CURRICULUM MAP INTRODUCTION The Archdiocese of Cincinnati s 4 th grade curriculum serves as a basis for what all students should know and be able to do in order to become literate and equipped with knowledge for the 21 st century. The 4 th grade Curriculum Map provides a framework to guide teachers with information and support for developing, implementing, and evaluating instruction directly aligned to The New Ohio Learning Standards.
GRADE 4 Science Theme Unit I Theme: Ohio s Geography and Early People Lesson 1 Geography of Ohio EQ: How does your environment affect your life? EIT = 7 DAYS Catholic Identity EQ: How do people from different parts of the world connect to one another? Reading: Brothers by Yin Standard Description Content Academic Vocabulary SS G 4.1 A map scale and cardinal and intermediate direction Use an elevation map continent can be used to describe the relative location of physical Ohio s location natural region and human characteristics of Ohio and the United Ohio in the Midwest glacier States. Reason for various climates in hill SS G 4.1.1 Demonstrate the concept of relative location by using map Ohio plateau scale and cardinal and intermediate directions. Settling of Historic Indians in plain SS G 4.1.2 Demonstrate understanding of the relationship between a unit Ohio of length on a map and the corresponding length on Earth s climate surface. precipitation producers productive resources SS G 4.1.3 Demonstrate understanding of cardinal directions as the 4 main points of a compass (North, N; South, S; East, E; and West, W) SS H 4.1 Construct time lines with evenly spaced intervals for years, decades, and centuries to show the order of SS H 4.1.1 significant events in Ohio history. Construct chronological timeline for the following inhabitants of Ohio, and significant events and contributions they established. Mound Builders (Adena, Hopewell, Fort Ancient) Historic Indians of Ohio- (Shawnee, Miami, Delaware, Ottowa, Mingo, and Wyandot) Amish and Appalachian populations Catholic missionaries and other religious organizations The first diocese of Ohio The first Catholic university/college in Ohio
SS E 4.2 SS E 4.2.1 Entrepreneurs in Ohio and the U.S. organize productive resources and take risks to make a profit and compete with other producers. Describe Productive Resources and explain how they are used to make goods and services.
GRADE 4 Science Theme Unit I Theme: Ohio s Geography and Early People Lesson 2 People and Resources EQ: How have natural resources affected the growth of the growth of communities and industry in Ohio? EIT = 7 DAYS Catholic Identity EQ: How do living things each have an important role in the world? Reading: Bless this Mouse by Lois Lowry Standard Description Content Academic Vocabulary SS H 4.3 Various groups of people lived in Ohio over time Ohio s largest cities and why Natural resources including prehistoric and historic American Indians, Natural resources in Ohio Rural settlers and immigrants. The interactions among these Compare/contrast settlements to Urban groups have resulted in both cooperation and conflict. available resources Suburb Discuss times when these groups were cooperative and Agriculture when there was conflict and the outcomes. Fuel SS H 4.3.1 Using primary and secondary sources, write a narrative report Manufacturing about the people, cultures, and life styles of the earlier inhabitants of Ohio. Resources SS H 4.3.2 Construct an informational visual comparing and contrasting early establishments and life styles in Ohio to that of the 21 st century. SS H 4.3.3 Explain some reasons that early people migrated to Ohio and established settlements. SS G 4.2 The economic development of the United States continues to influence and be influenced by agriculture, industry, and natural resources in SS E 4.2.1 SS G 4.2.1 Ohio. Describe Productive Resources and explain how they are used to make goods and services. List and explain how Ohio s natural resources played a crucial role in the early development of the United States.
GRADE 4 Science Theme Unit I Theme: Ohio s Geography and Early People Lesson 3 Ohio s Early People EQ: How did changes in the environment influence early settlement? EIT = 7 DAYS Catholic Identity EQ: Who are some of the Catholic Church s saints from different cultures and how have they contributed to the Catholic Church? Reading: Standard Description Content Academic Vocabulary SS G 4.4 People have modified the environment since Primary/secondary sources Nomad prehistoric times. There are both positive and negative Culture and products of Ohio s Band consequences for modifying the environment in Ohio early people Ancestors and the U.S. Mound Builders Prehistoric SS G 4.4.1 Create an informational chart explaining the consequences Serpent Mound Adapt (both positive and negative) of humans modifying the Culture environment in Ohio and the U.S. Mound SS H 4.3 Various groups of people lived in Ohio over time including prehistoric and historic American Indians, Artifact settlers and immigrants. The interactions among these Influence groups have resulted in both cooperation and conflict. Settlement Discuss times when these groups were cooperative and Environment when there was conflict and the outcomes. Ice ages SS H 4.3.1 Using primary and secondary sources, write a narrative report Primary source about the people, cultures, and life styles of the earlier inhabitants of Ohio. Secondary source SS H 4.3.2 Construct an informational visual comparing and contrasting early establishments and life styles in Ohio to that of the 21 st century. SS H 4.3.3 Explain some reasons that early people migrated to Ohio and established settlements. SS H 4.2 Explain the difference between Primary and Secondary sources when creating historical narratives.
GRADE 4 Science Theme Unit I Theme: Ohio s Geography and Early People Lesson 4 Iroquois, Mingo and Wyandot EQ: Who were the Historic Indians of Ohio? EIT = 6 DAYS Catholic Identity EQ: How did St. Kateri Tekakwitha contribute to the history of Ohio? Reading: Biography St. Kateri Tekakwitha Standard Description Content Academic Vocabulary SS H 4.1 Construct time lines with evenly spaced intervals for Primary/secondary sources Nomad years, decades, and centuries to show the order of Culture and products of Ohio s Band significant events in Ohio history. early people Ancestors Mound Builders Prehistoric SS H 4.1.1 Construct chronological timeline for the following Serpent Mound Adapt inhabitants of Ohio, and significant events and Culture contributions they established. Mound Mound Builders (Adena, Hopewell, Fort Ancient) Artifact Historic Indians of Ohio- (Shawnee, Miami, Delaware, Ottowa, Mingo, and Wyandot) Influence Amish and Appalachian populations Settlement Catholic missionaries and other religious Environment organizations Ice ages The first diocese of Ohio Primary source The first Catholic university/college in Ohio Secondary source SS H 4.2 Explain the difference between Primary and Secondary sources when creating historical SS H 4.2.1 SS H 4.2.2 narratives. Give examples of Primary Sources including records of events, memoirs, photos, original documents, etc. Offer an analysis of a Secondary Source to identify supporting details, and to be able to distinguish fact from opinion.
SS H 4.3 Various groups of people lived in Ohio over time including prehistoric and historic American Indians, settlers and immigrants. The interactions among these groups have resulted in both cooperation and conflict. Discuss times when these groups were cooperative and SS H 4.3.1 when there was conflict and the outcomes. Using primary and secondary sources, write a narrative report about the people, cultures, and life styles of the earlier inhabitants of Ohio.
GRADE 4 Science Theme Unit I Theme: Ohio s Geography and Early People Lesson 5 The Delaware, Ottawa, Shawnee and Miami EQ: What were some similarities and differences among Ohio s Historic Indian groups? EIT = 8 DAYS Catholic Identity EQ: How does the Catholic Church encourage us to benefit from each other? Reading: The Poor Man of Assisi by Juliette Levivier Standard Description Content Academic Vocabulary SS H 4.1 Construct time lines with evenly spaced intervals for The Delaware Algonquian years, decades, and centuries to show the order of The Ottawa Wigwam significant events in Ohio history. The Shawnee Culture SS H 4.1.1 Construct chronological timeline for the following inhabitants The Miami Conflict of Ohio, and significant events and contributions they The Algonquian Compromise established. Mound Builders (Adena, Hopewell, Fort Ancient) Trade Natural resources Historic Indians of Ohio- (Shawnee, Miami, Delaware, Entrepreneurs Entrepreneurs Ottowa, Mingo, and Wyandot) Cause and effect Produces Amish and Appalachian populations Catholic missionaries and other religious organizations The first diocese of Ohio The first Catholic university/college in Ohio Productive resources SS H 4.1.2 During this school year demonstrate significant events in Ohio and the United States on a timeline. SS H 4.2 Explain the difference between Primary and Secondary sources when creating historical SS H 4.2.1 SS H 4.2.2 narratives. Give examples of Primary Sources including records of events, memoirs, photos, original documents, etc. Offer an analysis of a Secondary Source to identify supporting details, and to be able to distinguish fact from opinion.
SS H 4.3 Various groups of people lived in Ohio over time including prehistoric and historic American Indians, settlers and immigrants. The interactions among these groups have resulted in both cooperation and conflict. Discuss times when these groups were cooperative and SS H 4.3.1 SS H 4.3.2 SS H 4.3.3 when there was conflict and the outcomes. Using primary and secondary sources, write a narrative report about the people, cultures, and life styles of the earlier inhabitants of Ohio. Construct an informational visual comparing and contrasting early establishments and life styles in Ohio to that of the 21 st century. Explain some reasons that early people migrated to Ohio and established settlements. SS G 4.1 A map scale and cardinal and intermediate direction can be used to describe the relative location of physical and human characteristics of Ohio and the United SS G 4.1.1 States. Demonstrate the concept of relative location by using map scale and cardinal and intermediate directions. SS G 4.3 Regions which became known as the North, South, and West of the United States developed in the early 1800 s based largely because of the physical SS E 4.2 SS E 4.2.1 SS E 4.2.2 SS E 4.2.3 environments and economies. Entrepreneurs in Ohio and the U.S. organize productive resources and take risks to make a profit and compete with other producers. Describe Productive Resources and explain how they are used to make goods and services. Explain the meaning of Entrepreneur and his/her role with productive resources. Entrepreneurs take risks to develop new products to make a profit. List and describe three basic questions for every entrepreneur.
Independent Reading - Unit I Basic Proficient Advanced Cardinal Numbers by Marcia Schonberg What s So Big About Cleveland, Ohio? by Sara Holbrook B is for Buckeye by Marcia Schonberg Pilgrim Cat by Carol Peacock Seeds of a Nation: Ohio by P. M. Boekhoff The Boy Who Lived with the Bears by Joseph Bruchac The Adena, Hopewell and Fort Ancient of Ohio by Greg Roza The Lost Colony of Roanoke by Jean Fritz The Great Lakes by Sharon Katz All Around Ohio by Marcia Schonberg The Wigwam and the Longhouse by Charlotte Hue Give Me Liberty by Russell Freedman
GRADE 4 Science Theme Unit 2 Theme: The Ohio Territory Lesson 1 Europeans in North America EQ: Why did different Europeans come to America and where did they settle? EIT = 9 DAYS Catholic Identity EQ: What contribution to establish America did Fr. Jacques Marquette, Fr. Lois Joliet and Fr. La Salle contribute and what part did they play in helping to bring Christianity to the Indians? Reading: Standard Description Content Academic Vocabulary SS H 4.2 Explain the difference between Primary and Secondary European Exploration Conquistador sources when creating historical narratives. Christopher Columbus Colony SS H 4.2.1 Give examples of Primary Sources including records of events, 1492 Slavery memoirs, photos, original documents, etc. Ohio River Mission SS H 4.2.2 Offer an analysis of a Secondary Source to identify supporting New Spain Missionary details, and to be able to distinguish fact from opinion. Memeskia Lines of latitude SS H 4.3 Various groups of people lived in Ohio over time including prehistoric and historic American Indians, Battle of Fallen Timbers Lines of longitude settlers and immigrants. The interactions among these Legend of Blue Jacket Prime meridian groups have resulted in both cooperation and conflict. Jamestown Coordinate grid system Discuss times when these groups were cooperative and Plymouth Absolute location when there was conflict and the outcomes. Cause and Effect Missionaries SS H 4.3.1 Using primary and secondary sources, write a narrative report about the people, cultures, and life styles of the earlier inhabitants of Ohio. SS H 4.3.2 Construct an informational visual comparing and contrasting early establishments and life styles in Ohio to that of the 21 st century. SS G 4.4 People have modified the environment since prehistoric times. There are both positive and negative consequences SS G 4.4.1 for modifying the environment in Ohio and the U.S. Create an informational chart explaining the consequences (both positive and negative) of humans modifying the environment in Ohio and the U.S.
SS G 4.1 A map scale and cardinal and intermediate direction can be used to describe the relative location of physical and SS G 4.1.1 SS G 4.1.2 human characteristics of Ohio and the United States. Demonstrate the concept of relative location by using map scale and cardinal and intermediate directions. Demonstrate understanding of the relationship between a unit of length on a map and the corresponding length on Earth s surface.
GRADE 4 Science Theme Unit 2 Theme: The Ohio Territory Lesson 2 The French and Indian War EQ: How did the alliances between Native Americans and Colonists affect the French and Indian War? EIT = 7 DAYS Catholic Identity EQ: How did the role of Catholic missionaries bring the message of Jesus during the conflict between the colonists and Native Americans? Reading: Standard Description Content Academic Vocabulary SS H 4.5 The Northwest Ordinance established a process for Cause and Effect * Profit the creation of new states and specified democratic Fort Necessity Allies ideals. Discuss these ideals and how they were to be Ohio Valley Alliance incorporated into the Northwest Territory. Treaty of Paris * Treaty King George III Frontier SS H 4.3 Various groups of people lived in Ohio over time Historical Maps Rebellion including prehistoric and historic American Indians, French and Indian War * Proclamation settlers and immigrants. The interactions among these Hatch Line Tax/taxes groups have resulted in both cooperation and conflict. Discuss times when these groups were cooperative and Northwest Ordinance Delegates when there was conflict and the outcomes. Parliament Budget SS H 4.3.1 Using primary and secondary sources, write a narrative report Ohio valley about the people, cultures, and life styles of the earlier Historical map inhabitants of Ohio. Hatch lines SS H 4.3.2 Representation Construct an informational visual comparing and contrasting Ordinance early establishments and life styles in Ohio to that of the 21 st century. SS H 4.3.3 Explain some reasons that early people migrated to Ohio and established settlements.
SS G 4.2 The economic development of the United States continues to influence and be influenced by agriculture, industry, and natural resources in SS G 4.2.2 Ohio. Name and explain how Ohio s waterways have played a role in the development of Ohio and the U.S., and are still playing a role in the 21 st. century. SS G 4.3 Regions which became known as the North, South, and West of the United States developed in the early 1800 s based largely because of the physical SS G 4.3.1 SS G 4.3.2 SS E 4.2 SS E 4.2.1 environments and economies. Conduct research to create an 1800 s map of the U.S. identifying the borders of the U.S. and labeling the regions. Identify and list the physical characteristics of each region and their contributions to the economy of that region and the U.S. Entrepreneurs in Ohio and the U.S. organize productive resources and take risks to make a profit and compete with other producers. Describe Productive Resources and explain how they are used to make goods and services.
GRADE 4 Science Theme Unit 2 Theme: The Ohio Territory Lesson 3 The American Revolution EQ: How and why did the colonists cut their ties with Britain? EIT = 8 DAYS Catholic Identity EQ: What might lead a person to try to change the world? Why have martyrs sacrificed their lives to try and change the world? Reading: On the Wings of Peace My Brother Martin Standard Description Content Academic Vocabulary SS H 4.3 Various groups of people lived in Ohio over time Cause and Effect * Representation including prehistoric and historic American Indians, Line graph Parliament settlers and immigrants. The interactions among these Boston Tea Party Independence groups have resulted in both cooperation and conflict. Thirteen original colonies * Militia(s) Discuss times when these groups were cooperative and Proclamation of 1776 Congress when there was conflict and the outcomes. Northwest Ordinance * Revolution Colony Compromise Monopoly SS H 4.4 Identify and name the thirteen original colonies and the reasons why they came together around the common causes for justice and independence, and were willing to fight to form a new nation. SS H 4.4.1 SS H 4.4.2 SS H 4.4.3 SS H 4.4.4 Analyze and discuss some of the high taxes the colonists had to pay under the British rule: Stamp Act, Paint Tax, and Tea Tax. Discuss the Proclamation of 1763 and how the colonists felt about this Proclamation. Reenact the Boston Tea Party including the reasons why it happened, the major people involved, and the final outcomes. Analyze and discuss the main reasons and major outcomes of the American Revolutionary War.
SS GV 4.2 Civic participation requires individuals to make informed and reasoned decisions based by accessing and using information effectively. SS GV 4.2.1 Identify main ideas and supporting details from factual information in social studies reading. SS GV 4.2.2 SS GV 4.2.3 Distinguish between fact and opinion when discussing social studies Read and interpret with accuracy: Pictographs Bar graphs Line graphs Tables
GRADE 4 Science Theme Unit 2 Theme: The Ohio Territory Lesson 4 The Northwest Territory EQ: How did the Northwest Ordinance lead Ohio from a territory to a state? EIT = 7 DAYS Catholic Identity EQ: How did the missionaries go about establishing Churches and worship services for early settlers in the Northwest Territory? Reading: Living the Works of Mercy: Daring Teens to Change the World by Ellen P Cavanaugh Standard Description Content Academic Vocabulary SS H 4.2 Explain the difference between Primary and Land Ordinance of 1785 Debt Secondary sources when creating historical narratives. Northwest Territory * Territory SS H 4.2.2 Offer an analysis of a Secondary Source to identify supporting Primary/Secondary sources Ordinance details, and to be able to distinguish fact from opinion. Northwest Ordinance * Township SS H 4.2.3 Describe Historical Narratives and how they are constructed Governance of the Northwest Right and their purpose for supporting historical events. Territory * Land Ordinance Frontier Ohio Territory SS H 4.3 Various groups of people lived in Ohio over time including prehistoric and historic American Indians, settlers and immigrants. The interactions among these groups have resulted in both cooperation and conflict. Discuss times when these groups were cooperative and when there was conflict and the outcomes. SS H 4.3.1 SS H 4.3.2 SS H 4.3.3 Using primary and secondary sources, write a narrative report about the people, cultures, and life styles of the earlier inhabitants of Ohio. Construct an informational visual comparing and contrasting early establishments and life styles in Ohio to that of the 21 st century. Explain some reasons that early people migrated to Ohio and established settlements.
SS H 4.5 The Northwest Ordinance established a process for the creation of new states and specified democratic ideals. Discuss these ideals and how they were to be SS H 4.5.1 SS H 4.5.2 SS H 4.5.3 incorporated into the Northwest Territory. Create a map of the Northwest Territory, labeling the names of the states that were formed. Democratic ideals were guaranteed to the people of the Northwest Territory under the Northwest Ordinance. List and discuss the 5 major rights including the banning of slavery. The Northwest Ordinance established a three-step plan for admitting states from the Northwest Territory. Analyze these steps as a condition for statehood. SS G 4.3 Regions which became known as the North, South, and West of the United States developed in the early 1800 s based largely because of the physical SS G 4.3.1 SS G 4.3.2 SS G 4.3.3 environments and economies. Conduct research to create an 1800 s map of the U.S. identifying the borders of the U.S. and labeling the regions. Identify and list the physical characteristics of each region and their contributions to the economy of that region and the U.S. Locate and list the natural landmarks used as boundary development in the 1800 s.
GRADE 4 Science Theme Unit 2 Theme: The Ohio Territory Lesson 5 The Frontier Wars EQ: How did the Frontier Wars affect Native Americans? EIT = 7 DAYS Catholic Identity EQ: How did the Native Americans in Ohio show belief and honor to God? Reading: Standard Description Content Academic Vocabulary SS H 4.5 The Northwest Ordinance established a process for Little Turtle (Michi Kinikwa) * Unite the creation of new states and specified democratic Blue Jacket Cause/Effect ideals. Discuss these ideals and how they were to be Arthur St. Clair Conflict incorporated into the Northwest Territory. Treaty of Greenville Treaty SS H 4.5.1 Create a map of the Northwest Territory, labeling the names of General Anthony Wayne (Mad the states that were formed. Anthony) SS H 4.5.2 Democratic ideals were guaranteed to the people of the Northwest Territory under the Northwest Ordinance. List and Northwest Ordinance discuss the 5 major rights including the banning of slavery. Battle of Fallen Timber SS H 4.5.3 The Northwest Ordinance established a three-step plan for Battle of Tippecanoe admitting states from the Northwest Territory. Analyze these steps as a condition for statehood. SS H 4.5.4 Explain the reason political leaders in Ohio wrote Ohio s first constitution, and what model was used to compose Ohio s Constitution. SS H 4.5.6 Describe the progression from being a territory to becoming a state in Ohio. SS H 4.6 The inability to resolve issues with Great Britain and the conflicts with American Indians led the U.S. into the War of 1812. Analyze and discuss the Battle of Lake Erie and how it contributed to American success in the War of 1812.
SS H 4.6.1 SS H 4.6.2 SS H 4.6.3 ARCHDIOCESE OF CINCINNATI SOCIAL STUDIES CURRICULUM MAPPING Using primary and secondary sources, write a narrative essay identifying these tribal leaders and their role in the resistance of Ohio settlements by American settlers: Blue Jacket, Little Turtle, Tecumseh, Prophet. Analyze and describe the significance of the Battle of Fallen Timber and the Battle of Tippecanoe. Describe the outcomes of Treaty of Greenville. SS H 4.3 Various groups of people lived in Ohio over time including prehistoric and historic American Indians, settlers and immigrants. The interactions among these groups have resulted in both cooperation and conflict. Discuss times when these groups were cooperative and SS H 4.3.1 SS H 4.3.2 SS H 4.3.3 when there was conflict and the outcomes. Using primary and secondary sources, write a narrative report about the people, cultures, and life styles of the earlier inhabitants of Ohio. Construct an informational visual comparing and contrasting early establishments and life styles in Ohio to that of the 21 st century. Explain some reasons that early people migrated to Ohio and established settlements. SS G 4.2 The economic development of the United States continues to influence and be influenced by agriculture, industry, and natural resources in SS G 4.2.3 Ohio. Write a narrative essay explaining the importance of agriculture and family farming in Ohio and why Catholic farmers pay homage to St. Isadore, the Farmer.
Unit 2 Independent Reading - Grade 4 Basic Proficient Advanced Let it Begin Here!: First Battles of the American Revolution by Dennis Brindell Fradin We the Kids: The Preamble to the Constitution of the United States by David Catrow Pilgrim Cat by Carol Peacock George Rogers Clark: Boy of the Northwest Frontier by Katherine Wilkie Patriots in Petticoats: Heroines of the American Revolution by Shirley Kae Redmond The Lost Colony of Roanoke by Jean Fritz Battles of the French and Indian War by Diane Smolinski Daily Life During the American Revolution by Dale Anderson Give Me Liberty! The Story of the Declaration of Independence by Russell Freedman
GRADE 4 Science Theme Unit 3 Theme: Ohio Statehood Lesson 1 The New State EQ: Why is it important to understand Fact from Opinion? EIT = 7 DAYS Catholic Identity EQ: How does reading scripture help us understand fact from opinion? Reading: Standard Description Content Academic Vocabulary SS H 4.7 After the War of 1812, Ohio played a key role with Tecumseh * Census issues that divided the U.S., particularly with the antislavery John P. Parker Constitution movement and the Underground Railroad. Wilbur and Orville Wright Confederation Discuss the beliefs behind the anti-slavery movement Hallie Quinn Brown Reservation and the key people involved. Mary Ann Bickerdyke Migration SS H 4.7.1 The Northwest Ordinance admitted Ohio to statehood as a Oliver Hazard Perry * Immigration Free State. Discuss the part the Fugitive Slave Act of 1850 played in the anti-slavery movement. Edward Tiffin Canal Zanesville Fact SS H 4.6 The inability to resolve issues with Great Britain and the conflicts with American Indians led the U.S. into Columbus Opinion the War of 1812. Analyze and discuss the Battle of Battle of Tippecanoe * Lake Erie and how it contributed to American success Fort Meigs * in the War of 1812. Prophetstown SS H 4.6.1 Using primary and secondary sources, write a narrative essay identifying these tribal leaders and their role in the resistance of Ohio settlements by American settlers: Blue Jacket, Little Turtle, Tecumseh, Prophet. Fact/Opinion * SS H 4.6.2 Analyze and describe the significance of the Battle of Fallen Timber and the Battle of Tippecanoe. SS H 4.6.3 Describe the outcomes of Treaty of Greenville. SS H 4.6.4 Write a narrative describing Oliver Hazard Perry s victory against the British navy on Lake Erie in 1813. SS H 4.6.5 Describe the significance of Fort Meigs and how it helped the U.S. in the defeat of British troops and Indian warriors.
SS H 4.5 The Northwest Ordinance established a process for the creation of new states and specified democratic ideals. Discuss these ideals and how they were to be SS H 4.5.1 SS H 4.5.2 SS H 4.5.3 SS H 4.5.4 incorporated into the Northwest Territory. Create a map of the Northwest Territory, labeling the names of the states that were formed. Democratic ideals were guaranteed to the people of the Northwest Territory under the Northwest Ordinance. List and discuss the 5 major rights including the banning of slavery. The Northwest Ordinance established a three-step plan for admitting states from the Northwest Territory. Analyze these steps as a condition for statehood. Explain the reason political leaders in Ohio wrote Ohio s first constitution, and what model was used to compose Ohio s Constitution. SS G 4.4 People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio SS G 4.4.1 and the U.S. Create an informational chart explaining the consequences (both positive and negative) of humans modifying the environment in Ohio and the U.S. SS G 4.3 Regions which became known as the North, South, and West of the United States developed in the early 1800 s based largely because of the physical SS G 4.3.1 environments and economies. Conduct research to create an 1800 s map of the U.S. identifying the borders of the U.S. and labeling the regions. SS G 4.5 The population of the U.S. has become more diverse over time. Ohio s population has become reflective of SS G 4.5.1 the cultural diversity of the U.S. Research Ohio s population tracking it from 1800-1860, and create a visual time line or chart showing the population and ethnic growth during this time.
SS G 4.5.3 SS G 4.5.4 ARCHDIOCESE OF CINCINNATI SOCIAL STUDIES CURRICULUM MAPPING Explain the purpose of the U.S. Census Bureau and how and when it can project increases/decreases of populations and ethnicities in Ohio and the U.S. Define cultural diversity and track cultural population changes in Ohio since 1860. SS GV 4.2 Civic participation requires individuals to make informed and reasoned decisions based by accessing and using information effectively. SS GV 4.2.2 SS GV 4.2.3 SS GV 4.6 SS GV 4.6.1 SS GV 4.6.2 SS GV 4.7 Distinguish between fact and opinion when discussing social studies Read and interpret with accuracy: Pictographs Bar graphs Line graphs Tables A constitution is a written plan of government. Describe the purpose of a democratic constitution in Ohio and the United States. Describe what a democratic constitution may provide. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.
GRADE 4 Science Theme Unit 3 Theme: Ohio Statehood Lesson 2 A Nation Divided EQ: How did people in Ohio participate in the Civil War and how did the people in Ohio respond to slavery? EIT = 8 DAYS Catholic Identity EQ: How do the teachings of the Catholic Church encourage us to help each other in our community? Reading: The Works of Mercy The Parable of the Good Samaritan Standard Description Content Academic Vocabulary SS H 4.7 After the War of 1812, Ohio played a key role with John Parker Plantation issues that divided the U.S., particularly with the antislavery Harriet Beecher Stowe Slave state movement and the Underground Railroad. Ulysses S. Grant Free states Discuss the beliefs behind the anti-slavery movement Salmon P. Chase Abolitionist and the key people involved. Levi Coffin Underground railroad Uncle Tom s Cabin Secede SS H 4.7.1 The Northwest Ordinance admitted Ohio to statehood as a Free State. Discuss the part the Fugitive Slave Act of 1850 Civil War played in the anti-slavery movement. Fugitive States rights SS H 4.7.2 Uncle Tom s Cabin was written in Cincinnati by Harriet Diverse Beecher Stowe. Explain how this popular book played a Economy monumental role with the Abolitionist Movement. Tariff SS H 4.7.3 Sectionalism Create a visual tracing some of the secret routes of the Underground Railroad including towns where safe houses Plantations were located. SS H 4.7.4 Write a historical narrative about Harriet Tubman s heroic acts and the role she played conducting the Underground Railroad. SS H 4.7.8 List and discuss the contributions of the technological innovations that originated in Ohio and benefited the United States.
SS H 4.5 The Northwest Ordinance established a process for the creation of new states and specified democratic ideals. Discuss these ideals and how they were to be SS H 4.5.2 SS H 4.5.3 SS H 4.5.4 incorporated into the Northwest Territory. Democratic ideals were guaranteed to the people of the Northwest Territory under the Northwest Ordinance. List and discuss the 5 major rights including the banning of slavery. The Northwest Ordinance established a three-step plan for admitting states from the Northwest Territory. Analyze these steps as a condition for statehood. Explain the reason political leaders in Ohio wrote Ohio s first constitution, and what model was used to compose Ohio s Constitution. SS GV 4.2 Civic participation requires individuals to make informed and reasoned decisions based by accessing and using information effectively. SS GV 4.2.1 SS GV 4.2.2 SS GV 4.2.3 SS GV 4.2.4 SS GV 4.2.5 SS GV 4.2.6 Identify main ideas and supporting details from factual information in social studies reading. Distinguish between fact and opinion when discussing social studies Read and interpret with accuracy: Pictographs Bar graphs Line graphs Tables Recognize and discuss Perspective and Purpose. Compare Points of Agreement and Disagreement. Think of and discuss some cause and effect relationships that have happened within your local government.
GRADE 4 Science Unit 3 Theme Theme: Ohio Statehood Lesson 3 A Growing Nation EQ: What factors influenced the development of Ohio industries? What industrial opportunities were there? EIT = 8 DAYS Catholic Identity EQ: Why is it necessary to protect our God created environment as the U.S. grew in the 1800 s? Reading: Standard Description Content Academic Vocabulary SS G 4.2 The economic development of the United States Thomas Edison Demand continues to influence and be influenced by Granville Woods Supply agriculture, industry, and natural resources in Charles Kettering Specialize Ohio. Garrett Morgan Invention SS G 4.2.1 List and explain how Ohio s natural resources played a Patent crucial role in the early development of the United States. Great Migration SS G 4.2.2 Name and explain how Ohio s waterways have played a role in the development of Ohio and the U.S., and are still playing a Time line role in the 21 st century. Decade SS G 4.2.4 List some of the industries and their locations that were created Century in Ohio. SS G 4.4 People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio SS G 4.4.1 and the U.S. Create an informational chart explaining the consequences (both positive and negative) of humans modifying the environment in Ohio and the U.S. SS G 4.5 The population of the U.S. has become more diverse over time. Ohio s population has become reflective of the cultural diversity of the U.S. SS G 4.5.1 Research Ohio s population tracking it from 1800-1860, and create a visual time line or chart showing the population and ethnic growth during this time.
SS G 4.5.2 SS G 4.5.3 SS G 4.5.4 ARCHDIOCESE OF CINCINNATI SOCIAL STUDIES CURRICULUM MAPPING Construct a demographic chart of the cause and effect of industrialization in the early 1900 in Ohio, and the changes it made to Ohio s population. Explain the purpose of the U.S. Census Bureau and how and when it can project increases/decreases of populations and ethnicities in Ohio and the U.S. Define cultural diversity and track cultural population changes in Ohio since 1860. SS H 4.1 Construct time lines with evenly spaced intervals for years, decades, and centuries to show the order of SS H 4.1.2 significant events in Ohio history. During this school year demonstrate significant events in Ohio and the United States on a timeline. SS H 4.8 List and discuss the contributions of the technological innovations that originated in Ohio and benefited the United States.
GRADE 4 Science Unit 3 Theme Theme: Ohio Statehood Lesson 4 Challenging Times EQ: How did World War I and II affect Ohioans and the industry of Ohio? How did Ohioans earn and spend their income during the Great Depression? EIT = 8 DAYS Catholic Identity EQ: Why is it important to protect our faith? Reading: Standard Description Content Academic Vocabulary SS G 4.2 The economic development of the United States Amish Stock continues to influence and be influenced by Appalachians Depression agriculture, industry, and natural resources in Unemployed SS G 4.2.1 Ohio. Ration List and explain how Ohio s natural resources played a Recycle crucial role in the early development of the United States. SS G 4.2.4 List some of the industries and their locations that were created in Ohio. SS G 4.3 Regions which became known as the North, South, and West of the United States developed in the early 1800 s based largely because of the physical SS G 4.3.2 environments and economies. Identify and list the physical characteristics of each region and their contributions to the economy of that region and the U.S. SS G 4.4 People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio SS G 4.4.1 and the U.S. Create an informational chart explaining the consequences (both positive and negative) of humans modifying the environment in Ohio and the U.S.
SS G 4.5 The population of the U.S. has become more diverse over time. Ohio s population has become reflective of SS G 4.5.2 SS G 4.5.3 SS G 4.5.4 the cultural diversity of the U.S. Construct a demographic chart of the cause and effect of industrialization in the early 1900 in Ohio, and the changes it made to Ohio s population. Explain the purpose of the U.S. Census Bureau and how and when it can project increases/decreases of populations and ethnicities in Ohio and the U.S. Define cultural diversity and track cultural population changes in Ohio since 1860. SS H 4.7 After the War of 1812, Ohio played a key role with issues that divided the U.S., particularly with the antislavery movement and the Underground Railroad. Discuss the beliefs behind the anti-slavery movement SS H 4.7.1 SS H 4.7.2 and the key people involved. The Northwest Ordinance admitted Ohio to statehood as a Free State. Discuss the part the Fugitive Slave Act of 1850 played in the anti-slavery movement. Uncle Tom s Cabin was written in Cincinnati by Harriet Beecher Stowe. Explain how this popular book played a monumental role with the Abolitionist Movement. SS GV 4.2 Civic participation requires individuals to make informed and reasoned decisions based by accessing and using information effectively. SS GV 4.2.1 SS GV 4.2.2 SS GV 4.2.3 SS GV 4.2.4 SS GV 4.2.5 Identify main ideas and supporting details from factual information in social studies reading. Distinguish between fact and opinion when discussing social studies Read and interpret with accuracy: Pictographs Bar graphs Line graphs Tables Recognize and discuss Perspective and Purpose. Compare Points of Agreement and Disagreement.
SS GV 4.2.6 Think of and discuss some cause and effect relationships that have happened within your local government. SS GV 4.5 The U.S. Constitution establishes a system of limited government and protects citizens rights. SS GV 4.5.1 The U.S. Constitution created a government with 1) Limited Powers and 2) Protections for the rights of citizens. Discuss what each of these terms are and why the U.S. Constitution was created this way.
GRADE 4 Science Unit 3 Theme: Ohio Statehood Lesson Theme 5 Changing Times EQ: In what ways did citizens influence the government to provide citizens with more rights? How have Ohio businesses and industries changed since World War II? EIT = 7 DAYS Catholic Identity EQ: Why is it important for us to protect God s creatures and one another? Reading: Standard Description Content Academic Vocabulary SS GV 4.1 Individuals have a variety of opportunity to Dr. Martin Luther King * Discrimination participate in and influence their state. Hallie Quinn Brown Suffrage SS GV 4.1.1 Citizens have both rights and responsibilities in Ohio. Rights of Citizens Amendment Distinguish between rights and responsibilities in a democratic Woman s Suffrage Civil rights government. Rights for African Americans Service industry SS GV 4.1.2 Explain the following Rights of Citizenship. Freedom of Religion Service Industries Emancipation Proclamation Freedom of Speech Road Map Mileage table Freedom of Petition Mileage Map Scale Right to Assemble SS GV 4.1.3 Describe some ways citizens have civic responsibilities including obeying laws. SS GV 4.1.4 Discuss, as citizens, we should respect the rights of others. SS GV 4.1.5 Create a list to discuss with classmates, the obligations of citizens to uphold both Ohio s and U.S. Constitution-include: Obeying laws Paying taxes Serving on juries SS GV 4.2 Civic participation requires individuals to make informed and reasoned decisions based by accessing and using information effectively. SS GV 4.2.1 Identify main ideas and supporting details from factual information in social studies reading.
SS GV 4.2.2 Distinguish between fact and opinion when discussing social studies SS GV 4.2.3 Read and interpret with accuracy: Pictographs Bar graphs Line graphs Tables SS GV 4.2.4 Recognize and discuss Perspective and Purpose. SS GV 4.2.5 Compare Points of Agreement and Disagreement. SS GV 4.2.6 Think of and discuss some cause and effect relationships that have happened within your local government. SS GV 4.3 Effective participation in a democratic society engage and rely on comprise. SS GV 4.3.1 Clearly state the meaning of compromise. SS GV 4.3.2 Compare/contrast compromises with concessions. SS GV 4.4 Laws can protect rights, provide benefits, and assign responsibilities. SS GV 4.4.1 Discuss with classmates how laws in a democratic society establish rule and order and help protect citizens. SS GV 4.4.2 Laws are established by government to protect Rights such as: religion, speech, press, petition and assembly. Discuss specific laws that have been established to provide rights to protect citizens in Ohio and the U.S. SS GV 4.4.3 Laws also assign responsibilities to citizens. Create a list explaining the responsibilities and reasons for certain laws. Include: Paying taxes Serving on juries Obtaining certain licenses SS GV 4.5 The U.S. Constitution establishes a system of limited government and protects citizens rights. SS GV 4.5.1 The U.S. Constitution created a government with 1) Limited Powers and 2) Protections for the rights of citizens. Discuss what each of these terms are and why the U.S. Constitution was created this way.
SS GV 4.6 SS GV 4.6.1 SS GV 4.6.2 A constitution is a written plan of government. Describe the purpose of a democratic constitution in Ohio and the United States. Describe what a democratic constitution may provide.
Unit 3 Independent Reading - Grade 4 Basic Proficient Advanced Star Spangled Banner by Amy Winstead Chief Tecumseh by Ann M Todd Freedom on the Menu: The Greensboro Sit-Ins by Carole Boston Weatherford Garrett Morgan: Inventor of the Traffic Light and Gas Mask by Patricia Murphy The War of 1812 by Susan E. Haberele Paperboy by Mary Kay Kroeger Advanced Ulysses S Grant by E. J. Carter Building America: The Canals by Raymond Bial Hear the Train Whistle Blow! How the Railroad Changed the World by Milton Meltzer
GRADE 4 Science Theme Unit 4 Theme: Ohio s Government and Economy Lesson 1 The National Government EQ: What are the branches of the U.S. Government and what are their responsibilities? EIT = 8 DAYS Catholic Identity EQ: Name the three members of the Blessed Trinity and the significance of each. Reading: Standard Description Content Academic Vocabulary SS GV 4.1 Individuals have a variety of opportunity to Three Branches of Federal participate in and influence their state. Government* Legislative branch SS GV 4.1.1 Citizens have both rights and responsibilities in Ohio. Democratic Government * Executive branch Distinguish between rights and responsibilities in a democratic Legislative branch * Judicial branch government. Executive branch * Appoint SS GV 4.1.2 Explain the following Rights of Citizenship. Judicial branch * Freedom of Religion Economy Freedom of Speech Presidents from Ohio * Income Freedom of Petition Bill of Rights * Candidate Right to Assemble Preamble * Republic Cause and effect Income tax SS GV 4.1.3 Describe some ways citizens have civic responsibilities Compare including obeying laws. Contrast SS GV 4.1.4 Discuss, as citizens, we should respect the rights of others. Democracy SS GV 4.1.5 Create a list to discuss with classmates, the obligations of citizens to uphold both Ohio s and U.S. Constitution-include: Obeying laws Paying taxes Serving on juries SS GV 4.5 The U.S. Constitution establishes a system of limited government and protects citizens rights.
SS GV 4.5.1 SS GV 4.5.2 SS GV 4.6 SS GV 4.6.1 SS GV 4.6.2 SS GV 4.7 SS GV 4.7.1 SS E 4.1 SS E 4.1.1 SS E 4.3 SS E 4.3.1 SS E 4.3.2 SS E 4.3.3 The U.S. Constitution created a government with 1) Limited Powers and 2) Protections for the rights of citizens. Discuss what each of these terms are a why the U.S. Constitution was created this way. Weaknesses in the Articles of Confederation led to calls for a new framework of government. Research and discuss the weaknesses of the Articles of Confederation. A constitution is a written plan of government. Describe the purpose of a democratic constitution in Ohio and the United States. Describe what a democratic constitution may provide. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches. List the three branches of Ohio s and the U.S. Constitution and the distinctive role that each branch has. Tables and charts help people to understand information and issues. Tables organize information in columns and rows. Charts organize information in a variety of visual formats. Create tables displaying information about the seven most populated cities in Ohio in the 21 st century. Saving a portion of income contributes to an individual s financial well-being. Individuals can reduce spending to save more of their income. Explain the advantages of saving a portion of income to meet a goal. Describe the term trade-off and what it entails. Describe the benefits of making a good economic decision and the steps needed to increase savings.
GRADE 4 Science Theme Unit 4 Theme: Ohio s Government and Economy Lesson 2 Ohio State Government EQ: How is the Ohio State Government organized? EIT = 7 DAYS Catholic Identity EQ: How does each person created by God have a significant role in the Catholic community? Reading: Standard Description Content Academic Vocabulary SS GV 4.1 Individuals have a variety of opportunity to Ohio s Bill of Rights * Jury participate in and influence their state. State Constitution * Budget SS GV 4.1.1 Citizens have both rights and responsibilities in Ohio. Ohio s Great Seal * Veto Distinguish between rights and responsibilities in a General Assembly * Bill democratic government. Taxes SS GV 4.1.2 Explain the following Rights of Citizenship. Freedom of Religion General Assembly Freedom of Speech Freedom of Petition Right to Assemble SS GV 4.1.3 Describe some ways citizens have civic responsibilities including obeying laws. SS GV 4.1.4 Discuss, as citizens, we should respect the rights of others. SS GV 4.2 Civic participation requires individuals to make informed and reasoned decisions based by accessing and using information effectively. SS GV 4.2.3 Read and interpret with accuracy: Pictographs Bar graphs Line graphs Tables SS GV 4.2.4 Recognize and discuss Perspective and Purpose.
SS GV 4.3 SS GV 4.3.1 SS GV 4.3.2 SS GV 4.4 SS GV 4.4.1 SS GV 4.4.2 SS GV 4.4.3 SS GV 4.5 SS GV 4.5.1 SS GV 4.6 SS GV 4.6.1 SS GV 4.6.2 SS GV 4.7 SS GV 4.7.1 SS E 4.2 ARCHDIOCESE OF CINCINNATI SOCIAL STUDIES CURRICULUM MAPPING Effective participation in a democratic society engage and rely on comprise. Clearly state the meaning of compromise. Compare/contrast compromises with concessions. Laws can protect rights, provide benefits, and assign responsibilities. Discuss with classmates how laws in a democratic society establish rule and order and help protect citizens. Laws are established by government to protect Rights such as: religion, speech, press, petition and assembly. Discuss specific laws that have been established to provide rights to protect citizens in Ohio and the U.S.. Laws also assign responsibilities to citizens. Create a list explaining the responsibilities and reasons for certain laws. Include: Paying taxes Serving on juries Obtaining certain licenses The U.S. Constitution establishes a system of limited government and protects citizens rights. The U.S. Constitution created a government with 1) Limited Powers and 2) Protections for the rights of citizens. Discuss what each of these terms are a why the U.S. Constitution was created this way. A constitution is a written plan of government. Describe the purpose of a democratic constitution in Ohio and the United States. Describe what a democratic constitution may provide. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches. List the three branches of Ohio s and the U.S. Constitution and the distinctive role that each branch has. Entrepreneurs in Ohio and the U.S. organize productive resources and take risks to make a profit and compete with other producers.
SS E 4.2.1 SS E 4.2.2 SS E 4.2.3 Describe Productive Resources and explain how they are used to make goods and services. Explain the meaning of Entrepreneur and his/her role with productive resources. Entrepreneurs take risks to develop new products to make a profit. List and describe three basic questions for every entrepreneur.
GRADE 4 Science Theme Unit 4 Theme: Ohio s Government and Economy Lesson 3 Ohio s Local Government EQ: What are the major responsibilities of the levels of Ohio s local government? EIT = 8 DAYS Catholic Identity EQ: What is your responsibility to be involved as an active Catholic in your parish church? Reading: 31 Ways to Change the World Standard Description Content Academic Vocabulary SS GV 4.3 Effective participation in a democratic society engage Levels of Government * Special district and rely on comprise. Ohio Counties: * Municipal SS GV 4.3.1 Clearly state the meaning of compromise. Number of counties County seat SS GV 4.3.2 Compare/contrast compromises with concessions. County seats County SS GV 4.4 Laws can protect rights, provide benefits, and assign County services Levels of government responsibilities. Municipal Government * Trade-off SS GV 4.4.1 Discuss with classmates how laws in a democratic society Special districts establish rule and order and help protect citizens. Opportunity cost Trade off SS GV 4.4.2 Laws are established by government to protect Rights such as: religion, speech, press, petition and assembly. Discuss specific Opportunity cost laws that have been established to provide rights to protect citizens in Ohio and the U.S. SS GV 4.4.3 Laws also assign responsibilities to citizens. Create a list explaining the responsibilities and reasons for certain laws. Include: Paying taxes Serving on juries Obtaining certain licenses SS GV 4.6 SS GV 4.6.1 SS GV 4.6.2 A constitution is a written plan of government. Describe the purpose of a democratic constitution in Ohio and the United States. Describe what a democratic constitution may provide.