SOCIAL STUDIES 4
Updated 9/29/2016 1:22 PM
UNIT 1 – REGIONAL GEOGRAPHY OF THE UNITED STATES (18 DAYS)
1. Overview
In this unit students explore the variety of landforms and geographic make-up of the United States and how each region has influenced economic
development. This sets the stage for the unit to follow where students explore the early days of exploration and colonization through various geographic
regions.
Grade 4 Claims
What are the physical characteristics of the US and how did this impact colonization?
What were the influences and effects of the Revolutionary War?
How did the technological advancements and key historical events impact our current society?
REMINDERS
CONTENT AND
CLAIMS
•
•
Late take-in day (08/24/16)
Labor Day (09/05/16)
Chronological and Historical Thinking
•
•
•
•
•
•
•
4.1.1 Construct timelines of historical events
4.1.2 Use timelines to explain how changes over time have caused movement of people or expansion of
boundaries in the United States
4.1.3 Use appropriate vocabulary of time
4.1.4 Produce clear and coherent writing to:
• compare and contrast past and present viewpoints on a given historical topic
• conduct simple research
• summarize actions/events and explain significance
• differentiate between the 5 regions of the United States
4.1.5 Explain the historical significance of U.S. political symbols
4.1.6 Define and distinguish between primary and secondary sources
4.1.7 Summarize primary resources and explain their historical importance
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Landforms
How can we define the location of a place?
• 4.4.1 Locate and label continents, oceans, the poles, hemispheres, and key parallels and meridians on a map
or globe.
• 4.4.2 Locate and label on a map the major physical features of each of the five regions of the United States
and summarize how they affect the climate, economy, and population of each region
• 4.4.3 Identify the states of each of the five regions of the United States
• 4.4.4 Measure approximate distance on a map using scale to the nearest hundredth mile
• 4.4.7 Use mental mapping to construct a map of the United States regions and the world to include map
elements (title, compass rose, legend/key, scale)
How are the characteristics of each region similar and different?
•
4.5.1 Compare and contrast the distinguishing physical characteristics of the five regions of the United States
Regions
How do the physical characteristics of each region shape its economic development?
•
4.5.2 Analyze how physical characteristics of a region shape its economic development
How do the physical characteristics of each region influence human settlement?
•
4.5.3 Identify and explain how the physical characteristics of a region influenced human settlement
How do natural processes and human processes impact the land and water around them?
•
•
4.6.1 Illustrate how natural processes have created and/or changed the physical characteristics of places in
the United States
4.6.2 Describe the human impact on the land and bodies of water of the five regions of the United States
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SOCIAL STUDIES 4
TOPICS OF
CONSIDERATION
•
•
•
•
•
•
•
•
•
•
physical map
political map
topographical map
population map
product map
bar graph/pictographs
circle graphs
Interpretation of graphs,
charts, and diagrams
Geographic features, bodies
of water, and landforms on
a U.S. map
Physical characteristics of
regions: precipitation,
elevation, vegetation
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•
•
•
Ways that location and
physical features influence
the development or life in a
region of the United States
Physical and other
characteristics used to
define and distinguish U.S.
regions: climate, vegetation,
culture, elevation
Reasons for migration and
settlement in various time
periods: job opportunities,
escape religious/political
oppression, drought or
famine, relocation
•
•
•
•
•
•
Ways in which people
modify the physical
environment to meet basic
needs: clearing land for
urban development,
construction levees, building
bridges
Ways humans have adapted
to the physical environment
Natural resources used by
the people in the United
States
urban
suburban
rural
UNIT 1 – REGIONAL GEOGRAPHY OF THE UNITED STATES (18 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Landforms:
• Outline Map with Landforms, National Geographic
• Types of Land, Harcourt School
• Outline Maps, Education Place
• Landform Regions of the United States, Eduplace
• Physical Map of the United States, FEMA
• United States Landforms, Mr. Nussbaum
• Major Landforms, World Atlas
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Regions:
• United States Regions, National Geographic
• Let’s Explore the Pacific Northwest, Kathleen Connors
• Let’s Explore the Great Basin, Kathleen Connors
• Let’s Explore the Midwest, Kathleen Connors
• Let’s Explore the Northeast, Kathleen Connors
• Let’s Explore the Southwest, Kathleen Connors
• States and Regions, Harcourt School
• Regions of the U.S., Scholastic
• Railroad Maps 1828-1900, Library of Congress
• Northeast, Discovery Education
• West, Discovery Education
• South, Discovery Education
• Midwest, Discovery Education
• Interactive Maps, Eduplace
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• States: https://app.discoveryeducation.com/learn/videos/d3cef7ef-6430-46b8-a62e-bc742b46ec5a
• American Geography: https://app.discoveryeducation.com/learn/videos/136F78F9-97F5-491D-A0D2-13468274D3BC?hasLocalHost=false
• Location, Size, and Regions of the U.S.: https://app.discoveryeducation.com/learn/videos/5c08727f-d10d-4a5d-8b71-76cf53b0499e
WorldBook Online:
• What is a Map? http://www.worldbookonline.com/socialstudiespower/maplesson?lessonid=geo1-1whatisamap-841837
• How to Measure Distance: http://www.worldbookonline.com/socialstudiespower/maplesson?lessonid=geo1-4measurdis-841836
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UNIT 1 – REGIONAL GEOGRAPHY OF THE UNITED STATES (18 DAYS)
3. Activities for Understanding
SUGGESTIONS
•
•
•
•
•
4.4.1 Students will draw or label a world map that includes the following: 7 continents, 5 oceans,
eastern/western and northern/southern hemispheres, poles, equator, and prime meridian. Students will then
select two of the locations to research (e.g. equator and Prime Meridian, north and south poles, etc.) and write 2
paragraphs that compare and contrast the areas.
4.4.3, 4.5.2 Students will be divided into groups by regions found in the United States to plan a breakfast,
lunch, or dinner menu made entirely from foods found in the assigned region. Students can use information and
maps found in their text, teacher-complied resources, or the internet. As an extension activity, students can
select another region and write 1-2 paragraphs that compare/contrast the foods grown in the two regions,
including an explanation of why the foods on their menu are not produced in the other region.
Blank Menu
4.4.1 Students will identify the difference in size of various areas by creating a layered foldable (preferably with
maps of the areas) and labeling it in the following manner:
1st – World (largest sheet)
2nd – Continent
3rd - United States
4th - Louisiana
5th - Jefferson Parish
6th - Metairie, Gretna, Harvey, etc. (whichever is appropriate for your location)
As an alternative, circles of various sizes can also be stapled together (at the top) to represent the sizes of the
areas listed. The teacher will ask guided questions about the areas, and students will develop and ask questions
about the features of each page using the jigsaw method.
Foldable Guide
Size Maps
4.4.3, 4.5.2 Students will be grouped by the five regions found in the United States. Using grocery store ads,
the internet, and textbooks, students will create a resource poster for their region. Students will identify and cut
out food items in the ads from their region and add them to the poster. Each group will present its poster to the
class. (Although students are introduced to the 50 states and the idea of grouping by regions, students will spend
the school year mastering this concept as they study the regions in depth.) After the presentations, each student
will write 1-2 paragraphs on the types of food their family likes to eat, identifying the region in which the food is
produced.
4.6.1 Students will locate landforms or bodies of water. The teacher will write the following on a storyboard or
present them on a PowerPoint presentation: Rocky Mountains, Appalachian Mountains, Great Lakes, Grand
Canyon, and Hawaiian Islands (include photographs). The teacher will divide the class into five groups, each
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SOCIAL STUDIES 4
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representing a landform or body of water listed. The students will research their landform (or the teacher can
provide research packets on the various areas) to find out which physical process created each one. Students will
share their research with the class.
4.6.2 Students will complete a picture walk through a textbook. The teacher will select pages in the textbook
and instruct students to stop on various pages and identify ways people have changed the land in the photos.
The students will then make judgments as to whether the changes were positive or negative. The teacher will
track student responses using a T-chart. As an extension activity, the students will write 2-3 paragraphs
discussing the long-term implications the negative changes will have on the land.
UNIT 2 – EXPLORATION AND COLONIZATION (18 DAYS)
1. Overview
In this unit students explore early settlers to the New World and learn about the early colonies established. This sets the stage for the unit to follow
where students explore the democratic ideals that pushed the nation into the Revolutionary War.
Grade 4 Claims
What are the physical characteristics of the US and how did this impact colonization?
What were the influences and effects of the Revolutionary War?
How did the technological advancements and key historical events impact our current society?
REMINDERS
CONTENT AND
CLAIMS
•
•
Labor Day (09/05/16)
Interim Reports Issued (09/19/16)
Chronological and Historical Thinking
•
•
•
•
4.1.1 Construct timelines of historical events
4.1.2 Use timelines to explain how changes over time have caused movement of people or expansion of
boundaries in the United States
4.1.3 Use appropriate vocabulary of time
4.1.4 Produce clear and coherent writing to:
• compare and contrast past and present viewpoints on a given historical topic
• conduct simple research
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SOCIAL STUDIES 4
•
•
•
Updated 9/29/2016 1:22 PM
• summarize actions/events and explain significance
• differentiate between the 5 regions of the United States
4.1.5 Explain the historical significance of U.S. political symbols
4.1.6 Define and distinguish between primary and secondary sources
4.1.7 Summarize primary resources and explain their historical importance
Early Explorers
How did early explorers lead to the discovery and settlement of the early colonies?
•
4.2.2 Cite evidence to support the key contributions and influence of people in the history of the U.S.
What were the risks involved with exploration and early settlement?
•
4.9.3 Define the terms profit and risk and explain how they relate to each other
Early Settlers
What were the motivations for exploration and early settlements?
•
•
•
TOPICS OF
CONSIDERATION
•
•
4.9.2 Identify examples of human, natural, and capital resources and explain how these resources are used
to produce goods and services
4.9.3 Define the terms profit and risk and explain how they relate to each other
4.9.7 Explain why individuals and businesses engage in barter and trade
Major early explorations and
explorers and their reasons for
exploration – e.g. Columbus, La
Salle, Columbus, de Soto,
Ponce de Leon
Early settlers and their reasons
for inhabiting the United States
– e.g. thirteen colonies, French
and Spanish settlements
•
Causes, effects, or impact of a
given event in early American
history – e.g. influence of
American Indian culture and
agriculture on the colonists, the
Mayflower Compact; religious
intolerance in the colonies
•
•
•
•
•
human, natural, and capital
resources
profit
risk
barter
trade
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UNIT 2 – EXPLORATION AND COLONIZATION (18 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Early Explorers:
• Early Voyages of Exploration 1492-1609, Prentice Hall
• Exploration of North America, 1492-1700, Eduplace
•
•
Age of Exploration: Life on the Seas, History.com
Exploring the Americas (Chester the Crab’s Comics with Content Series), Bentley Boyd
Early Settlers:
• Louisiana Instructional Task - Growth of NY during Colonial Period
• You Wouldn’t Want to Be an American Colonist!: A Settlement You’d Rather Not Start, Jacqueline Morley
• Observations Gathered out of a Discourse of the Plantation of the Southern Colony, George Percy
• The New Americans: Colonial Times: 1620-1689 (The American Story), Betsy Maestro
• Early American Frontier, 1774, Archiving Early America
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• United States Expansion: https://app.discoveryeducation.com/learn/videos/F64D270D-D716-4075-9A2A-DB4B1F50D2C1?hasLocalHost=false
WorldBook Online:
• Business: http://www.worldbookonline.com/kids/home#article/ar830337
• Henry, Patrick: http://www.worldbookonline.com/kids/home#article/ar830886
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UNIT 2 – EXPLORATION AND COLONIZATION (18 DAYS)
3. Activities for Understanding
SUGGESTIONS
•
•
•
•
4.1.1 Students will create a timeline of the following explorers: Columbus, LaSalle, de Soto, Vespucci, and
de Leon. They will select one of the explorers and write an extended response explaining how his discovery
contributed to the settlement of early colonies.
4.1.7, 4.2.2 Students will discuss the Pilgrims’ arrival in New England. (The following information can serve
as a guide: The Pilgrims decided they needed to make an agreement on how issues would be settled and
the colony would be run. They signed a document that is today called the Mayflower Compact. The compact
declared that the colonists were loyal to the King of England, that they were Christians who served God, that
they would make fair and just laws, and that they would each work for the good of the colony.) The
students will create a T-chart chart with the following headings: Loyal to the King, Served God, Make Fair
and Just Laws. Using a copy of the Mayflower Compact, students will identify excerpts that belong under the
various headings. Students will analyze the benefits of signing the compact and discuss/act out what would
happen if they didn’t sign.
Mayflower Compact
4.9.3 Students will create a timeline of the Pilgrims’ voyage and prior knowledge of the Mayflower Compact
to write two paragraphs on the risks the Pilgrims took coming to the New World and the benefits (profits) of
coming to the New World.
4.2.2 Students will work in small groups to research a major New World explorer using the Internet,
textbook, teacher resources, etc. They will complete the Explorer Data Sheet and use the information
gathered to create a “Daily Log” entry for the named explorer. (Each student will create their own entry.)
Students will share their entries with the class.
Explorer Data Chart
Daily Log
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UNIT 3 – BECOMING THE UNITED STATES (32 DAYS)
1. Overview
In this unit students explore the early origins of how the United States came to be and the role the founding fathers played in developing our democratic
society. This sets the stage for the unit to follow where students examine westward expansion and the idea of manifest destiny.
Note: This content could be taught in conjunction with the If You Lived at the Time of the American Revolution (Lessons 1-5, 7, 9 and 12) from the
English Language Arts Guidebook for Grade 4.
Grade 4 Claims
What are the physical characteristics of the US and how did this impact colonization?
What were the influences and effects of the Revolutionary War?
How did the technological advancements and key historical events impact our current society?
REMINDERS
CONTENT AND
CLAIMS
•
•
•
•
Employee/student holiday (10/11/16)
Late take-in day (10/26/16)
Professional Development/Parent Conferences (11/01/16)
Election Day (holiday) (11/08/16)
Chronological and Historical Thinking
•
•
•
•
•
•
•
4.1.1 Construct timelines of historical events
4.1.2 Use timelines to explain how changes over time have caused movement of people or expansion of
boundaries in the United States
4.1.3 Use appropriate vocabulary of time
4.1.4 Produce clear and coherent writing to:
• compare and contrast past and present viewpoints on a given historical topic
• conduct simple research
• summarize actions/events and explain significance
• differentiate between the 5 regions of the United States
4.1.5 Explain the historical significance of U.S. political symbols
4.1.6 Define and distinguish between primary and secondary sources
4.1.7 Summarize primary resources and explain their historical importance
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Founding Fathers
How did the founding fathers impact the formation of the United States?
•
4.2.2 Cite evidence to support the key contributions and influence of people in the history of the United
States
How did explorers and pioneers impact the growth of the United States?
•
•
4.2.1 Explain how early explorations affected the expansion of boundaries and development in the United
States.
4.2.2 Cite evidence to support the key contributions and influence of people in the history of the United
States
American Government
How have key events led to the expansion of democracy?
•
4.2.4 Draw conclusions about the relationship of significant events in the history of the United States to the
expansion of democracy in the United States.
How have our country’s major democratic documents shaped our government’s structure and functions?
•
4.7.2 Explain the significance of key ideas contained in the Declaration of Independence, the United States
Constitution, and the Bill of Rights
What are the purposes and necessities of a government?
•
4.7.3 Identify and analyze the basic purposes and necessity of government as identified in the Preamble to
the United States Constitution.
What are some of the significant changes made to the constitution over time, and what impacts did they have on our
country?
•
•
4.7.1 Identify and summarize significant changes that have been made to the United States Constitution
through the amendment process
4.7.3 Identify and analyze the basic purposes and necessity of government as identified in the Preamble
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to the United States Constitution
Citizenship in America
How are the three branches of government different in both structure and function?
•
4.7.4 Differentiate between the structure and function of the three branches of federal government
What are the key requirements to become a United States citizen?
•
4.8.1 Identify the key requirements to become a United States citizen
What are the differences between a citizen’s rights, responsibilities, and duties?
•
4.8.2 Differentiate between citizens’ rights, responsibilities, and duties
What elements of a democracy are dependent upon good citizenship?
•
•
4.8.3 Describe the qualities of a good citizen and how good citizenship contributes to the United States’
democracy
4.8.4 Explain how good citizenship can solve a current issue
How does a government provide goods and services?
TOPICS OF
CONSIDERATION
•
•
4.9.5 Describe how government pays for goods and services through taxes and fees
4.9.6 Summarize the roles of households, businesses, jobs, banks, and governments in the economy
•
Contributions of Founding
Fathers
Impact of explorers and
pioneers
Development of
U.S./boundaries
Major responsibilities of
national government
•
•
•
•
Election of government
officials at the state and
national levels - e.g. voting
by citizens, terms of office
for key officials, voting
eligibility requirements such
as age and registration
•
•
Responsibilities of individuals
in making a community and
state a better place to live
Qualities of good leaders/
citizens - e.g. honesty,
courage, trustworthiness,
patriotism, and responsibility
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SOCIAL STUDIES 4
•
•
Key national government
officials, their powers, and
limits on their powers
Democratic ideas in
important American
documents (Declaration of
Independence,
Constitution, Bill of Rights)
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•
•
•
•
•
Definition of a law and the
difference between a rule
and a law
Branches of Government
Amendments to the
Constitution
Citizenship requirements
Rights, responsibilities,
duties
•
•
•
•
•
goods
services
taxes
fees
banks
UNIT 3 – BECOMING THE UNITED STATES (32 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Founding Fathers:
• Illustrated Timeline of US Presidents, Mary Englar
• “Thomas Jefferson,” ReadWorks
• Who was Thomas Jefferson?, Dennis B. Fradin
• “George Washington,” ReadWorks
• “American Government- James Madison,” ReadWorks
American Government:
• “Colonization & Revolutionary War,” ReadWorks
• You Wouldn’t Want to Be at the Boston Tea Party!: Wharf Water Tea You’d Rather Not Drink, Peter Cook
• “Paul Revere’s Ride,” ReadWorks
• Texts from ELA Guidebook Unit, Grade 4:
o Liberty!: How the Revolutionary War Began, Lucille Recht Penner
o And Then What Happened, Paul Revere? Jean Fritz
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o Those Rebels, John and Tom, Barbara Kerley
o . . . If You Lived at the Time of the American Revolution, Kay Moore
o George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer
Citizenship in America:
• U.S. Constitution Interactive, Mr. Nussbaum
• Shhh! We’re Writing the Constitution!, Jean Fritz
• If You Were There When They Signed the Constitution, Elizabeth Levy
•
“American Government- Branches of Government,” ReadWorks
• “American Government - Preamble to the United States Constitution,” ReadWorks
• Requirements for Citizenship, U.S. Immigration Services
• “American Government - Bill of Rights Part I and II,” ReadWorks
• The New Nation, Joy Hakim
• Our National Symbols, Linda Carlson Johnson
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• The Constitution: https://app.discoveryeducation.com/learn/videos/8662687A-9FD8-4905-8B76-1990175F38F5?hasLocalHost=false
• Shared Powers in the United States Constitution: https://app.discoveryeducation.com/learn/videos/0DCF5060-583C-4315-834045251749F5AF?hasLocalHost=false
WorldBook Online:
• The Role of Government: http://www.worldbookonline.com/socialstudiespower/lesson?lessonid=geo1-roleofgovt-841131
• Who is a Citizen? Who is a Resident? http://www.worldbookonline.com/socialstudiespower/lesson?lessonid=geo1-citizenres-841134
Misc.:
• http://teacher.schol astic.com/lessonrepro/lessonplans/profbooks/billrigh ts.pdf
• http://www.congressf orkids.net/
• https://www.readworks.org/passages/colonization-revolutionary-war-declaration-independence
• http://l ibertysk ids.com/archive.html
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UNIT 3 – BECOMING THE UNITED STATES (32 DAYS)
3. Activities for Understanding
SUGGESTIONS
•
•
•
•
•
•
4.7.3 Students will work in groups of 4-5 to answer the following question: What might happen if there were no
rules, laws, or government? Students will discuss the question and record their answers. After sharing their
responses with the class. (Teachers with access to We the People texts should use them during this Unit.)
4.2.2 Students will write letters to the editor of The New World Times (newspaper) explaining why they are
Loyalists, Patriots, or undecided. They will partner with a classmate to share their letters.
4.7.3 Students will work with a partner or in small groups to discuss which part of the Preamble is the most
important to them. They will illustrate their choice on drawing paper and write a caption to describe their drawing.
The Preamble
4.7.4 Students will work in groups of 3-5 to research one of the three branches of government. Each group will
prepare a presentation on its branch in the form of a poster, PowerPoint, Rap song, or skit. The presentations
should include the name of the leader of the branch, his/her job title, and responsibilities.
4.7.4 Students will play “Whose Job Is It?” by creating a three-sided tent with Executive, Legislative, Judicial
written on each of the sides. The teacher will name a job (For example, print money, make treaties, etc.), and
students will place their tent on their desks with the correct branch of government facing the teacher. (see
icivics.org and Schoolhouse Rock- 3 Ring circus)
4.8.1, 4.8.2 Students will take a picture walk featuring examples of people displaying good and bad citizenship.
(For example, people serving at a food bank, people littering, etc.) Students will discuss the photos and draw a
conclusion of what makes a person a good citizen. Class will further discuss and/or write 2-4 paragraphs on why
good citizens are needed in a democracy.
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UNIT 4 – OUR NATION GROWS (32 DAYS)
1. Overview
In this unit student explore the early origins of how the United States grew in size through the idea of manifest destiny and the impact technology made
on this growth. This sets the stage for the unit to follow where students explore more technological changes and the effect these inventions had on the
economy and workforce in the United States.
Grade 4 Claims
What are the physical characteristics of the US and how did this impact colonization?
What were the influences and effects of the Revolutionary War?
How did the technological advancements and key historical events impact our current society?
REMINDERS
CONTENT AND
CLAIMS
•
•
•
•
Election Day (holiday) (11/08/16)
Thanksgiving Break (11/21-25/16)
Winter Break (12/22/16 – 01/03/17)
Martin Luther King, Jr. Day (01/16/17)
Chronological and Historical Thinking
•
•
•
•
•
•
•
4.1.1 Construct timelines of historical events
4.1.2 Use timelines to explain how changes over time have caused movement of people or expansion of
boundaries in the United States
4.1.3 Use appropriate vocabulary of time
4.1.4 Produce clear and coherent writing to:
• compare and contrast past and present viewpoints on a given historical topic
• conduct simple research
• summarize actions/events and explain significance
• differentiate between the 5 regions of the United States
4.1.5 Explain the historical significance of U.S. political symbols
4.1.6 Define and distinguish between primary and secondary sources
4.1.7 Summarize primary resources and explain their historical importance
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Westward Expansion and Manifest Destiny
How have our leaders impacted the growth of the United States?
•
4.2.2 Cite evidence to support the key contributions and influence of people in the history of the United
States
How did explorers and pioneers impact the growth of the United States?
•
•
4.2.1 Explain how early explorations affected the expansion of boundaries and development in the United
States
4.2.2 Cite evidence to support the key contributions and influence of people in the history of the United
States
How have migration patterns impacted the boundaries of the United States?
•
4.2.3 Explain the voluntary migration of people and its significance in the development of the boundaries of
the United States
Louisiana Purchase
How have our leaders impacted the growth of the United States?
•
4.2.2 Cite evidence to support the key contributions and influence of people in the history of the United
States
How did explorers and pioneers impact the growth of the United States?
•
•
4.2.1 Explain how early explorations affected the expansion of boundaries and development in the United
States
4.2.2 Cite evidence to support the key contributions and influence of people in the history of the United
States
How have migration patterns impacted the boundaries of the United States?
•
4.2.3 Explain the voluntary migration of people and its significance in the development of the boundaries of
the United States
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Transcontinental Railroad
How have our leaders impacted the growth of the United States?
•
4.2.2 Cite evidence to support the key contributions and influence of people in the history of the United
States
How did explorers and pioneers impact the growth of the United States?
•
•
4.2.1 Explain how early explorations affected the expansion of boundaries and development in the United
States
4.2.2 Cite evidence to support the key contributions and influence of people in the history of the United
States
How have migration patterns impacted the boundaries of the United States?
•
TOPICS OF
CONSIDERATION
•
•
4.2.3 Explain the voluntary migration of people and its significance in the development of the boundaries of
the United States
Identification of causes of
Westward Expansion and
Manifest Destiny – e.g. Migration
patterns, impact of pioneers,
advances in transportation,
California Gold Rush
Comparison of important leaders
of Westward Expansion – e.g.
Andrew Jackson, James Monroe
•
•
Recognize reasons for and
results of the Louisiana
Purchase
Identify key figures in the
Louisiana Purchase – e.g.
Thomas Jefferson,
Sacagawea, Lewis and Clark,
Napoleon
•
•
•
Identify the need for the
Transcontinental Railroad
Describe results of the
construction of the
Transcontinental Railroad
Explain technologies used in
the construction of the
Transcontinental Railroad
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UNIT 4 – OUR NATION GROWS (32 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Westward Expansion and Manifest Destiny:
• Growth of a Nation, Animated Atlas
• Westward Ho!, Lucille Recht Penner
• Into the West, Terry Collins
• PBS “The West” from pre-1500 to 1979
• Artifacts and Images of the Era of Manifest Destiny, Authentic History Center
• Boomtowns of the West, Bobbie Kalman
• You Wouldn’t Want to Be a Pony Express Rider!: A Dusty, Thankless Job You’d Rather Not Do, Tom Ratliff
• You Wouldn’t Want to Live in a Wild West Town!: Dust You’d Rather Not Settle, Peter Hicks
• You Wouldn’t Want to Be an American Pioneer!: A Wilderness You’d Rather Not Tame, Jacqueline Morley
• California Gold Rush, Shirley Jordan
• What was the Gold Rush?, Joan Holub
• “Panning for History,” ReadWorks
Louisiana Purchase:
• The Louisiana Purchase, Learning Liftoff
• Thomas Jefferson and the Louisiana Purchase, Emily Raabe
• Building an Empire: The Louisiana Purchase, Linda Thompson
• Louisiana Purchase map, Mr. Nussbaum
• Lewis and Clark, National Geographic
• Lewis and Clark, U.S. Mint
• “American Explorers,” Center for Urban Education
• You Wouldn’t Want to Explore with Lewis and Clark!: An Epic Journey You’d Rather Not Make, Jacqueline Morley
Transcontinental Railroad:
•
Louisiana Instructional Task -The Transcontinental Railroad
• Building the Transcontinental Railroad, Steven Offinski
•
Transcontinental Railroad, Alan Pierce
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SOCIAL STUDIES 4
•
•
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Updated 9/29/2016 1:22 PM
Transcontinental Railroad, John Perritano
The Great Railroad Race – Diary of Libby West, Kristiana Gregory
You Wouldn’t Want to Work on the Railroad!: A Track You’d Rather Not Go Down, Ian Graham
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
• To the Mississippi: Westward Expansion and the Northwest Ordinance of 1787: https://app.discoveryeducation.com/learn/videos/22C8EE0E8FEB-42A3-89AA-3C0D76AD006F?hasLocalHost=false
• Moving to America: Then and Now: https://app.discoveryeducation.com/learn/videos/8A121A64-16C4-44A6-8B3555E4F011CA36?hasLocalHost=false
WorldBook Online:
• Lewis and Clark Expedition: http://www.worldbookonline.com/kids/home#article/ar831000
• United States Flag: http://www.worldbookonline.com/kids/home#article/ar832386
Readworks:
• https://www.readwor ks.org/passages/us-p residen ts- thomas-jeff erson
Misc.:
• http://www.pbs.org/wgbh/americanexperience/features/timeline/tcrr-timeline/
• http://www.na tionalg eographic.com/lewisandclark/
UNIT 4 – OUR NATION GROWS (32 DAYS)
3. Activities for Understanding
SUGGESTIONS
•
•
•
4.2.3 LDOE Task - Transcontinental Railroad (Recommended)
Transcontinental Railroad
4.1.4, 4.1.7, 4.2.2, 4.2.3 LDOE Task - Westward Expansion (Recommended)
Westward Expansion
4.2.2 Students will use information gathered from the Internet, textbooks, or teacher resources to create a
timeline of the important events in the life of Thomas Jefferson/James Monroe. Students will then select an event
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SOCIAL STUDIES 4
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from the timeline and write 2-4 paragraphs on how the event helped shape modern-day America.
Thomas Jefferson 1
Thomas Jefferson 2
4.2.1 Students will identify the route followed by the Lewis and Clark Expedition and trace it on a blank map.
Students will use their textbooks to compare their map to a topographical map and, with a shoulder partner,
discuss the challenges each landform presented to exploration and settlement of the United States.
U.S. Map
Topographical Map
4.1.4 Students will work in groups of 3-5 to research one of the key figures in the Lewis and Clark Expedition.
(e.g. Lewis, Clark, Sacajawea, and Native American groups of the area) Each student will then pretend he/she
was also a part of the expedition and compose a letter to Thomas Jefferson describing their experiences. The
students should use evidence from their research to support any claims.
4.1.7 Students will analyze primary and secondary source documents from the Gold Rush era. Students will then
participate in a class discussion on the impact the Gold Rush had on the United States, including economic,
political, and social factors. Each student will write 1-3 paragraphs or draw a picture showing the importance of
the Gold Rush to U.S. development.
Sample Document 1
Sample Document 2
Sample Document 3
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