Social Studies: Grade 4 Version: CPS08-09

Scholastic Area that Course Is Active In: Social Studies

Strand: Historical Understandings

SS4H2: European Exploration in North America
The student will describe European exploration in North America.
Element: SS4H2.a
Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.
Element: SS4H2.b
Describe examples of cooperation and conflict between Europeans and Native Americans.

SS4H4: The American Revolution
The student will explain the causes, events, and results of the American Revolution.
Element: SS4H4.a
Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan "no taxation without representation," the activities of the Sons of Liberty, and the Boston Tea Party.
Element: SS4H4.b
Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.
Element: SS4H4.d
Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.
Element: SS4H4.c
Describe the major events of the American Revolution and explain the factors leading to the Battles of Lexington and Concord, Saratoga, and Yorktown.

SS4H3: British Colonial America
The student will explain the factors that shaped British colonial America.
Element: SS4H3.a
Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.
Element: SS4H3.b
Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.

SS4H1: Native American Cultures in North America
The student will describe how early Native American cultures developed in North America.
Element: SS4H1.a
Locate where the Native American settled with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole).
Element: SS4H1.b
Describe how the Native American used their environment to obtain food, clothing, and shelter.

SS4H5: Challenges of the Early United States
The student will analyze the challenges faced by the new nation.
Element: SS4H5.a
Identify the weaknesses of the government established by the Articles of Confederation.
Element: SS4H5.b
Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.
Element: SS4H5.c
Identify the three branches of the U.S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states.
Element: SS4H5.d
Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.
Element: SS4H5.e
Describe the causes and events of the War of 1812; include burning of the Capitol and the White House.

SS4H6: Westward Expansion
The student will explain westward expansion of America between 1801 and 1861.
Element: SS4H6.a
Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns.)
Element: SS4H6.b
Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.
Element: SS4H6c
Describe the impact of westward expansion on Native Americans.

SS4H7: Abolitionist and Suffrage Movements
The student will examine the main ideas of the abolitionist and suffrage movements.
Element: SS4H7a
Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.
Element: SS4H7b
Explain the significance of Sojourner Truth to the abolitionist and suffrage movements.

Strand: Geographic Understandings

SS4G1: Physical & Human U.S. Features
The student will be able to locate important physical and man-made features in the United States.
Element: SS4G1.a
Locate major physical features of the United States; include the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes.
Element: SS4G1.b
Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal.

SS4G2: Physical Systems Affect Human Systems
The student will describe how physical systems affect human systems.
Element: SS4G2.a
Explain why each of the native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not.
Element: SS4G2.b
Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.
Element: SS4G2.d
Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c).
Element: SS4G2.e
Describe physical barriers that hindered and physical gateways that benefitted territorial expansion from 1801 to 1861 (SS4H6a).
Element: SS4G2.c
Explain how the physical geography of the New England, Mid-Atlantic, and Southern Colonies helped determine economic activities practiced therein.

Strand: Government/Civics Understandings

SS4CG1: Declaration of Independence, Constitution, and Our Federal Government
The student will describe the meaning of our founding documents and federal system of government.
Element: SS4CG1.a
Describe the meaning of natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness.)
Element: SS4CG1.b
Describe "We the people" from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.
Element: SS4CG1.c
Describe the meaning of the federal system of government in the U.S.

SS4CG5: Character Traits of Historic Figures
The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness.)

SS4CG3: Functions of Government
The student will describe the functions of government.
Element: SS4CG3.a
Explain the process for making and enforcing laws.
Element: SS4CG3.b
Explain managing conflicts and protecting rights.
Element: SS4CG3.c
Describe providing for the defense of the nation.
Element: SS4CG3.d
Explain limiting the power of people in authority.
Element: SS4CG3.e
Explain the fiscal responsibility of government.

SS4CG2: The First Amendment
The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U.S. Constitution.

SS4CG4: Shared Democrative Beliefs and Principles
The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.
Element: SS4CG4.a
Explain the necessity of respecting the rights of others and promoting the common good.
Element: SS4CG4.b
Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democrative society to participate in public (civic) life (staying informed, voting, volunteering, communicating with public officials).

Strand: Economic Understandings

SS4E1: Basic Economic Concepts
The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
Element: SS4E1.b
Explain how price incentives affect people's behavior and choices (such as colonial decisions about what crops to grow and products to produce.)
Element: SS4E1.d
Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America.)
Element: SS4E1.a
Describe opportunity costs and their relationship to decision-making across time (such as decisions to send expeditions to North and South America.)
Element: SS4E1.c
Describe how specialization improves standards of living (such as the differences in the economies in the New England, Mid-Atlantic, and Southern colonies.)
Element: SS4E1.e
Describe how trade promotes economic activity (such as how trade between the colonies and England affected their economies.)
Element: SS4E1.f
Give examples of technological advancements and their impact on business productivity during the development of the United States (such as the steamboat, the steam locomotive, and the telegraph).

SS4E2: Personal Budgeting
The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.

Strand: Map and Globe Skills

SS4MG1: Map & Globe Skills
The student will use maps to retrieve social studies information.
Element: SS4MG1.a
Use cardinal directions.
Element: SS4MG1.b
Use intermediate directions.
Element: SS4MG1.c
Use a letter/number grid system to determine location.
Element: SS4MG1.d
Compare and contrast the categories of natural, cultural, and political features found on maps.
Element: SS4MG1.e
Use inch to inch map scale to determine distance on map.
Element: SS4MG1.f
Use map key/legend to acquire information from historical, physical, political, resource, product and economic maps.
Element: SS4MG1.g
Use a map to explain impact of geography on historical and current events.
Element: SS4MG1.h
Draw conclusions and make generalizations based on information from maps.
Element: SS4MG1.i
Use latitude and longitude to determine location.
Element: SS4MG1.j
Use graphic scales to determine distances on a map.
Element: SS4MG1.k
Compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities.
Element: SS4MG1.l
Compare maps with data sets (charts, tables, graphs) and/or readings to draw conclusions and make generalizations.

Strand: Information Processing Skills

SS4IP1: Information Processing Skills
The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions.
Element: SS4IP1.a
Compare similarities and differences.
Element: SS4IP1.b
Organize items chronologically.
Element: SS4IP1.c
Identify issues and/or problems and alternative solutions.
Element: SS4IP1.d
Distinguish between fact and opinion.
Element: SS4IP1.e
Identify main idea, detail, sequence of events, and cause and effect in a social studies context.
Element: SS4IP1.f
Identify and use primary and secondary sources.
Element: SS4IP1.g
Interpret timelines.
Element: SS4IP1.h
Identify social studies reference resources to use for a specific purpose.
Element: SS4IP1.i
Construct charts and tables.
Element: SS4IP1.j
Analyze artifacts.
Element: SS4IP1.k
Draw conclusions and make generalizations.
Element: SS4IP1.l
Analyze graphs and diagrams.
Element: SS4IP1.m
Translate dates into centuries, eras, or ages.
Element: SS4IP1.n
Formulate appropriate research questions.
Element: SS4IP1.o
Determine adequacy and/or relevancy of information.
Element: SS4IP1.p
Check for consistency of information.
Element: SS4IP1.q
Interpret political cartoons.

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