2015 – 2016
SOCIAL STUDIES INSTRUCTIONAL MAPS
GRADE 4
QUARTER 4
Introduction
Our 2015-2016 Social Studies instructional maps have some new features we would like to share with you, as well as point out some
information that will better help you utilize this resource.
 Each map is divided into three columns: (1) TN State Social Studies Standards, (2) I Can Statements & Vocabulary, (3) Instructional
Activities & Resources
 Each standard has a “Content Strand Code.” The codes are as follows: C – Culture, E – Economics, G – Geography, H – History, P –
Government, Civics, and Politics, and TN – Tennessee Connection. For more information about the definition of each strand go to:
http://tn.gov/education/standards/social_studies/std_ss_coding_document.pdf
 In support of the Comprehensive Literacy Improvement Plan (CLIP), each instructional map has English Language Arts (ELA)
standards imbedded in the Activities/Instructional Resources column (coded in green), as well as sample integrated ELA lesson plans
at the end of each quarter.
 A “Tool Kit” of resources can be found on the last page. This section identifies resources found within the document, as well as some
additional avenues of information. For a comprehensive list of resources for grades K-5 visit our resources website:
http://teachersites.schoolworld.com/webpages/BRELibrary/scssscurriculumresou.cfm
 A comprehensive list of the Tennessee State Social Studies standards can be found at:
http://tn.gov/education/standards/social_studies.shtml
Shelby County Schools
2015/2016
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Instructional Map
TN State Social Studies Standards
4th Nine Weeks
I Can Statements & Vocabulary
Social Studies
Grade 4
Instructional Activities & Resources
Topic: The Growth of the Republic
Weeks 1-4
4.57 Analyze and describe the factors of
the Industrial Revolution occurring in the
United States and in Tennessee, including:
• Samuel Slater-factory system
• Watermills- influence of geography
• Fulton- steamboats
• Eli Whitney- cotton gin 4.58 Explain the expansion of the
plantation system and slavery as the
demand for cotton production grew and
the impact of the cotton gin. 4.59 Contrast the emerging urbanization in
the North with the agricultural South and
the developing West. (C, E, G) 4.60 Describe and explain the
contributions of Virginia Hill and Free Hill,
Tennessee, Frances Wright and Neshoba,
and Elihu Embree and their efforts to
abolish slavery in Tennessee. 4.61 Describe the characteristics of slave
life on plantations across the South. (C, E,
P)
4.57 I can describe the effects of Industrial
Growth and increased immigration.
4.57 I can describe how inventions
impacted the growth of plantations and
slavery?
4.57 Research an invention and its inventor during the industrial revolution era. Write a
research paper to answer the following questions: (Literacy W.4.7)
• Who is responsible for the invention?
• Why did the inventor invent this device?
• What was its purpose?
• How did the invention impact the growth of plantations and slavery?
• How has this invention had an effect on our lives today? http://mrnussbaum.com/eli-whitney-biography-for-kids/
http://inventors.about.com/library/inventors/blsteamship.htm#fulton
http://www.woonsocket.org/slaterhist.htm
4.58 I can explain how the demand for
cotton production and the creation of the
cotton gin lead to the expansion of the
plantation system and slavery?
4.58 Create a cause and effect flow chart that explains the expansion of the plantation
system and slavery. 4.59 I can contrast the emerging
urbanization in the North with the
agricultural South and the developing
West.
4.60 I can describe and explain the
contributions of Virginia Hill, Francis
Wright, and Elihu Embree to the
abolishment of slavery in Tennessee.
4.61 I can describe the characteristics of
slave life on plantations across the South.
4.59 Create a triple Venn diagram to compare and contrast the urbanization in the North,
the agricultural South, and the developing West. https://kidskonnect.com/history/industrial-revolution/
4.60 Create a top-tab book that explains the efforts of named people to abolish slavery in
Tennessee.
http://www.freehillcommunity.org/History.htm
http://tennesseeencyclopedia.net/entry.php?rec=433
4.61 Create a diary entry that describes the characteristics of slave life on plantations
across the South. (Literacy W.4.3)
http://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm
4.61 Use Brer Rabbit Series to develop student understanding of the slavery survival
methods through folktales. (Literacy RL.4.1)
Picture Book:
Samuel Slater’s Mill and the Industrial Revolution by Christopher Simonds
Eli Whitney: The Cotton Gin and American Manufacturing By Regan A. Huff Publisher:
Power Kids Press, 2004
Shelby County Schools
2015/2016
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Instructional Map
TN State Social Studies Standards
4th Nine Weeks
I Can Statements & Vocabulary
Math
Grade 4
Instructional Activities & Resources
Topic: The Growth of the Republic
Weeks: 1-4
4.65 Identify prominent people and reform
movements in the United States during the
mid-19th century, including:
• Dorothea Dix and her quest for prison
reform and help for the mentally ill
• Horace Mann and public education
• Nat Turner and his resistance to enslavement
• Frederick Douglass and William Lloyd Garrison and the abolition of
slavery
4.65 I can discuss the prominent people
and reform movements in the United
States during the mid-19th century.
4.65 Complete a graphic organizer for the comparison of reformers of the mid-19th
century.
4.65 Have the students to prepare an essay that reflects their positions on slavery (proslavery vs. anti-slavery). Use evidence from editorials of Douglass and Garrison to
support that position. (Literacy W.4.1)
4.65 Create a 3-pocket organizer for note cards for the causes, conflicts, and
consequences of slavery.
4.65 Create a poster that reveals student understanding of slavery. Display the posters
for a gallery walk. (Literacy W.4.2)
4.65 Create a mind portrait for Horace Mann’s views on public education.
4.65 Give groups of students quotes from Horace Mann. Have them to discuss the main
ideas of the quotes and summarize his view on public education. (Literacy SL.4.1)
4.65 Discuss the similarities of Horace Mann and Dorothea Dix. (Literacy SL.4.1)
Picture Book:
A Picture Book of Frederick Douglass by David Adler Publisher: Holiday House
Frederick Douglass: Leader Against Slavery By Patricia McKissack Publisher: Enslow
Publications, 2002
Nat Turner’s Slave Rebellion By Michael Burgan
Publisher: Graphic Library, 2006
Shelby County Schools
2015/2016
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Instructional Map
TN State Social Studies Standards
4th Nine Weeks
I Can Statements & Vocabulary
Social Studies
Grade 4
Instructional Activities & Resources
Topic: The Growth of the Republic
Weeks 1-4
4.66 Write an expository piece describing
the search for gold in California and its
impact.
4.66 I can write an expository piece that
describes the search for gold in California
and its impact.
4.66 Write an essay describing the search for gold in California and its impact, include
environment of the different areas, comparing climates, natural resources, and
agricultural advantages. (Literacy W.4.2)
http://www.kidport.com/RefLib/USAhistory/CalGoldRush/CalGoldRush.htm
4.67 Explain the events, political debate,
and outcome of the Compromise of 1850
and the Kansas and Nebraska Act.
4.68 Create a visual display using multiple
forms of media to name the states and
territories that existed in 1850, their
locations, and major geographical
features, including mountain ranges,
principal rivers, and dominant plant
regions.
4.67 I can summarize the events that led
to the Compromise of 1850.
4.67 I can explain the outcomes of the
Compromise of 1850.
4.67 I can label a map of the U.S. at the
time of the Compromise of 1850 to
represent free states, slave states, and
popular sovereignty territories.
4.67 Write an essay that summarizes and explains the effect of the Compromise of
1850. Explain whether it provided a solution to the boundary problem for Texas. (Literacy
W.4.2)
4.68 I can name the states and territories
that existed in 1850 and describe their
major geographical features.
4.68 Locate and label a map of the states of the U. S. at the time of the Compromise of
1850. Use different colors to represent the free states, slave states, and popular
sovereignty territories under the Compromise of 1850 and Kansas-Nebraska Act.
http://www.academickids.com/encyclopedia/index.php/Compromise_of_1850
4.67 Locate and label a map of the states and boundaries of Kansas-Nebraska Act.
4.68 Compare and contrast the trails used during overland travel, include trail name,
location, terrain, vegetation, and climate.
Picture Book:
The Kansas-Nebraska Act and “Bleeding Kansas” in American History
By Debra
McArthur
Publisher: Enslow, 2003
Shelby County Schools
2015/2016
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Instructional Map
TN State Social Studies Standards
Social Studies
Grade 4
4th Nine Weeks
Guiding Questions & Vocabulary
Instructional Activities & Resources
Topic: Culture Around the World
Weeks 5-9
Culture
Have the students to create a map of the chosen country; research the history of the
culture; evaluate conflicts that occurred in the country during the 1800s and early 1900s;
gather information about the people, their culture, government, environment, natural and
man-made resources, and economy. (Literacy W.4.7)
History
Create a timeline for the important individuals and events in that nation.
Africa in April/Memphis in May Activities
Economics Government/Civics/Politics
I can describe how a nation’s culture
impacts society.
http://www.memphisinmay.org/
http://www.africainapril.org/
Shelby County Schools
2015/2016
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Tool Box – 4th Grade QUARTER 4
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