Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Unit 5 Lesson 23 Week 26/27
Essential Question(s)/Guiding Questions/Lesson
Focus/Vocabulary
Unit: Southwest
Essential Question:
1. What is unique about the Southwest Region?
2. What characteristics make this a region?
Guiding Questions:
A. How do geography, climate and natural resources affect the
way people live and work in this region?
Social Studies Focus :
Literacy Focus:
Southwest
Skill: Text & Graphic
Geography
Features
Strategy: Monitor/Clarify
Genre: Informational Text
Writing: Persuasive
Speeches
Writing:
Vocabulary :
Persuasive Speech
Mesa
butte
arroyo
aquifer
After learning about the Geography of
Irrigation pueblo
the Southwest, write a persuasive
mission
speech on why it would be a good place adobe
Land grant
arid
to live. Use facts about what you have
migrant worker
learned to support your position.
ASSESSMENT:
Southwest Region Chart
Labeled Southwest Region U.S. Map
Southwest Region Map---Physical Features including map key
I
Southwest DBQ
Introduce Harcourt Document Based Question on Southwest
Describe ways in which people have adapted to the Southwest region.
Begin with Document 3: Map of Irrigation in the Southwest. You will
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
CLLG MINILESSON 23 Text & Graphic Feature –Text and Graphic Features are used
throughout this week as the students learn about the Geography of the Southwest.
Discussions on how they enhance understanding of the region should be ongoing.
Book pass on the Southwest Region
Introduce Southwest by providing books from the library on the SW or states in the SW.
Provide other printed related SW—brochures, advertisements, news articles, magazine
articles, train schedules.
Suggested books: The Legend of the Blue Bonnet, Across the Wide and Lonesome
Prairie, Deserts, Welcome to Josefina’s World 1824: Growing Up on American’s
Southwest Frontier, Oil (A True Book: Natural Resources), The Rio Grande: From the
Rocky Mountains to the Gulf of Mexico, The Dust Bowl, SS Leveled Readers-Welcome
to the Southwest, The Story of Cowboys, John Wesley Powell and the Colorado River,
Spindle Top (Lesson 16, Unit 4 Informational Text), Snakes of the Southwest
(Lesson9, Unit 2 SE 238).
• Fill in chart Content Book Pass
www.harcourtschool.com/ss1/Grade4/g4_unit2_.html
• Book Pass—Use anchor chart to identify fiction/nonfiction books. (See
fiction/nonfiction mini-lesson 1A.)
• STW2 Strategy Lesson—Building Background Knowledge of Nonfiction
Features pp. 150-161/
• SUW 8-16—(Good Listening Skills) pp344-347/
• Books to Use for the Daily 5—Read to Someone and Listen to Reading and to
Introduce the Southwest Region
Southwest Map Tour and Overview Lesson---Provides Day to Day outline for this week.
PowerPoint is used on Day 1 to introduce the Southwest.
3-2-1 Activity
Southwest Region PowerPoint
1
Little Rock School District
Social Studies
4th Grade
work with different documents throughout the unit on the Southwest and Southwest Region: How to Read and Create a Map (If the first part of the lesson has
answer the question at the end of the unit using the information you
been done in a previous unit, do only the last part related to the Southwest)
have collected from all the documents.
Harcourt Social Studies—Use the map on pp 300-301 to introduce the states in the
Southwest. Point out physical features on the map such as the Sonoran Desert and
Grand Canyon National Park.
Optional Assessment:
Create a poster to go with the Writing for this week (Persuasive Speech
• Have students add the Southwest states to their United States map they have
on why the Southwest would be a good place to live.)
been completing as they study each region. Add to the map key to designate
these states.
• Complete Physical Geography and Climate and Major Cities on the Southwest
Region Chart.
• Discuss new vocabulary words related to the geography of the region.
Geography and Role of Geographer in the SW Region: (Focus on TE/SE pp. 176181, Geography of the Southwest.)
Compare and Contrast Maps
Using Maps 101 and other available maps to locate and identify the southwest states,
capitals, large cities, Gulf of Mexico, Rocky Mountains, Rio Grande, Mexico, Grand
Canyon, etc.
Picture/Text Feature Walk
Using SE/TE Chapters 10 and 11 on Southwest do a picture/test feature walk
discussing what will be presented in the book. Use this to help establish background
knowledge. You can use one of the graphic organizers provided to survey the SW
chapters and the text features found in the chapters. (Focus on TE/SE pp. Geography
of the Southwest.)
Additional Resources/Activities
United States Introduction to Regions PowerPoint (Use to review other regions
studied)
Journeys—“The Ever-Living Tree” and “Towering Trees “ (poetry)
2
Little Rock School District
Social Studies
4th Grade
Deserts on the Move--Journeys TE pp. 158-159—List the causes and effects of deserts
in the world.
Harcourt Social Studies Textbook TE/SE pp.304-307 Cactus Hotel
Compare and Contrast with life in the desert and life in Arkansas. Locate desert
regions in the southwest SS TE/SE p. 311; analyze the illustration SS TE/SE p. 312;
TE/SE p.347 Moving to the Desert; TE/SE p. 349 Water Resources pay close attention
to How Much Water? Table; TE p.349 Integrate the Curriculum Mathematics help
students make a simple pie chart that show water distribution.
Text Features
Use Cactus Anatomy to examine text and graphic features. How does this anatomy
help explain how cactus can survive in the desert.
Interactive Southwest Region
http://www.sfsocialstudies.com/g4/na/u5/index.html
Apache Myth Child of Water and Little Blue PowerPoint (Native American Legend)
3
Little Rock School District
Social Studies
4th Grade
STANDARDS
Social Studies
G.8.4.1 Use geographic representations to examine the spatial organization of Arkansas citing relative and absolute location.
G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a
region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4
G.8.4.3 Construct maps and other graphic representations of Arkansas and the United States, including physical and human characteristics, title, legend, compass
rose D2.Geo.1.3-5
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2. Geo.6.3-5
Common Core
Reading
CCRI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the text in which it appears.
CCRI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCRI. 4.8 Explain how an author uses reason and evidence to support particular points in a text.
Writing
CCW4.1 Write Opinion pieces on topics or texts, supporting a point of view with reasons and information.
Speaking and Listening
CC.SL4.1 Engage effectively in a range of collaborative discussions.
CC.SL.4.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CC.SL.4.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
4
Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Unit 5 Lesson 24 Week 27/28
Essential Question(s)/Guiding Questions/Lesson
Focus/Vocabulary
Essential Question:
1 What is unique about the Southwest Region?
2 What characteristics make this a region?
Guiding Questions:
A. How does the past affect this region and the U.S.?
Social Studies Focus :
History of the Southwest
Mexican/American War
Great Depression
Dust Bowl
Literacy Focus:
Skill: Compare/Contrast
Strategy: Analyze/ Evaluate
Genre: Nonfiction
Writing: Narrative/Imaginative
Writing:
Vocabulary :
Point of View Narrative
Mexican American War Dust Bowl
Great Depression Pueblo Mission
Land Grant
Treaty of Cahuenga
Treaty of Guadalupe
Indian Territory
Louisiana Purchase
Drought Migrant
Economy
ASSESSMENT:
Timeline Southwest Region
Have each student write a narrative from the point of view of someone
involved in the Dust Bowl. Students could be assigned or choose to write as
one of the following (students also may have some ideas of their own):
•
•
•
•
A farmer in the Dust Bowl region
A government official who has been sent to investigate conditions
A child who just found out his/her family has decided to migrate to
California
Someone living in a migrant labor camp in California
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
CLLG MINILESSON 24 Compare/Contrast
Create a timeline of historical events significant to the Southwest using pp 318327 and additional readings provided. Add to the timeline as you study the
Mexican American War, Great Depression and Dust Bowl.
Timeline Templates
Use Lessons and PowerPoints to examine the following historical topics as they
relate the history of Southwest: Add events to the timeline.
• Mexican American War/Texas Independence
• Dust Bowl
• Great Depression
Mexican American War/Texas Independence
Harcourt SS TE/SE pp. 326-327 Identify Multiple Causes and Effects TE/SE p.
321 The Mexican-American War piece
http://www.txindependence.org/index.php Texas Independence
https://sites.google.com/site/caminoushistory/us-history/western-expansionwebquest Use the map on this site to show territory of Mexico lost to the United
States and for a brief synopsis of the Mexican American War.
Harcourt SS Text--Great Depression/Dust Bowl
SS TE/SE pp. 316-317 Tell Fact from Fiction and discuss cause and effect of the
Dust Bowl
Great Depression and Dust Bowl Lesson
Woodie Gunthrie and the Dust Bowl PowerPoint
Life in the Dust Bowl PowerPoint
Dust Storms PowerPoint
The Dust Bowl PowerPoint
Dust Bowl Video for Kids
Dear Mrs. Roosevelt Lesson Plans
Analyzing Children’s Letters Eleanor Roosevelt and the Great Depression
5
Little Rock School District
•
•
Social Studies
A gas station owner on Route 66, as the migrants stream past
A California citizen living near the places where the migrants are
arriving
Narrative should include some facts the students have learned about the Dust
Bowl. Give the students the opportunity to share their letters either by reading
them aloud or posting them.
Southwest DBQ—Assign Document 4: Excerpt About Migration to the
Southwest.. Discuss how this document provides support for the overall
Document Based Question: Describe ways people have adapted to the
Southwest Region
What can you learn about the Great Depression from the letters sent to
Eleanor Roosevelt? An optional assessment could be to have students write
a response to one of the letters.
Photo Analysis
4th Grade
Child’s Letter to Eleanor Roosevelt—Dust Bowl
Great Depression and Dust Bowl Activity
Great Depression Photographs
Images of the Dust Bowl PowerPoint
Great Depression Photographs (Can be used for Photo Analysis)
Use the images and photographs to do a photo analysis on Dust Bowl and the
Great Depression. Give students several opportunities to analyze these visuals
and what they convey about the topics. Below are tools for doing photo analysis
with students.
General Questions and Activities for Photo Analysis
Use KWL to Introduce Topic Through Photographs (In the Classroom
Segment of this resource explains how to guide students through the process.)
Photo Analysis Tool
Teacher’ s Guide Analyzing Photographs and Prints
National Archive Photo Analysis
Resources:
Websites Great Depression
http://newdeal.fen.org/eleanor/indes.htm
Great Depression Game
PBS Video—Surviving the Dust Bowl
http://www.pbs.org/wgbh/americanexperience/films/dustbowl/
Migrant Workers Photographer: Dorothea Lange
http://lcweb2.loc.gov/ammem/fsahtml/fachap03.html
Audio Clip Woody Guthrie in Words and Song
http://chnm.gmu.edu/exploring/20thcentury/photography/guthrie.html
Oklahoma Land Rush
http://www.eyewitnesstohistory.com/landrush.htm
http://www.history.com/this-day-in-history/the-oklahoma-land-rushbegins
http://www.okgenweb.org/~land/
6
Little Rock School District
Social Studies
4th Grade
STANDARDS
Social Studies:
G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5
G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5
G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5
G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial
technologies, and geographic representations D2.Geo.7.3-5
G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5
C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5
C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems. D2.Civ.9.3-5
H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5
H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5
H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization,
resources, population, density, environmental issues) D2.His.2.3-5
H.12.4.4 Analyze the impact of individuals and events on the past, present, and future D2.His.3.3-5
H.13.4.1 Describe ways people’s perspectives shaped the historical sources they created D2.His.6.3-5
H.14.4.2 Examine why individuals and groups during the same historical period had differing perspectives D2.His.4.3-5
H.13.4.3 Develop claims in response to compelling questions about Arkansas and United States history using evidence from a variety of primary and secondary
sources D1.2, 5.3-5
H.13.4.4 Discuss why historians use a variety of primary and secondary sources D3.2.3-5
H.13.4.5 Formulate questions that relate to specific historical events in Arkansas and the United states to guide inquiry. D1.2.3-5 D2.His.12.3-5
E.4.4.1 Compare examples of scarcity from different regions in the state and nation D2.Eco.1.3-5
E.5.4.3 Explain the effects of supply and demand on prices D2.Eco.5.3-5
Common Core
Reading
CC.RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CC.RI 4.3 Explain events in a historical text, including what happened and why, based on specific information from the text.
CCRI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCRI 4.5 Describe the overall structure (compare/contrast) of events, ideas, concepts, or information in a text or part of a text.
CCRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the text in which it appears.
CC.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
7
Little Rock School District
Social Studies
4th Grade
Writing
CC.W.4.2 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CC.W. 4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Speaking and Listening
CC.SL4.1 Engage effectively in a range of collaborative discussions.
CC.SL.4.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CC.SL.4.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
8
Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Unit 5 Lesson 25 Week 29
Essential Question(s)/Guiding Questions/Lesson
Focus/Vocabulary
Essential Question:
1. What is unique about the Southwest Region?
2. What characteristics make this a region?
Guiding Questions:
A. How do geography, climate and natural resources affect the way
people live and work in this region?
B. How does the past affect this region and the U.S.?
C. What are the economics of this region?
Social Studies Focus :
Time Lines/Chronology
Colorado River
John Wesley Powell
Writing:
Write a journal entry of the most
exciting part of John Wesley
Powell’s journey.
Literacy Focus:
Skill: Author’s Purpose
Strategy: Questions
Genre: Science Fiction
Writing: Narrative: Imaginative
Prewrite
Vocabulary :
Grand Canyon
Chaco Canyon
Canyon
Expedition Explorer
National Park
Portage
Whitewater
ASSESSMENT:
Track journey of John Wesley Powell
Timeline of Journey
Author’s Purpose Journal Entries and Down the Colorado: John Wesley—
Discuss the purpose the Journal Entries Powell, The One-Armed Explorer by
Deborah Kagan Ray
Explain why the development of the Grand Canyon was important to the
settlement and economy of the Southwest.
Southwest DBQ—Assign Document 1—Native American Artifacts
Discuss how this document provides support for the overall Document Based
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
CLLG MINILESSON 25 Author’s Purpose
Use the following book, John Wesley Powell’s Journal Entries and lesson
plan for this week’s Social Studies focus and literacy focus.
Down the Colorado: John Wesley Powell, The One-Armed Explorer by Deborah
Kagan Ray
Down the Colorado: John Wesley Powell, the One-Armed Explorer Lesson
(Complete Session One and Two on page 3)
http://geoalliance.asu.edu/azga/node/89
• Track the journey of John Wesley Powell on a map while reading the
book: Down the Colorado
• Create a timeline of events. Timeline Templates
• Write a journal entry about the most exciting part of the journey.
John Wesley Powell Traveling Trunk Lesson Plan
• Use Lesson 3 to examine Major Powell’s Journal
• Use Lesson 5 to explore the men on the expedition. Choose to do the
Role Play Debate on merits of continuing down the river or hiking out or
to do a Journal Entry from the perspective of one of the men on the
expedition.
• John Wesley Powell’s Journal Entries
Grand Canyon National Park Lesson Plan
http://www.nps.gov/grca/forteachers/upload/Human%20History.pdf
pp HH20-HH25 of the lesson. Students will be able to place historical characters,
cultures, and events in sequential order, name several people, cultures, and
events of importance to the development of Arizona and Grand Canyon, and
explain how Grand Canyon can be used as a model to study the development of
Arizona and the West.
9
Little Rock School District
Social Studies
4th Grade
Question: Describe ways people have adapted to the Southwest Region
Booktalk:
A one-armed Civil War hero tackles the biggest challenge of his life – exploring
the Colorado River as it flows through the Grand Canyon. John Wesley Powell
was that hero. The year was 1869. No white man had attempted this feat before.
Ten men in 4 boats started the expedition into the unknown. Ninety-six days later,
six men and 3 boats completed the death-defying journey. What happened to the
other 4 men and the missing boat? How could a one-armed man operate a boat
through the roughest rapids known to man? Read about this amazing journey in
Down the Colorado.
Author’s Biographical Sketch: Deborah Kogan Ray is the author of Down the
Colorado: John Wesley Powell, the One-Armed Explorer. To learn more about
Ray, visit her website at http://www.dkray.com/.
Additional Resources/Activities
Make a Time Line of John Wesley Powell’s life. For additional information can use
the leveled reader that accompanies the SS textbook on John Wesley Powell.
Timeline Templates
Chaco Canyon—Virtual Field Trip that can be found on the textbook’s website.
See the Chaco Canyon –Harcourt SS textbook pp 324-325
Pueblo Native American PowerPoint
Powell Expedition 1872 Photos
http://www.flickr.com/photos/grand_canyon_nps/sets/72157624241906928/
John Wesley Powell Background Information
http://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=1008&context=wws
Geology of the Grand Canyon…..from Bottom Up PowerPoint (Great
Photographs)
Grand Canyon Lesson Plan—Provides additional activity and excerpts related to
John Wesley Powell’s Journals. Adaptations needed for 4th grade level.
Southwest Long Ago 20 Questions PowerPoint
10
Little Rock School District
Social Studies
4th Grade
STANDARDS
Social Studies:
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5
G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5
E.4.4.1 Compare examples of scarcity from different regions in the state and nation D2.Eco.1.3-5
H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5
H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5
H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization,
resources, population, density, environmental issues) D2.His.2.3-5
H.12.4.4 Analyze the impact of individuals and events on the past, present, and future D2.His.3.3-5
H.12.4.5 Reference historic places and national parks to guide inquiry about history (e.g., What do the Toltec Mounds tell us about the people who lived there?)
H.13.4.1 Describe ways people’s perspectives shaped the historical sources they created D2.His.6.3-5
H.14.4.2 Examine why individuals and groups during the same historical period had differing perspectives D2.His.4.3-5
H.13.4.3 Develop claims in response to compelling questions about Arkansas and United States history using evidence from a variety of primary and secondary
sources D1.2, 5.3-5
H.13.4.5 Formulate questions that relate to specific historical events in Arkansas and the United States to guide inquiry D1.2.3-5 D2.His.12.3-5
Common Core
Reading
CC.RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCRI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.RI 4.3 Explain events in a historical text, including what happened and why, based on specific information from the text.
CCRI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCRI. 4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
CCRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the text in which it appears.
CC.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
CC.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CC.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Speaking and Listening
CC.SL4.1 Engage effectively in a range of collaborative discussions.
CC.SL.4.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CC.SL.4.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
11
Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Week 30 ACTAAP Review
Essential Question(s)/Guiding Questions/Lesson
Focus/Vocabulary
Essential Question:
1. What is unique about the Southwest Region?
2. What characteristics make this a region?
Guiding Questions:
A. How do geography, climate and natural resources affect the way
people live and work in this region?
B. How does the past affect this region and the U.S.?
C. What are the economics of this region?
Social Studies Focus :
Literacy Focus:
Desert Region of the Southwest
Review for ACTAAP
Hoover Dam
Economics of the Southwest
Role of the Political Scientist Southwest
Writing:
Vocabulary :
Explain what is meant by the following:
Raw material, international trade,
import, export Hoover Dam
Scarcity of water in the Southwest
region greatly influences people’s lives. Conservation
Scarcity tourism
Use information that you have learned
this week to support this statement.
ASSESSMENT:
Use the data from the table to make a chart of how much water each one uses
a day. How could they conserve some water? (Make It Relevant TE p. 349)
Southwest Region Chart—Complete Environmental Issues (Political Scientist);
Leading Products and Resources (Economist); and Major Industries and
Business (Economist).
Exit Slip—One cause and one effect Hoover Dam.
Southwest DBQ—Assign Document 2—Illustrations of Southwest Homes
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
Resource-Dwindling Southwest Water Resources
Water Scarcity Simulation Lesson
Hoover Dam Information & Bridge
Hoover Dam Lesson
Hoover Dam PowerPoint
Practice Text and Graphic Features—Use SS textbook Chapter 10, Lesson 3
Resources in the Southwest pp.328-331 discuss the different text features.
Natural Features of Southwest Lesson—Use this lesson to discuss the
economics of tourism in the Southwest.
• Natural Features Summaries
• Natural Features of Southwest Graphic Organizer
SW Region—Geography & Industry: Review the terms economy and
economist. Use the text and Southwest Land Use and Resources map (TE/SE:
p.314 & other resources) to identify resources, major industries and businesses
of the Southwest.
The Role of the Political Scientist Lesson
Discuss the types of laws that might be needed to address the scarcity of water
in this region.
Southwest Chart of U.S. Data
Use the 2010 Census State Population and Distribution of Electoral Votes and
Representatives Resource and List of Governors website:
http://www.nga.org/cms/render/live/governors/bios to complete Chart of U.S.
12
Little Rock School District
Social Studies
Southwest DBQ---Assign Document 3—Map of Irrigation in the Southwest.
Discuss how these documents provides support for the overall Document
Based Question: Describe ways people have adapted to the Southwest Region
4th Grade
Data.
Additional Resources/Activities
Text Features; TE/SE p. 341 Oil Rig illustration;
Southwest Resource PowerPoint
Water Changes Deserts PowerPoint
http://juliegoodman.weebly.com/unit-plan.html
STANDARDS
Social Studies SLE’s:
G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5
G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5
G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5
G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5
C.1.4.2 Examine responsibilities and powers of government officials at various levels and branches of local and state government.D2.Civ.1.3.3-5
C.3.4.2 Evaluate reciprocal relationships between people and rules, laws, and policies D2.Civ.12.3-5
C.3.4.3 Analyze group actions and responses to local and global problems D2.Civ.6, 13.3-5
E.4.4.1 Compare examples of scarcity from different regions in the state and nation D2.Eco.1.3-5
E.4.4.2Apply economic decision-making models when making decisions (e.g., PACED Decision Making Model) D2.Eco.2.3-5
E.5.4.3 Explain the effects of supply and demand on prices D2.Eco.5.3-5
Common Core Standards
Reading
CC.RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCRI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.RI 4.3 Explain events in a historical text, including what happened and why, based on specific information from the text.
CCRI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCRI. 4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
CCRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the text in which it appears.
CC.RI.4. 8 Explain how an author uses reasons and evidence to support particular points in a text.
CC.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
CC.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Speaking and Listening
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Little Rock School District
Social Studies
4th Grade
CC.SL4.1 Engage effectively in a range of collaborative discussions.
CC.SL.4.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CC.SL.4.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
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Little Rock School District
4th Grade
Social Studies
Aligned with Journeys Week 31 ACTAAP Testing
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary
Essential Question:
1. What is unique about the Southwest Region?
2. What characteristics make this a region?
Guiding Questions:
A. How do geography, climate and natural resources affect the way people live and
work in this region?
B. How does the past affect this region and the U.S.?
C. What are the economics of this region?
D. Who are the leaders and what are their responsibilities?
Politics/government/civics?
Social Studies Focus :
Should We Dam a River?
Perspectives
Positive and Negative Impacts Altering
the Natural Environment
Writing:
Write a persuasive paper in support of
or against the building of a dam on
Winding River. Use evidence from this
week’s lesson to support your position.
Activities/Materials/Resources
Weekly Correlated Lesson Plan:
Informed Decision Making: Impacts of Damming a River
Lesson
• Should We Build a Dam on the Winding River?
• Map of the Area
• Perspectives of Different People
Literacy Focus:
ACTAAP TESTING
Vocabulary :
Environmental Impact
Economic Impact
ASSESSMENT:
Southwest DBQ---Use Documents 1-4 to answer the question: Describe ways in which
people have adapted to the Southwest region.
Complete any activities from the last few weeks on the Southwest that the needs to be
done.
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Little Rock School District
Social Studies
4th Grade
STANDARDS
Social Studies SLE’s:
G.9.4.1 Analyze effects over time of human-generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.3-5
G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5
G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5
G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5
G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial
technologies, and geographic representations D2.Geo.7.3-5
G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5
G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5
E.4.4.2Apply economic decision-making models when making decisions (e.g., PACED Decision Making Model) D2.Eco.2.3-5
E.5.4.2 Articulate ways entrepreneurs and businesses in Arkansas and the United States organize human, natural, and capital resources to produce goods and
services D2.Eco.4,7.3-5
E.5.4.3 Explain the effects of supply and demand on prices D2.Eco.5.3-5
Common Core Standards
CCRI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CC.RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCRI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.RI 4.3 Explain events in a historical text, including what happened and why, based on specific information from the text.
CCRI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCRI. 4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
CCRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web
pages) and explain how the information contributes to an understanding of the text in which it appears.
CC.RI.4. 8 Explain how an author uses reasons and evidence to support particular points in a text.
CC.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
CC.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Speaking and Listening
CC.SL4.1 Engage effectively in a range of collaborative discussions.
CC.SL.4.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CC.SL.4.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
16
Little Rock School District
Social Studies
4th Grade
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