.
based on the Louisiana Purchase and students 1.8
Lewis and Clark
will create a game, cover a cereal box, or
MOUSWD3aH
expedition
create a mobile to describe the importance of
Lewis and Clark.
Students will: explain and discuss Missouri’s role Students will: explain by creating flags to
SS3 RI 4.1 RI 4.2
Students will: explain
Missouri’s role in the
in the civil war by completing a map to identify the show difference in Confederate flags and
RI 4.9
Civil War i.e., Missouri as Union and the Confederate states
Union Flags, display at desk to help identify 1.6
a border state.
label a Missouri map with the major battle sites,
why the war was hard for Missourians.
MOUSWD3aI
including Lexington and Boonville
research, explain, and discuss information on
Missouri’s role in the Civil War
SS3 RI 4.3
1.6
MOUSWD3aI
Students will: describe
the changes in Missouri
since the Civil War in
education, transportation
and communication.
Students will: describe changes that occurred in
Missouri after the civil war by creating a diorama.
The diorama will include differences in education,
transportation, and communication.
Students will: be assessed on their
description and accuracy of diorama. It
needs to include education, transportation,
and communication
SS3 RI 4.1 RI 4.2
1.9
MOUSWD3aI
Students will: compare
saving and financial
investment
Students will: compare by creating a comparison
chart that will include savings, good investments,
and bad investments.
Students will: compare and be assessed by
individual charts for a grade
SS4
1.6
EC 4A
Students will: explain
supply and demand
Students will: discuss and explain current items
Students will: explain current items that are
that are in demand and discuss what happens to the in demand and discuss what happens to the
supply and cost of the item
supply and cost of the item
in class discussion.
Students will: interpret and explain items that
Students will: interpret and explain supply
consumers purchase and interpret the effects of
and demand in class discussion
these purchases to our environment
Students will: 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.)
Students will: explain
how the state gets the
money it needs to provide
goods and services,
especially by the
collection of sales taxes
Students will: explain
how decisions of
households, businesses
and governments affect
one another
SS4 RI 4.1 RI 4.2
1.6
1.10
EC4A
SS4
3.8
EC4B
Students will: explain and discuss ways the
Students will: explain his/her own list of
SS4
government collects taxes by creating a class list of things taxes pay for and give an example of a 1.10
items taxes pay for.
time that they paid taxes
EC 4C
Students will: explain how the household wants
and needs choices affect government and
businesses and then create a chart of wants and
needs.
Students will: explain how decisions of
households and government affect one
another by placing items correctly on a
t-chart.
SS4
1.6
EC4D
Students will: construct
and interpret maps
Students will: construct and interpret various
Students will: construct and interpret
types of maps throughout the year such as state, city various maps worksheets and participate in
and road maps.
class discussion.
Students will: locate the
cities of Kansas City,
Springfield, St Louis,
Jefferson City, Columbia,
and St. Joseph
Students will: describe
human characteristics of a
place, (such as population,
composition, architecture ,
kinds of economic and
recreational activities,
transportation and
communication)
Students will: locate and label major Missouri
cities on a salt map they create of Missouri.
Students will: describe various home designs used Students will: describe by creating
by early Missourians and discuss early Missourian illustrations of early MO home and plan
recreational activities.
recreational activities for that time period on
a worksheet.
SS5 RI 4.4
1.6
G5C
Students will: describe
how people are affected
by, depend on, adapt to
and change their
environments
Students will: describe how people are affected by Students will: describe how people are
floods, fire, food sources according to various
affected by, depend on, adapt to and change
teacher requirements.
their environments by participation in class
discussion
SS5
1.6
G5D
Students will: compare
regions (e.g. explain how
life in the city region is
different from life in a
rural region or how
landscapes in
mountainous regions look
different from landscapes
in plains regions)
Students will: compare regions by creating a T
chart
SS5
1.6
G5F
Students will: Be asked to locate and label
major MO cities on a map worksheet.
Students will: compare by creating riddles
to describe various Missouri regions.
SS5
1.6
1.8
G5A
SS5
1.5
1.4
G5B
Students will: Use
geography to interpret
the past (e.g. Why rivers
have played an important
role in human
transportation) and predict
future consequences (e.g.
what will likely happen if
the population of a city
increases considerably)
Students will: interpret how the river was the
main source of transportation and that many
town/cities were established near the river due to
easy access to the transportation. Students will also
predict future areas that may be populated.
Students will: interpret maps to show cities SS5 RI 4.7
located near the river and participate in class 3.8
discussion as to why population was higher
G5G
near the river.
Students will: analyze
how needs are met by
groups and organizations
(e.g. governments,
businesses, schools,
religious institutions,
charitable organizations,
etc.)
Students will: analyze, read and discuss needs met
by various organizations. (e.g. governments,
businesses, schools, religious institutions,
charitable organizations, etc.)
Students will: analyze by completing a
worksheet matching needs to the correct
organization. (e.g. governments, businesses,
schools, religious institutions, charitable
organizations, etc.)
SS6
1.9
R6B
Students will: evaluate and discuss his/her
cause and effect chart
SS6
3.4
R6C
Students will: evaluate and resolve
Students will: evaluate
constructive processes or problems/conflict and create a cause and effect
methods for resolving
chart.
conflicts by using a
problem solving organizer
Students will: identify,
select and use visual,
graphic and auditory aids
Students will: throughout the year students will
Students will: identify, select and use
identify, select, and use various posters (Lewis and his/her own visual aids according to various
Clark), graphs (Missouri regions) and video’s
teacher requirements.
(famous Missourians)
SS7 RI 4.7
1.5
1.10
TSI7A
Students will: use and
evaluate primary and
secondary sources
(diaries, letters, people,
interviews, journals and
photos)
Students will: use and evaluate primary and
secondary sources by reading various types of
sources
SS7 RI 4.8
1.5
1.7
TSI7A
Students will: through class discussion use
and evaluate sources.
Students will: identify and use various resources
Students will: identify
and use library and media throughout the year including researching their
resources,( electronic
famous Missourian.
resources dictionaries,
encyclopedias, videos,
periodicals, atlases,
almanacs, telephone
directories, books, and
cartoons
Students will: identify
and create artifacts
(building structures and
materials works of art
representative of cultures,
fossils, pottery, tools,
clothing and musical
instruments)
Students will: identify and create French homes,
id various artifacts, make butter, and root beer the
old fashion way.
Students will: identify and use a variety of SS7 RI 4.5
sources throughout the year. Students will be 1.5
1.10
assessed according to teacher requirements.
TSI7A
Students will: identify and create French
homes, id various artifacts, make butter, and
root beer the old fashion way.
SS7
1.10
2.1
TSI7A
State Branches of Government Poster Assignment
Due Date____________________________________
To receive full credit your poster must include the following.
Heading that includes your poster theme. For example State Government is a hit. Using baseballs and/or baseball bats. To receive full credit your heading must be
spelled correctly, be neatly presented and have appropriate capitalization.
Title ___________________15 points
Your state government poster must also include all three branches of government. Each branch must be labeled, spelled correctly, and of appropriate size. Each
branch will also need and illustration to correlate (go with) your theme. For example if you chose a baseball theme label each section with a bat or ball.
Branches of government_________________15 points
To receive full credit you must also describe each branch of government, accurately, pick out the most important parts for each branch. Each description must have
its own bullet. For example * The governor is the head of this branch. The * symbol would be used as your bullet. Be creative use small baseballs, stars, etc. This
portion of the assignment is worth the most points take your time and do a great job.
Description of branches ___________60 points
To receive full credit your poster must be neatly done and turned in on time.
Turned in on time/neatness_______________10 points
Famous Missourian Project Scoring Guide
Name________________________________________
Due Date______________________________________
Name of Famous Missourian in cut our letters
5 points____________
Cut out shape of Missouri with arrow or arrows pointing to where person was born or spent time in Missouri (label city or cities)
5 points ___________
Research paper that consists of 4 paragraphs
50 points___________
*1st paragraph-identifies famous Missourian and tells when and where person was born (if you know how many brothers and sisters person had be sure to include them in your report.)
*2nd paragraph-tells about person’s education, challenges, and accomplishments (What is your person famous for?)
*3rd paragraph-3 interesting facts about famous person.
*4th paragraph-tells when and how old person was when he or she died (If you know what the person died of and where he or she is buried be sure to include in report.)
Photograph of famous Missourian
5 points_______________
Trading Card
10 points_____________
Mechanics of display (capitalization, overall appearance, punctuation, spelling, each paragraph indented)
20 points______________
Creativity added information, props, etc.
5 points_______________
Total
100 points______________