2015 – 2016
SOCIAL STUDIES INSTRUCTIONAL MAPS
GRADE 4
QUARTER 3
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
3rd Nine Weeks
I Can Statements & Vocabulary
Social Studies
Grade 4
Instructional Activities & Resources
Topic: Creating a New Government
Weeks 1-3
4.37 Analyze the weaknesses of the
Articles of Confederation, including no
power to tax, weak central government,
and the impact of Shays’ Rebellion. (P)
4.38 Explain the events that led to the
creation and failure of the Lost State of
Franklin. (G, P, TN)
4.39 Identify the various leaders of the
Constitutional Convention and analyze the
major issues they debated, including: (C,
E, H)
• distribution of power between the states
and federal government
• Great Compromise
• Slavery and the 3/5 Compromise
• George Washington and James Madison
4.40 Explain the ratification process and
describe the conflict between Federalists
and Anti-Federalists over ratification,
including the need for a Bill of Rights. (H,
P)
4.37 I can identify the weaknesses of the
Articles of Confederation.
I can analyze the impact of Shay’s
Rebellion.
4.37 Students will read about The Articles of Confederation and organize information
from the text into a two-column chart labeled Accomplishments and Problems. (Literacy
RI.4.1)
http://bensguide.gpo.gov/3-5/
4.38 I can explain the state of Franklin and
what happened to it.
4.38 After reading about the lost state of Franklin, create a state flag for the state, on the
back of your flag write a paragraph that explains how your design related to the
information you learned about the state of Franklin.
http://www.tnhistoryforkids.org/places/state_of_franklin
4.39 I can describe the purpose of the
Constitutional Convention.
4.39 I can analyze the issues the
delegates debated as they wrote the
Constitution, including the distribution of
power, The Great Compromise, Slavery
and the 3/5 Compromise.
4.40 I can explain the ratification process.
I can describe the conflict between
Federalists and Anti-Federalists over
ratification.
I can explain the need for a Bill of Rights.
Vocabulary: Constitution, Articles of
Confederation, territory, Ordinance,
federal, public, compromise, ratify, Bill of
Rights, Preamble, democracy, legislative,
Executive, judicial, amendment
4.39 Create an accordion book that details the events of the Constitutional Convention
including who the delegates were and how they were chosen and the major issues they
debated as they created the Constitution.
http://mrnussbaum.com/history-2-2/conc/
4.40 Have a class debate as Federalists and Anti-Federalists expressing the problems
over ratification of the Constitution. (Literacy SL.4.1)
Books:
Shh! We’re Writing the Constitution by Jean Fritz and Tomie dePaola
Primary Documents and Supporting Texts to Read:
Preamble of the Constitution; excerpts from Articles 1, 2, and 3 of the United States
Constitution; 1st Amendment
Shelby County Schools
2015/2016
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Instructional Map
TN State Social Studies Standards
Math
Grade 4
3rd Nine Weeks
I Can Statements & Vocabulary
Instructional Activities & Resources
Topic: Creating a New Government
Weeks: 1-3
4.41 Describe the principles embedded in
the Constitution, including: (P)
• purposes of government listed in the
Preamble
• separation of powers
• branches of government
• check and balances
• the amendment process
• principle of judicial review
• recognition of and protection of individual
rights in the 1st Amendment
4.42 Write an opinion piece with
supporting detail from primary sources that
defends the ratification of the Constitution.
(P)
4.41 I can analyze the principles of the
Constitution.
4.41 I can explain the purposes of
government listed in the Preamble.
4.41 I can explain the purpose of
separation of powers.
4.41 I can describe the branches of
government and their main purpose.
4.41 I can explain checks and balances.
4.41 I can explain the amendment
process.
4.41 I can describe the principle of judicial
review.
4.42 I can write an opinion piece that
defends the ratification of the Constitution.
4.41 Create a 3-flap flipbook for the 3 Branches of Government. The information
included will outline the Structure and Function of each branch.
4.41 Work in small groups to design an advertisement poster (think movie poster) that
explains the importance of an amendment from the Bill of Rights. (Literacy SL.4.1)
4.42 Write a coherent 5-paragraph essay expressing their opinions about the ratification
of the Constitution. Cite examples from their research that explains how the Federalists
convinced the Anti-Federalists to ratify. (Literacy W.4.1)
http://mrnussbaum.com/history-2-2/conc/
Vocabulary: Constitution, Articles of
Confederation, territory, Ordinance,
federal, public, compromise, ratify, Bill
of Rights, Preamble, democracy,
legislative, Executive, judicial,
amendment
Books:
The US Constitution and You by Syl Sobel
We the Kids: The Preamble to the Constitution of the United States by David Catrow
Primary Documents and Supporting Texts to Read:
Preamble of the Constitution; excerpts from Articles 1, 2, and 3 of the United States
Constitution; 1st Amendment
Shelby County Schools
2015/2016
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Instructional Map
TN State Social Studies Standards
Social Studies
Grade 4
3rd Nine Weeks
I Can Statements & Vocabulary
Instructional Activities & Resources
Topic: Westward Expansion
Weeks 4-7
4.43 Describe the events, precedents, and
successes of the presidency of George
Washington and list his cabinet members.
(H)
4.44 Explain the purpose for creating the
federal district of Washington D.C.,
including the role of Pierre L’Enfant. (H)
4.43 I can describe the events,
precedents, and successes of the
presidency of George Washington and list
his cabinet members.
4.44 I can explain the purpose for creating
the federal district of Washington D.C.,
including the role of Pierre L’Enfant.
4.45 Label and locate the Territory South
of the River Ohio (Southwest Territory) on
a map, identify its leaders, and explain
how it was the first step to statehood,
including William Blount, John Sevier,
Rocky Mount, and the Treaty of Holston.
(G, P, TN)
4.45 I can label and locate the Territory
South of the River Ohio on a map.
I can identify its leaders and explain how it
was the first step to statehood.
4.46 Write an opinion piece using
supporting detail explaining the political
beliefs of Alexander Hamilton and Thomas
Jefferson leading to the political parties.
(H, P)
4.46 I can write an opinion piece using
supporting details explaining the political
beliefs of Alexander Hamilton and Thomas
Jefferson and how they led to the
development of political parties.
Vocabulary: Expansion, Westward
Expansion, Presidency, Political,
Impressment, Louisiana Purchase,
Precedents, Abolish, Treaty, National
anthem, “Star-Spangled Banner”
4.43 Create a graphic organizer of George Washington and his cabinet members
including major events, successes, and precedents set by our nation’s first Executive
Branch.
http://www.mountvernon.org/research-collections/digital-encyclopedia/article/cabinetmembers/
http://www.pbs.org/wnet/historyofus/web02/segment7.html
4.44 Write an essay that explains the creation of the federal district of Washington D.C.
(Literacy W.4.2)
http://www.pbs.org/wnet/historyofus/web02/segment7.html
4.45 Identify the Southwest Territory on a U.S. map and explain how William Blount,
John Sevier, Rocky Mount, and the Treaty of Holston paved the way for statehood.
http://www.tngenweb.org/tnletters/territories/sw-terr.html
4.46 Create a shutter fold book that details the political beliefs of Alexander Hamilton
and Thomas Jefferson and the formation of political parties. (RI.4.6)
http://teachinghistory.org/history-content/ask-a-historian/24094
http://mrkash.com/activities/hamiltonjefferson.html
Shelby County Schools
2015/2016
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Instructional Map
TN State Social Studies Standards
3rd Nine Weeks
I Can Statements & Vocabulary
Social Studies
Grade 4
Instructional Activities & Resources
Topic: Westward Expansion
Weeks 4 -7
4.47 Detail the events, struggles, success
and main people of the exploration of the
Louisiana Purchase and map the routes
across the continent, including the Corps
of Discovery, Lewis and Clark,
Sacagawea, Zebulon Pike, and John
Frémont. (G, H, P)
4.48 Use concrete words, phrases, and
sensory details to convey the experiences
of settlers on the overland trails to the
West, including location of the routes;
purpose of the journeys; the influence of
the terrain, rivers, vegetation, and climate.
(C, E, G)
4.49 Explain the causes, course, and
consequences of the War of 1812,
including: (H, P)
trade restrictions,
impressment, war hawks, Tecumseh,
Tippecanoe, William Henry Harrison,
burning of Washington D.C., Francis Scott
Key, Dolly Madison, Battle of New Orleans
4.50 Interpret the meaning of the lyrics of
the song “The Star-Spangled Banner.” (P)
4.51 Analyze and describe the role of
Tennessee in the War of 1812, including:
(H, TN)• Andrew Jackson
• Battle of
Horseshoe Bend • Sam Houston
•
Volunteers
4.47 I can detail the events, struggles,
successes, and main people of the
exploration of the Louisiana Purchase and
map the routes across the continent.
4.47 I can explain the contributions of the
Corps of Discovery, Lewis and Clark,
Sacagawea, Zebulon Pike, and John
Fremont.
4.48 I can write a first person account of
the journey west. I can use concrete
words, phrases, and sensory details to
describe the experiences on the overland
trails to the West.
4.49 I can analyze the impact the War of
1812 had on Westward Expansion.
4.50 I can interpret the meaning of the
lyrics of the song “The Star-Spangled
Banner”. I can explain why “The StarSpangled Banner” is an important symbol
for America.
4.51 I can analyze and describe the role of
Tennessee in the War of 1812.
4.47 Create a four-door book that details the exploration of the Louisiana Purchase. On
the front draw a map that shows the routes across the country and inside each door tell
about one of the exploration groups included in the standard. (Literacy RI.4.3)
http://www.isu.edu/~trinmich/Native.html
http://www.lewis-clark.org/
http://www.pbs.org/lewisandclark
Vocabulary: Expansion, Westward,
Expansion, Presidency, Political,
Impressment, Louisiana Purchase,
Precedents, Abolish, Treaty, National
anthem, “Star-Spangled Banner”
4.51 Create a top-tab book that describes Tennessee’s role in the War of 1812.
http://www.tennessee.gov/tsla/exhibits/veterans/1812.htm
4.48 Research the journey west and create a diary of their trip. (Literacy RI.4.3)
http://www.octa-trails.org/
4.49 Create a PowerPoint presentation that explains the causes, course, and
consequences of the War of 1812 and the involvement of Tennessee. (Literacy W.4.3)
http://www.history.com/topics/war-of-1812
http://www.tn.gov/tsla/history/military/tn1812.htm
4.50 Have students create a poster about the original Star-Spangled Banner. Have
students include information about what it represents, and why we should preserve it for
the future.
http://amhistory.si.edu/starspangledbanner/
Books:
The Oregon Trail. By Francis Parkman
Primary Documents and Supporting Texts to Read: “The Star Spangled Banner”,
Francis Scott Key; excerpts from letters of Meriwether Lewis from the Corp of Discovery;
excerpts from Eliza Bryan of the New Madrid Earthquakes
Shelby County Schools
2015/2016
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Instructional Map
TN State Social Studies Standards
3rd Nine Weeks
I Can Statements & Vocabulary
Social Studies
Grade 4
Instructional Activities & Resources
Topic: Westward Expansion
Weeks 4-7
4.52 Write a short story with supporting
text describing the effects of the New
Madrid Earthquakes of 1811-12 on the
land and people of Tennessee. (G, H, TN)
4.52 I can describe the effects of the New
Madrid Earthquakes on the land and the
people of Tennessee.
4.53 Write a narrative piece summarizing
life on the frontier of Tennessee and
reasons why pioneers moved west,
including: (C, G, H, P, TN) Cumberland
Gap, Natchez Trace, Jackson Purchase,
transportation, housing, food, clothing,
gender roles, education, entertainment
4.53 I can summarize what life was like on
the Tennessee frontier.
4.53 I can explain why pioneers moved
west.
4.54 Describe and explain the
contributions of Sequoyah. (C, H, TN)
4.54 I can describe and explain the
contributions of Sequoyah.
4.55 Describe the major events in
Jackson’s presidency, including the
corrupt bargain, the Indian Removal Act,
reducing the national debt, preserving the
union, and abolishing the national bank.
(C, E, G, H, P, TN)
4.56 Analyze the impact of the Indian
Removal Act on the Cherokee, detail their
resistance to being removed, and map the
movement west, including: (C, G, H, TN)
• Treaty of New Echota
• John Ross
• Trail of Tears
4.55 I can describe the major events of
Andrew Jackson’s Presidency.
4.56 I can analyze the impact of the Indian
Removal Act on the Cherokee.
4.56 I can detail their resistance to being
removed.
4.56 I can map their movement west.
4.52 Write a detailed account of the New Madrid Earthquakes of 1811-1812. (Literacy
W.4.2)
4.42 Create a map with a legend that depicts the effects of the New Madrid Earthquakes
of 1811-1812.
http://earthquake.usgs.gov/earthquakes/states/events/1811-1812.php
http://www.history.com/this-day-in-history/earthquake-causes-fluvial-tsunami-inmississippi
4.53 Write a narrative that summarizes life on the Tennessee frontier and reasons why
pioneers moved west. Include details from your research in your story. (Literacy W.4.3)
http://www.tnmuseum.org/files/1143/File/tsm%20frontier%20final2.pdf
4.54 Create symbols for written communication as Sequoyah did and explain it to a
partner. Include a summary of how Sequoyah invented the Cherokee syllabary. (Literacy
SL.4.1)
http://www.manataka.org/page81.html
4.55 Create a project board with tabs that describe the major events in Jackson’s
Presidency including the events of the Indian Removal Act as well as other events listed
in the standard. (Literacy W.4.7)
http://www.history.com/topics/us-presidents/andrew-jackson
4.56 Map the Trail of Tears and detail the resistance of the Cherokee on their removal.
http://www.pbs.org/wgbh/aia/part4/4p2959.html
https://www.brainpop.com/socialstudies/ushistory/trailoftears/preview.weml
http://www.ducksters.com/history/native_americans/trail_of_tears.php
Shelby County Schools
2015/2016
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Instructional Map
TN State Social Studies Standards
3rd Nine Weeks
I Can Statements & Vocabulary
Social Studies
Grade 4
Instructional Activities & Resources
Topic: Texas Independence/Mexican War
Weeks 8-9
4.62 Using informational texts explain the
fight for Texas independence against
Mexico and the contributions of
Tennesseans Sam Houston and David
Crockett.
4.63 Conduct a short research project
detailing the surprise nomination and
election of James K. Polk and list his
accomplishments in office including Texas
statehood, territorial expansion, and one
term promise.
4.64 Cite evidence from informational texts
explaining the causes, course, and
consequences of the Mexican War,
including Winfield Scott, Zachary Taylor,
and Mexican secession.
4.62 I can explain why the citizens who
settled Texas fought for independence
against Mexico.
4.62 I can explain the roles Sam Houston
and David Crockett played in the fight for
independence.
4.62 Read and discuss the causes of Texas Independence.(Literacy SL.4.1)
4.62 Create a foldable/flip chart listing the Texas War of Independence battles in
chronological order adding information from each battle.
http://www.american-historama.org/1829-1841-jacksonian-era/texas-revolution.htm
http://www.tnhistoryforkids.org/people/david_crockett
http://www.tnhistoryforkids.org/people/sam_houston
4.63 I can explain the importance of
James K. Polk and his accomplishments.
4.63 Create a half book that details the Presidency of James K. Polk. It should include his
accomplishments in office: Texas’s statehood, territorial expansion, and one term promise.
http://www.tnhistoryforkids.org/people/james_polk
4.64 I can explain the causes, course, and
consequences of the Mexican War,
including Winfield Scott, Zachary Taylor,
and the Mexican secession.
4. 64 Draw a cartoon illustrating the people representing the different sides during the
Mexican War (Texas, Mexico, and the United States). Summarize the different points of
view.
http://kids.librarypoint.org/mexican_american_war
4.64 Have students to work in cooperative groups to create a bio poem for David Crockett,
Sam Houston, James K. Polk, Winfield Scott, and Zachary Taylor. (Literacy SL.4.1)
http://www.socialstudiesforkids.com/wwww/us/winfieldscottdef.htm
http://www.tnhistoryforkids.org/people/david_crockett
http://www.tnhistoryforkids.org/people/sam_houston
http://www.fun-facts.org.uk/american-presidents/zachary-taylor.htm
Picture Books:
Sam Houston: Soldier and Statesman by Tracey Booras
Publisher: Bridgestone Books,
2003
James K. Polk: Eleventh President, 1845-1849 By Mike Venezia Publisher: Children’s Press,
2005
The Picture Book of David Crockett by David Adler Publisher: Holiday House, 1996
Primary Documents and Supporting Texts to Read:
excerpts of the Autobiography of David Crockett
Shelby County Schools
2015/2016
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Literacy Lessons and Activities
Federalist Paper:
The Louisiana Purchase:
Read Alexander Hamilton’s first Federalist newspaper essay
as Publius.
Read How the Louisiana Purchase Changed
the World
http://www.smithsonianmag.com/history/howhttp://teachingamericanhistory.org/library/document/federalist- thelouisiana-purchase-changed-the-worldno-1/
79715124/
After reading, have students write a response to literature that
answers these questions: Why is it critically important for
Americans to ratify the Constitution? If Americans fail to
choose well in the ratification process, what will they have
proven to the world and their posterity? Why does Hamilton
expect strong opposition to the Constitution from some
Americans?
Literacy RI.4.1: Quote accurately from a text when explaining
what the text says explicitly and when drawing inferences
from the text.
After reading the text have students write to
explain how the Louisiana purchase impacted
the history of America and the world.
Literacy RI.4.3: Explain the relationships or
interactions between two or more individuals,
events, ideas, or concepts in a historical,
scientific, or technical text based on specific
information in the text.
The Cherokees vs. Andrew Jackson:
Read the article about the struggles between the President
and the Cherokee tribes.
http://www.smithsonianmag.com/history/thecherokeesvsandrewjackson-277394/?all
After reading the article, choose a side and use the information
from the article to defend your position. Write an opinion essay
that summarizes your position.
Literacy RI.4.1: Quote accurately from a text when explaining
what the text says explicitly and when drawing inferences from
the text.
Literacy W.4.1: Write opinion pieces on topics or texts,
supporting a point of view with reasons and information.
Literacy W.4.2: Write informative/explanatory texts to
examine a topic and convey ideas and information clearly.
Shelby County Schools
2015/2016
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Tool Box – 4th Grade QUARTER 3
WAR OF 1812
EARTHQUAKES IN MISSISSIPPI
ANDREW JACKSON
TRAIL OF TEARS
TRAIL OF TEARS
Shelby County Schools
2015/2016
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