Fourth Grade Social Studies Curriculum Guide Iredell-Statesville Schools

Fourth Grade Social Studies 2014-2015 Curriculum Guide Iredell-Statesville Schools

Fourth Grade Social Studies Table of Contents Purpose and Use of the Documents 3 College and Career Readiness Anchor Standards for Reading.4 College and Career Readiness Anchor Standards for Writing..5 College and Career Readiness Anchor Standards for Language.6 College and Career Readiness Anchor Standards for Speaking and Listening..7 Opportunities for Literacy Integration.... 8 Year at a Glance..13 History 15 Geography and Environmental Literacy 20 Economics and Financial Literacy..23 Civics and Governance 26 Culture..31 ipad apps for Social Studies 33 2

Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. The At-a-Glance provides a snapshot of the recommended pacing of instruction across a semester or year. Learning targets ( I can statements) and Criteria for Success ( I will statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area that should be taught to mastery. The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. 3

College and Career Readiness Anchor Standards for Reading The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see Research to Build and Present Knowledge in writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 4

College and Career Readiness Anchor Standards for Writing The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. 5

College and Career Readiness Anchor Standards for Language The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference material, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 6

College and Career Readiness Anchor Standards for Speaking and Listening The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Taken from Common Core Standards (www.corestandards.org) 7

Opportunities for Literacy Integration ELA Standards Social Studies Standards Web Resources Reading Selections Informational Explanation 4.RI.2, 4.RI.3, 4.RI.4, 4.RI.10 Sequencing 4.RI.5 Summarize 4.RL.1, 4.RI.2 Compare and Contrast-4.RI.9, 4.RL.9 4.H.1 Analyze the chronology of key historical events in North Carolina history. 4.H.1.2 Explain how and why North Carolina was established. 4.H.1.3 Explain how people, events and developments brought about changes to communities in various regions of N.C. 4.H.1.4 Analyze North Carolina s role in major conflicts and wars from the Pre-colonial period through Reconstruction. HISTORY http://www.governor.state.nc.us/nckids/learn /nchistory.aspx http://www.ncdcr.gov/ncmoh/education/fore ducators.aspx http://www.secretary.state.nc.us/kidspg/symb ols.htm http://ncpedia.org/symbols ww.discoveryeducation.com Lesson Plans: http://www.learnnc.org/lp/pages/2828?ref=se arch (Trail of Tears Lesson Plan) North Carolina (Hello U.S.A.) North Carolina: A History They Traveled with Lewis and Clark. (Scott Foresman leveled readers) Lewis and Clark and Me (Scott Foresman Reading Street) Iron Thunder by Avi Soft Rain by Cornelia Cornelisson 8

Graphic Illustrations- 4.RI.7 Main Idea- 4.RI.2 Compare and Contrast- 4.RI.9 Text Structures/ Cause and Effect 4.RI.5 Informational Explanation 4.RI.9, 4.RI.10 Informational Craft & Structure - 4.RI.4, 4.RI.7, 4.RI.8 Text Structures/ Cause and Effect 4.RI.5 4.G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape). 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina. 4.G.1.3 Exemplify the interactions of various peoples, places, and cultures in terms of adaptation and modification of the environment. 4.G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina s citizens, past and present. 2014-2015 Iredell-Statesville Schools 4 th Social Studies Geography and Environmental Literacy http://www.governor.state.nc.us/nckids/learn /nchistory.aspx www.discoveryeducation.com Lesson Plans: http://www.learnnc.org/lp/pages/3204?ref=se arch (The Five Themes of Me Lesson Plan) http://sitescontent.google.com/googleearthforeducators/classroomresources/lessonplan-library http://www.educationworld.com/a_lesson/les son/lesson071.shtml http://www.learnnc.org/lp/editions/ncmaps/7 634 Our National Parks Scotts Foresman leveled readers Letters Home From Yosemite (Scott Foresman Reading Street) My America: A Poetry Atlas of the United States Selected by Lee Bennett Hopkins Morning Girl by Michael Dorris North Carolina (From Sea to Shining Sea, Second) 9

Text Complexity- 4.RI.4, 4.RI.10, Text Structure Cause and Effect 4.RI.5 Interpret visuals- 4.RI.7 Text Structures and Cause and Effect 4.RI.5 Text Complexity 4.RL.7, 4.RL.10 Text Structures Cause and Effect 4.RI.5 Text Structures Cause and Effect 4.RI.5 Text Structures Cause and Effect 4.RI.5 2014-2015 Iredell-Statesville Schools 4 th Social Studies Economics and Financial Literacy 4.E.1.1 Understand the basic concepts of a market economy: supply, demand, scarcity, http://ncpedia.org/industry productivity, and entrepreneurship. http://www.governor.state.nc.us/ 4.E.1.2 Understand how scarcity and choice in a market economy impacts business decisions. 4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation, and world. 4.E.1.4 Explain the impact of entrepreneurship on the economy of North Carolina 4.E.2.1 Explain how personal financial decisions such as spending, saving, and paying taxes, can positively and/or negatively affect everyday life. 4.E.2.2 Explain how limited personal financial resources affect the choices people make based on their wants and needs. http://www.ncpedia.com/category www.classroomclues.com www.discoveryeducation.com Lesson Plans: http://www.livebinders.com/play/play?id=477714. http://www.learnnc.org/lp/pages/392 0?ref=search www.econed.org Lawn Boy by Gary Paulsen Can t You Make Them Behave, King George? By Jean Fritz Tuttle's Red Barn: The Story of America's Oldest Family Farm by Richard Michelson A Basket of Bangles: How a Business Grows by Ginger Howard The Flying Bed by Nancy Willard 10

Main Idea- 4.RI.2, 4.RI.3 Text Complexity- 4.RI.4, 4.RI.10, 4.RI.6 Main Idea- 4.RI.2, 4.RI.3 Main Idea- 4.RI.2, 4.RI.3 Author s Point of View 4.RI.8 Compare and Contrast- 4.RI.9, 4.RL.9 4.C&G.1 Understand the development, structure and function of North Carolina s government. 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution. 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders. 4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state. 4.C&G.1.4 Compare North Carolina s government with local governments. 2014-2015 Iredell-Statesville Schools 4 th Social Studies Civics and Governance http://new.civiced.org/resources/c urriculum/constitution-day-andcitizenshipday/349 http://www.governor.state.nc.us/ NCKids/learn/ncHistory.aspx http://ncpedia.org/government http://www.learnnc.org/lp/pages/2949?ref=se arch www.discoveryeducation.com Lesson Plans: http://www.livebinders.com/play/ play?id=477814 http://www.livebinders.com/play/ play?id=477814 http://www.learnnc.org/ I Pledge Allegiance by Bill Martin, Jr. So, You Want to be President? by Judith St. George and David Small We the Kids: The Preamble to the Constitution by David Catrow Shh! We re Writing the Constitution by Jean Fritz You Want the Women to Vote, Lizzie Stanton? By Jean Fritz Will You Sign Here, John Hancock? By Jean Fritz 11

Compare and Contrast- 4.RI.9, 4.RL.9 Text Structures Cause and Effect 4.RI.5 Text Complexity- 4.RI.4, 4.RI.2, 4.RI.5 4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods, and traditions). 4.C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina. 2014-2015 Iredell-Statesville Schools 4 th Social Studies Culture http://www.ncpedia.com/culture Lesson Plans http://www.learnnc.org/lp/pages/4006?ref=se arch http://www.learnnc.org/lp/pages/2806?ref=se arch http://www.learnnc.org/lp/pages/ 3339 (Cherokee Folktales) The First Strawberries by Joseph Bruchac How Chipmunk Got His Stripes by Joseph Bruchac The Story of the Milky Way by Joseph Bruchac First Woman and the Strawberry by Gloria Dominic Dancing Drum by Terri Cohlene Tradebooks: Gentle's Holler Carolina Harmony ELA Standards that can be taught throughout Social Studies Curriculum 4.RI.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 4.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. 4.W.2. Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. 4.W.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 4.W.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.W.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 12

Year at a Glance 1 st Quarter Conceptual Strand: History Concepts: Change, Colonialism, Representation, Leadership, Symbols Clarifying Objectives: 4. H.1.1 Summarize the change in cultures, everyday life and status of indigenous American Indian groups in NC before and after European exploration. 4. H.1.2 Explain how and why North Carolina was established. 4. H.1.3 Explain how people, events and developments brought about changes to communities in various regions of N.C. Conceptual Strand: Culture Concepts: Citizenship, Culture, Diversity, Values and Beliefs Clarifying Objectives 4. C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods, and traditions). Conceptual Strand(s): Civics and Governance Concepts: Governmental Systems, Regulations, Rule of Law, Rights and Responsibilities, Individual Rights Clarifying Objectives 4. C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution. 4. C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state. 4. C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities. 4. C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution. 4. C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution. 2 nd Quarter Conceptual Strand: History Concepts: Change, Colonialism, Representation, Leadership, Symbols Clarifying Objectives: 4. H.1.4 Analyze North Carolina s role in major conflicts and wars from the Pre-colonial period through Reconstruction. 4. H.2.1 Explain why important buildings, statues, monuments, and place names are associated with the state's history. 4.H.2.2 Explain the historical significance of North Carolina s state symbols. Conceptual Strand: Geography and Environmental Literacy Concepts: Change, Transportation, Population, Communication, Natural Resources Clarifying Objectives: 13

2014-2015 Iredell-Statesville Schools 4 th Social Studies 4. G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape). 4. G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina. 4. G.1.3 Exemplify the interactions of various peoples, places and cultures in terms of adaptation / modification of the environment. Conceptual Strand(s): Civics and Governance Concepts: Governmental Systems, Regulations, Rule of Law, Rights and Responsibilities, Individual Rights Clarifying Objectives: 4. C&G.1.2 Compare the roles and responsibilities of state elected leaders. 4. C&G.1.4 Compare North Carolina s government with local governments. 3 rd Quarter Conceptual Strand: Economics and Financial Literacy Concepts: Market Economy, Supply, Demand, Scarcity, Productivity, Entrepreneurship, Spending Clarifying Objectives: 4. E.1.1 Understand the basic concepts of a market economy: supply, demand, scarcity, productivity, and entrepreneurship. 4. E.1.2 Understand how scarcity and choice in a market economy impacts business decisions. 4. E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation, and world. 4. E.1.4 Explain the impact of entrepreneurship on the economy of North Carolina. 4. E.2.1 Explain how personal financial decisions such as spending, saving, and paying taxes, can positively and/or negatively affect everyday life. 4. E.2.2 Explain how limited personal financial resources affect the choices people make based on their wants and needs. Conceptual Strand: Geography and Environmental Literacy Concepts: Change, Transportation, Population, Communication, Natural Resources Clarifying Objectives: 4. G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina s citizens, past and present. 4 th Quarter Conceptual Strand: Culture Concepts: Citizenship, Culture, Diversity, Values and Beliefs Clarifying Objectives: 4. C.1.2 Explain how the artistic expression of various groups represents the cultural heritage of North Carolina. *Spiral Review of Conceptual Strands 14

History Essential Standard: 4.H.1 Analyze the chronology of key historical events in North Carolina history. Clarifying Objectives: 4.H.1.1 Summarize the change in cultures, everyday life and status of indigenous American Indian groups in NC before and after European exploration. 4.H.1.2 Explain how and why North Carolina was established. 4.H.1.3 Explain how people, events and developments brought about changes to communities in various regions of N.C. 4.H.1.4 Analyze North Carolina s role in major conflicts and wars from the Pre-colonial period through Reconstruction. Unpacking: What does this standard mean that a student will know and be able to do? 4.H1.1 The student will understand: When new groups move into an area, existing groups may experience change. The types of government, language, food, shelter, and cultural traditions of various American Indian groups (e.g. Algonquian, Iroquois, Siouan, Tuscarora, Occaneechi, Tutelo, the Waxhaw, Catawba and Cherokee). How the culture, everyday life and status of American Indian groups changed after the arrival of Europeans. For example: American Indians were displaced as Europeans arrived and cleared land to build settlements. 4.H.1.2 The student will understand: Colonies may be established for political or economic reasons. The English monarchy sponsored attempts at colonization along the North Carolina coast (Roanoke Island and The Lost Colony). The contributions of key individuals to the establishment of North Carolina (e.g., Sir Walter Raleigh, Queen Elizabeth, John White, Ralph Lane, King Charles II, Lords Proprietors). How and why North Carolina began as a proprietary colony but later became a royal colony. 4.H.1.3 The student will understand: The interaction of people and place will impact the economic, political and cultural development of a community. The influx of people from different cultural backgrounds often shapes the development of a community. Historical events can impact communities in different ways. The development of infrastructure can change communities. 15

How and why the immigration of different ethnic and religious groups affected the economic, political, and cultural development of North Carolina communities (e.g., Moravians in Salem, Scots-Irish in Appalachia, Quakers in Hertford, Freedmen in Wilmington). How individuals contributed to the development of North Carolina communities (e.g., Daniel Boone, Joel Lane, John Lawson, John Motley Morehead, William R. Davie and William Henry Singleton, and Winifred Marshall Gales). How African slave labor contributed to the development and organization of plantation communities. How the development of infrastructure such as roads, canals, and railroads changed North Carolina communities. How national and international events impacted North Carolina communities. For example: The Battle of Bentonville was the largest Civil War battle fought in North Carolina. This event impacted surrounding North Carolina communities in many ways. In Four Oaks, the Harper home became a field hospital for wounded Confederate soldiers. For example: The Boston Tea Party colonists in Boston stopped British ships that were carrying tea from docking in the harbor. North Carolina s coastal towns such as Wilmington and Edenton protested taxes on tea. In Wilmington colonists closed their port. In Edenton, a petition led by women not to drink tea or buy British clothes became known as the Edenton Tea Party. 4.H.1.4 The student will understand: Political, economic, and cultural conditions can create conflict and war. Conflict and wars can impact the culture, economics and politics of a society. Individuals and groups can play a role in determining the outcome of conflicts and wars. North Carolina s role in major conflicts and wars (e.g., American Revolution, Civil War). The role that various groups and individuals played in major conflicts and wars (Loyalists and Patriots, women, Scotch-Irish, African Americans, American Indians, Confederates, Zebulon Vance, Nathanael Green, Penelope Baker). The position North Carolina took in major political and economic conflict (Spread of slavery, American System, Secession, Reconstruction) How and why various political and military events affected different regions in North Carolina. For example: The Regulator movement, a political event that was a rebellion initiated by residents of the colony s inland region. They believed the royal government was charging them excessive fees. The movement s name refers to the desire of these citizens to regulate their own affairs. For example: A military event that took place on October 7, 1780 at King s Mountain where American frontiersmen defeated the British at a critical point during the American Revolution. Essential Vocabulary: political, economic, monarchy, proprietary, influx, colonization 16

Learning Targets: I Can Criteria For Success: I Will I can identify various American Indian groups I can understand how the lives of the American Indian groups were affected by the arrival of the Europeans. I can understand how the English monarchy helped to spread colonization on the North Carolina coast I can identify the contributions of key individuals to the establishment of North Carolina. I can understand how interactions between people and places affect political, economic, and cultural development. I can identify how historical events have impacted various communities and how these events have sponsored change. I can identify North Carolina s role in major conflicts and wars. I can identify the roles that various groups and individuals played in major conflicts and wars. I will understand when new groups move into an area, existing groups may experience change. I will understand that colonies may be established for political or economic reasons. I will understand how the interaction of people and places impact communities. I will analyze how political, economic, and cultural diversity can create conflict and war. 17

History Essential Standard: 4.H.2 Understand how notable structures, symbols, and place names are significant to North Carolina. Clarifying Objectives: 4.H.2.1 Explain why important buildings, statues, monuments, and place names are associated with the state's history. 4.H.2.2 Explain the historical significance of North Carolina s state symbols. Unpacking: What does this standard mean that a student will know and be able to do? 4.H.2.1 The student will understand: Communities often use buildings, statues, monuments, and places to honor and commemorate the past contributions of people. The historical significance of various public and private buildings in North Carolina. For example: The Federal Building, also known as the Century Post Office, is a historic building located on Fayetteville Street in Raleigh, North Carolina. It was the first Federal Government project in the South following the Civil War. The Federal Building is a public building and was listed on the National Register of Historic places in 1971 and is a Raleigh historic landmark. The historical significance of various statues in North Carolina. For example: The statue of the confederate soldier outside the Old State Capitol building is significant because it represents the confederacy and honors the lives of the southern men who fought for the confederacy. The historical significance of various monuments in North Carolina. For example: The Wright Brothers National Memorial located at Kitty Hawk serves to acknowledge where the first flight is believed to have taken place and honor the innovation of the first successful aircraft built by Orville and Wilbur Wright. The historical significance of various place names in North Carolina. For example: The capital city of Raleigh was named for Sir Walter Raleigh, a British knight, who encouraged the settlement of North Carolina. 4.H.2.2 The student will understand: People often use symbols to honor the culture and history of places. How and why various symbols were chosen to honor the culture and history of North Carolina. For example: Symbols of the Great Seal of North Carolina, the flag of North Carolina, the State bird, the State flower, etc. Essential Vocabulary: commemorate, significant 18

Learning Targets: I Can Criteria For Success: I Will I can explain the historical significance of various public and private buildings in North Carolina. I can describe various symbols and the historical value to North Carolina. I will understand how communities often use building, statues, monuments and places to honor and commemorate the past contributions of people. I will understand how people use symbols to honor the culture and history of places. 19

Geography and Environmental Literacy Essential Standard: 4.G.1 Understand how human, environmental, and technological factors affect the growth and development of North Carolina. Clarifying Objectives: 4.G.1.1 Summarize changes that have occurred in North Carolina since statehood (population growth, transportation, communication, landscape). 4.G.1.2 Explain the impact that human activity has on the availability of natural resources in North Carolina. 4.G.1.3 Exemplify the interactions of various peoples, places, and cultures in terms of adaptation and modification of the environment. 4.G.1.4 Explain the impact of technology (communication, transportation, inventions, etc.) on North Carolina s citizens, past and present. Unpacking: What does this standard mean that a student will know and be able to do? 4.G.1.1 The student will understand: States experience political, social and economic change as they develop. Changes have occurred in population, transportation, and communication in North Carolina since becoming a state in 1789. Since 1789, North Carolina s population has expanded and diversified. For example: Population growths in urban locations have had growth patterns which were a result of a business-oriented state government and the enterprise of industrialists. Since becoming a state in 1789, North Carolina s landscape has changed. For example: Lush green country-sides that were once used for farmland have been turned into housing developments and neighborhoods with businesses and shopping centers. For example: Canals, railroads, development of roads, bridges, automobiles, airplanes have helped solve the problem of transportation and inventions of telephones, digital technology, etc. have helped with communication. Since gaining statehood in 1789, advances in transportation and communication have offered opportunities but also presented new problems. 4.G.1.2 The student will understand: Human activity often depletes natural resources. Natural resources are crucial for economic and social life. There is a relationship between the consumption and conservation of natural resources. Reasons why people impact natural resources supply, past and present, such as the use of natural resources to meet basic needs. The pollution from automobiles and industry, and waste products present challenges for keeping the land, air, and water clean. 20

For example: Rural areas have changed as trees have been cut down. Human activity can have either a positive or negative impact on the availability of natural resources. For example: Polluting water has a negative impact on wildlife and humans by making them sick. Conserving water has a positive impact on humans and wildlife because it is an essential part of life. 4.G.1.3 The student will understand: Change is often the result of human response to the physical environment. Interactions of people and their physical environment impact historical events and issues such as exploration, colonization, and patterns of settlement, development of state parks and scenic byways, etc. Interactions of people, places, and cultures sometimes cause them to change, and often causes changes in the environment. Individuals and businesses often depend on and modify the physical environment to meet their needs. For example: Businesses and resorts have been created near the ocean and mountains in the state to accommodate tourism. For example: People build dams, plow and irrigate fields, build houses, schools, and shopping centers to modify the environment. The advancement of such things as transportation, technology, tourism, forestry, and housing developments caused changes in the environment in North Carolina. (e.g., changes include more highways through and around mountains, less trees due to roadways, longer bridges to coastal tourist sites, etc.). Reasons why people have adapted to and modified their environment, past and present, such as the use of natural resources to meet basic needs. How American Indians, Europeans, and Africans shaped the North Carolina environment. For example: American Indians use stone axes and fire to remove brush and timber as a means to clear farmland. They stripped the bark (a process as known as girdling) from larger trees so they sprouted no leaves and eventually died. For example: Europeans cut lumber in order to build ships, houses and provide firewood. Agricultural clearing for the various forest industries have the overall effect of reducing the forests and altering drainage patterns along major rivers. For example: Africans also used the environment to meet their needs, even to the point of reshaping southern swamps into places of sustenance, refuge, and freedom (Dismal Swamp). 4.G.1.4 The student will understand: Technology has an impact on the growth and development of a state. Technological innovation and change transform economies, societies, and military systems. Technology has afforded citizens greater global awareness through television, advertising, improved business opportunities, recordings, digital photography, improved health care, Internet, e-mail, navigation systems, and mobile phones, etc. Technology has advanced in recent decades and is constantly changing in the physical and social environment. For example: Advances in technology have given citizens better health care with digital imagery. Airports have provided a more intensive 21

security approach through technology. Air controls and other transportation systems have been improved with advanced technology, etc. Essential Vocabulary: natural resources, consumption, agriculture, sustenance Learning Targets: I Can I can describe the changes that occur in population, transportation, and communication in North Carolina. I can explain how the population of North Carolina has expanded and diversified since 1789. I can explain why natural resources are crucial to economic and social life. I can describe the relationship between the consumption and conservation of natural resources. I can identify reasons why people impact the supply of natural resources. I can understand how pollution from automobiles, industries, and waste products present challenges. I can understand how the advancement of transportation, technology, tourism, forestry, and housing has caused changes to North Carolina s environment. I can describe the impact technology has on the growth and development of a state. Criteria For Success: I Will I will understand how states experience political, economic, and social change as they develop. I will understand how human activity depletes natural resources. I will understand how change is often the result of human response to the physical environment. I will understand how technology impacts the growth and development of a state. 22

Economics and Financial Literacy Essential Standard: 4.E.1 Understand how a market economy impacts life in North Carolina. Clarifying Objectives: 4.E.1.1 Understand the basic concepts of a market economy: supply, demand, scarcity, productivity, and entrepreneurship. 4.E.1.2 Understand how scarcity and choice in a market economy impacts business decisions. 4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation, and world. 4.E.1.4 Explain the impact of entrepreneurship on the economy of North Carolina. Unpacking: What does this standard mean that a student will know and be able to do? 4.E.1.1 The student will understand: The basic concepts of a market economy are often dependent on each other. Positive and negative incentives influence behavior in a market economy. The meanings of supply, demand, scarcity, productivity and entrepreneurship. Productive resources-natural, human, and capital-have influenced the types of goods and services provided. Competition among buyers results in higher prices and competition among sellers results in lower prices (e.g., supply and demand). Characteristics of a market economy (e.g., private property rights, voluntary exchange, competitions, etc.). A market economy is a capitalistic economic system in which there is free competition and prices are determined by the interaction of supply and demand. It is also known as a free market system. 4.E.1.2 The student will understand: Scarcity and choice drive business decisions. How competition among buyers results in higher prices and competition among sellers results in lower prices. Choice and opportunity cost leads to good decision-making. For example: The process of choosing one good or service over another such as choosing one name brand of tennis shoe over another. How businesses make decisions based on scarcity and choice in a market economy. For example: A drought can cause the soybean crop in North Carolina to be reduced causing scarcity; therefore, the price of soybeans will be greater. 4.E.1.3 The student will understand: Major industries play an historical and contemporary role in the state, nation, and world such as increased supply of goods, opening new markets, quality controls, outsourcing of jobs, etc. Changes in the economy impact levels of employment and unemployment. 23

North Carolina has major industries that have influenced our world. For example: Economy is affected when there are changes in technology, competition and a changing demand for natural resources. For example: Success and failure of agriculture, financial services, textiles, transportation, etc. affects the state of our economy within the state and country-imports and exports. 4.E.1.4 The student will understand: An entrepreneur s business is essential to the vitality of a state s economy. Entrepreneurs often impact the economy by creating new businesses which generate jobs for themselves and others. An entrepreneur is a person who sets up a new business. What the terms goods, services, consumers, and economy mean. Entrepreneurs provide goods and services to consumers and are a key factor in economic growth. Entrepreneurs are responsible for introducing new products, services, and creating new businesses. For example: Washington Duke (e.g., entrepreneur) started the W. Duke, Sons, and Company Firm which expounded over the years in different industries creating economic wealth for North Carolina. Economic development initiatives that American Indians impact on the economy of North Carolina by making a living, using skills and natural resources to begin a business (North Carolina Indian Economic Development Initiatives). Essential Vocabulary: market economy, productivity, capital,, quality control, vitality, private property rights, voluntary exchange Learning Targets: I Can Criteria For Success: I Will I can identify the characteristics of a market economy I can explain the meaning of supply/demand and scarcity as well as their effects on an economy. I can explain how productivity and entrepreneurship affect an economy. I can analyze how choice and opportunity costs aid in business decision making. I can identify an entrepreneur as a person who sets up a new business. I can describe the relationship between an entrepreneur and their effects on an economy. I will understand how the basic concepts of a market economy are dependent on each other. I will understand that positive and negative incentives influence behavior in a market economy. I will understand how scarcity and choice drive business decisions. I will understand that an entrepreneur s business is vital to a state s economy. I will understand that entrepreneur s often impact the economy by created new businesses which will generate more jobs. 24

Economics and Financial Literacy Essential Standard: 4.E.2 Understand the economic factors when making personal choices. Clarifying Objectives: 4.E.2.1 Explain how personal financial decisions such as spending, saving, and paying taxes, can positively and/or negatively affect everyday life. 4.E.2.2 Explain how limited personal financial resources affect the choices people make based on their wants and needs. Unpacking: What does this standard mean that a student will know and be able to do? 4.E.2.1 The student will understand: Personal financial decisions can have benefits and consequences on everyday life. Financial goals and responsibilities include spending, saving, and sharing (e.g., taxes, charities, etc.) Income is money earned from a job. People decide how to spend their income. Sometimes people want more than they earn and they have to save money. Decisions are made daily regarding risks on personal financial decisions that affect their life. Taxes are required and are necessary to help provide for needs in the state. 4.E.2.2 The student will understand: Limited personal financial resources often influence options on what one can have or do. People often make choices because they have limited financial resources and they cannot have everything they want. Sometimes, the amount of money people have limits choices they make, and wealth is relative depending on one s perspective. Having limited personal financial resources affects decisions about needs and wants. Essential Vocabulary: financial resources Learning Targets: I Can I can determine how financial choices influence human behavior. I can explain why people make certain choices based on their own financial resources. Criteria For Success: I Will I will explain how personal financial decisions have positive and negative effects on everyday life. I will explain how limited financial resources affect the choices people make based on their wants and needs. 25

Civics and Governance Essential Standard: 4.C&G.1 Understand the development, structure and function of North Carolina s government. Clarifying Objectives: 4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution. 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders. 4.C&G.1.3 Explain the influence of the colonial history of North Carolina on the governing documents of our state. 4.C&G.1.4 Compare North Carolina s government with local governments. Unpacking: What does this standard mean that a student will know and be able to do? 4.C&G.1.1 The student will understand: Democratic governments often set the standard by which laws are developed. A key principle is a general or fundamental truth used in deciding conduct or choice. A revision is to alter something already written or printed in order to make corrections, improve, or update. There are three branches of government outlined in the North Carolina Constitution (The three government branches include: The Legislative, The Executive, and the Judicial Branch). There have been three constitutions since North Carolina became a state (the Constitution of 1776, the Constitution of 1868, and the Constitution of 1971). The present constitution was written in 1971, although it has been amended several times (e.g., There have been amendments to the North Carolina Constitution, such as changes to allow women to vote, slaves to be freed). 4.C&G.1.2 The student will understand: State elected leaders have roles and responsibilities based on the state s government. Leaders, citizens, and others play a variety of roles in state government. Decisions of the state government affect local government and interact with federal law. The organizational structure of the federal government of the United States (e.g., legislative, executive and judicial branches). The Legislative Branch makes laws and is called the General Assembly. 26

(e.g., It is divided into two parts, the Senate and the House of Representatives.) The Executive Branch includes the governor, departments, and agencies that enforce state laws, or see that they are carried out. The Judicial Branch State Supreme Courts decide whether laws have been broken or whether they go against the North Carolina Constitution. Specific civic terminology such as Bill of Rights, checks and balances, and the three branches of government. 4.C&G.1.3 The student will understand: Values and religious beliefs often influence the governing documents of a state. References which offer background to the history of the early U.S. settlers and colonists (e.g., The Mayflower Compact (1620), Pitt s Speech to Parliament on the Stamp Act (1776) and Burke s Speech to Parliament on Conciliation with America (1775), The Declaration of Independence, 1776, and the Constitution of the U.S.). 4.C&G.1.4 The student will understand: Local governments are similar to that of a state s government. Cities and municipalities have mayors, city managers, city councils, and are also elected by the people. Local governments can be compared to American Indian s tribal governments. Essential Vocabulary: Legislative Branch, Executive Branch, Judicial Branch, Democracy, checks and balances, Bill of Rights, Declaration of Independence Learning Targets: I Can Criteria For Success: I Will I can define a key principle as a general or fundamental truth used in deciding conduct or choice. I can identify the three branches of government. I can compare and contrast the three North Carolina constitutions. I can analyze the present North Carolina Constitution. I can identify the organizational structure of the United States federal government. I will summarize the key principles and revisions of the North Carolina Constitution. I will understand how Democratic governments often set the standard on which laws are developed. I will compare the roles and responsibilities of state elect leaders. I will explain the influence of colonial history of North Carolina on the governing documents of our state. I will compare and contrast North Carolina s government with local government. 27

I can describe the various parts of the Legislative Branch and what each one does. I can describe the various parts of the Executive Branch and what each one does. I can describe the various parts of the Judicial Branch. I can describe how the values and religious beliefs often influence the governing documents of a state. I can use references to explore the historical background of U.S. settlers and colonists. I can determine how local governments are similar to state governments. I can identify the leaders of state and local governments. I can compare and contrast local governments and American Indian tribal governments. 2014-2015 Iredell-Statesville Schools 4 th Social Studies 28

Civics and Governance Essential Standard: 4.C&G.2 Analyze the North Carolina Constitution. Clarifying Objectives: 4.C&G.2.1 Analyze the preamble and articles of the North Carolina Constitution in terms of rights and responsibilities. 4.C&G.2.2 Give examples of rights and responsibilities of citizens according to North Carolina Constitution. 4.C&G.2.3 Differentiate between rights and responsibilities reflected in the North Carolina Constitution. Unpacking: What does this standard mean that a student will know and be able to do? 4.C&G.2.1 The student will understand: Democratic governments protect the rights and privileges of citizens. Democratic governments exist to serve the people. North Carolinians are guaranteed rights through articles in the state constitution, which was modeled after the United States Constitution. Purposes of the North Carolina Constitution as identified in the Preamble of the Constitution. Fundamental values and principles as they are expressed in the Preamble of the North Carolina Constitution. 4.C&G.2.2 The student will understand: Citizens have rights and responsibilities that are outlined by a state s government. Examples of the type of rights that citizens have are freedom of speech, freedom of religion, right to own property. Examples of the responsibilities of citizens of North Carolina are respecting the rights of other, voting, obeying laws etc. People have the rights to life, liberty, and the pursuit of happiness, and there are articles in the state constitution that outlines those and other basic rights. Rights and responsibilities as citizens such as holding public office, respecting the law, being informed and attentive to public issues, paying taxes, registering to vote and voting, serving on a jury when asked, etc. 4.C&G.2.3 The student will understand: A democracy protects the rights for citizens but in turn citizens in a democracy have important responsibilities. 29