United States Studies
Foundations in Social Studies
SS0401
Fourth Grade Social Studies: United States Studies
Unit 1: Foundations in Social Studies
Big Picture Graphic
Overarching Question:
What types of lenses do social scientists use in investigating places and people?
Previous Unit:
Third Grade Michigan
Studies
This Unit:
Foundations in Social Studies
Questions To Focus Assessment and Instruction:
1. What questions frame the social studies disciplines of history,
geography, government, and economics?
2. How are historians, geographers, political scientists, and
economists similar and different in how they study people and
places?
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Next Unit:
The United States in
Spatial Terms
Types of Thinking
Compare and Contrast
Identifying Perspectives
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August 5, 2008
United States Studies
Foundations in Social Studies
SS0401
Graphic Organizer
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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United States Studies
Foundations in Social Studies
SS0401
Unit Abstract:
In this unit students learn about four disciplines that are the focus of social studies: history,
geography, government, and economics. They explore the questions studied by these different
social scientists about people and places. Students begin the unit by using a familiar context,
Michigan and its people, to review the questions historians ask. They then expand their lenses to
those of geographers, political scientists, and economists to examine the United States. By
exploring the focus of each social studies discipline, students construct questions to guide their
study of the United States throughout the year.
Focus Questions
1. What questions frame the social studies disciplines of history, geography, government, and
economics?
2. How are historians, geographers, political scientists, and economists similar and different in
how they study people and places?
Content Expectations
3 – H3.0.1: Identify questions that historians ask in examining the past in Michigan (e.g., What
happened? When did it happen? Who was involved? How and why did it happen?).
See also 4-H3.0.1.
4 – G1.0.1:
Identify questions geographers ask in examining the United States (e.g., Where is it?
What is it like there? How is it connected to other places?).
4 – E1.0.1:
Identify questions economists ask in examining the United States (e.g., What is
produced? How is it produced? How much is produced? Who gets what is produced?
What role does the government play in the economy?).
4 – C1.0.1:
Identify questions political scientists ask in examining the United States (e.g., What
does government do? What are the basic values and principles of American
democracy? What is the relationship of the United States to other nations? What are
the roles of the citizen in American democracy?).
Key Concepts
economics / economist
geography / geographer
government / political scientist
history / historian
Duration
2 weeks
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
Page 3 of 7
August 5, 2008
United States Studies
Foundations in Social Studies
SS0401
Lesson Sequence
Lesson 1: Thinking Like a Historian
Lesson 2: Thinking Like a Geographer
Lesson 3: Thinking Like an Economist
Lesson 4: Thinking Like a Political Scientist
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
Resources
Equipment/Manipulative
Chart paper and Markers
Class set of magnifying glasses
Four Different Types of Eye Glasses or Hats (to represent the four disciplines)
Map of the United States
Overhead Projector or Document Camera and Projector
Student Resource
Ben’s Guide to Government, 3-5. U.S. Government Printing Office. 16 May 2008
<http://bensguide.gpo.gov/3-5/index.html>.
Blank Outline Maps of the United States. About.com. 16 May 2008
<http://geography.about.com/library/blank/blxusa.htm>.
Goldish, Meish. Mass Production and the Model T: Building the Car for Everyone. Harcourt
Achieve, Rigby, 2008.
Hall, Donald. The Ox Cart Man. New York: Penguin Group, 1983.
Haydon, Julie. Writing a Biography: Henry Ford. Harcourt Achieve Inc., 2006.
Hoban, Lillian, Arthur’s Funny Money. New York, Harper Collins. 1981.
MIKids. You.gov. Michigan.gov. 16 May 2008 <http://www.michigan.gov/mikids/0,1607,7-16315942---,00.html>.
Parker, Lewis K. Henry Ford and the Automobile Industry. American Tycoons Series. Rosen Book
Works, 2002.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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United States Studies
Foundations in Social Studies
SS0401
Physical Maps of the United States. Maps.com. 16 May 2008
<http://www.maps.com/maps.aspx?nav=RM&cid=680,747,1302>.
Teacher Resource
Astronomy Picture of the Day. NASA. 16 May 2008 <http://apod.nasa.gov/apod/ap970830.html>
(also at http://apod.nasa.gov/apod/image/usanight_dmsp_big.gif)>.
The 6 Core Economic Principles. Kids Econ Posters. Indiana Council for Economic Education. 16
May 2008 <http://www.kidseconposters.com/6_Core_Principles.html>.
Michigan Through the Years. State of Michigan, Department of History, Art, and Sciences. 16 May
2008 <http://www.michigan.gov/hal/0,1607,7-160-15481_20826_20840---,00.html>.
The Ford Motor Company Chronology. The Henry Ford. 16 May 2008
<http://www.hfmgv.org/exhibits/fmc/chrono.asp>.
The Life of Henry Ford. The Henry Ford. 16 May 2008
<http://www.hfmgv.org/exhibits/hf/default.asp>.
The Model T. The Henry Ford. 16 May 2008
<http://www.hfmgv.org/exhibits/showroom/1908/model.t.html>
The Showroom of Automotive History. The Henry Ford. 16 May 2008
<http://www.hfmgv.org/exhibits/showroom/featured.html>.
Thematic Maps of the United States. Maps.com. 16 May 2008
<http://www.maps.com/maps.aspx?nav=RM&cid=680,747,1304>.
United States and World Geography. Maps that Teach. Owl and Mouse Educational Software. 16
May 2008 <http://www.yourchildlearns.com/geography.htm>.
Resources for Further Professional Knowledge
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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United States Studies
Foundations in Social Studies
SS0401
Instructional Organization
Lesson 1: Thinking Like a Historian?
Content Expectations:
3 – H3.0.1 Identify questions that historians ask in examining the past in Michigan (e.g., What
happened? When did it happen? Who was involved? How and why did it happen?).
See also 4-H3.0.1.
Key Concepts: history / historian
Abstract: In this lesson, students practice the skills of historical inquiry as they review what they
have previously learned about Michigan history in third grade. The lesson begins with the creation
of a class list of things students remember from third grade. Students then review of the questions
historians ask in trying to reconstruct the past, engage in a large group analysis of a historical map,
and paired activity based on a memoir. They use this information to add to the class list about
Michigan history. In focusing on the historical question of “when?” and the concept of chronology,
students work in small groups to create a timeline of Michigan history by sequencing a set of event
cards. Finally, they examine the critical concept of “cause and effect” and complete a graphic
organizer.
Lesson 2: Thinking Like a Geographer?
Content Expectations:
4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where is it?
What is it like there? How is it connected to other places?).
Key Concepts: geography / geographer
Abstract: In this lesson students learn about the types of questions geographers ask. They begin
by using the five themes of geography to organize the types of questions geographers ask when
analyzing a place such as: Where is it located? What is it like there? How do people interact with
the environment? How is the place connected to other places? and How might common
geographic characteristics help understand this place? They learn how the five themes can help
geographers organize these questions and apply them to the geography of Michigan. In doing so,
students explore the relative location of Michigan, construct a T-chart to describe significant
physical and human characteristics of Michigan, and identify ways in which people have used,
adapted to, and changed the environment of Michigan. Students use questions relating to the
themes of movement and region to review some historic examples of people moving to Michigan,
describe ways Michigan can be divided into regions, and identify regions to which Michigan
belongs. Finally, students work in groups to create a list of specific geographic questions about the
United States for use throughout the year.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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United States Studies
Foundations in Social Studies
SS0401
Lesson 3: Thinking Like an Economist?
Content Expectations:
4 – E1.0.1: Identify questions economists ask in examining the United States (e.g., What is
produced? How is it produced? How much is produced? Who gets what is produced?
What role does the government play in the economy?).
Key Concepts: economics / economists
Abstract: In this lesson, students explore the questions economists ask. They begin with a
discussion in which students are asked to support or refute the statement that “Economics is the
study of money.” After reviewing important economic concepts such as scarcity and choice by
completing a graphic organizer, they read the classic picture book The Ox-Cart Man. Students are
then introduced to questions economists ask in exploring how people in different places solve the
problem of scarcity. After applying these questions to the state of Michigan and investigating and
sharing their answers, students work in small groups to create a list of economic questions about
the United States.
Lesson 4: Thinking Like a Political Scientist?
Content Expectations:
4 – C1.0.1
Identify questions political scientists ask in examining the United States (e.g., What
does government do? What are the basic values and principles of American
democracy? What is the relationship of the United States to other nations? What are
the roles of the citizen in American democracy?).
Key Concepts: government / political scientist
Abstract: This lesson begins with a brainstorming activity with students working in groups to
complete the sentence: Government is…. After sharing the responses with the whole class,
students review the purposes of government and the reasons different levels of government are
needed. As a way of reviewing the organization of the state government of Michigan students
construct a graphic organizer of its three branches. They also review the concept of core
democratic values and work in small groups to describe values they have explored in previous
grade levels. After creating short skits illustrating the roles citizens play in Michigan’s government,
students apply the questions political scientists ask to the context of the United States and
construct questions to guide their investigation throughout the year. The lesson includes an
assessment in which students compare the disciplines of history, geography, economics, and
government.
Michigan Citizenship Collaborative Curriculum
www.micitizenshipcurriculum.org
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