Troup County School System
Social Studies Curriculum Map
Fourth Grade – Second Quarter
The underlined standard/element links to examples of formative assessment.
Colonization / American Revolution / Begin A New NationGMAS Content Weights: History - 50%, Geography – 15%, Government/Civics – 20%, Economics – 15%
Informational Process Skills:
3. identify issues and/or problems and alternative solutions
5. identify main idea, detail, sequence of events, and cause and effect in a social studies context
6. identify and uses primary and secondary sources
7. interpret timelines
12. analyze graphs and diagrams
17. interpret political cartoons / Map Skills:
6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps
7. use a map to explain impact of geography on historical and current events
8. draw conclusions and make generalizations based on information from maps
10. use graphic scales to determine distances on a map
11. 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
12. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations
Pacing:
Colonization – about 15 days, American Revolution – about 20 days, A New Nation: Articles of Confederation – about 5 days, Review – about 5 days
Unit 1 - Colonization (about 15 days)
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4H3 The student will explain the factors that shaped British colonial America.
Location
a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies. / SS4H3.a:
· Similarities and differences in life in the New England, Mid-Atlantic, and Southern colonies.
o Geography
o Economics
o Social / Essential Questions:
SS4H3.a:
· What were some similarities and differences between the 3 colonial regions? / SS4H3.a:
· Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies (DOK 2). / SS4H3
Activating Strategies:
· Colonial America Activators
· 13 Colonies Review Video (3:31)
Instructional Tools:
· Colonial Regions PowerPoint
· 13 Colonies PowerPoint Review
· Discovery Education:
o Colonial Life – video (3:21)
· Colonial America Test
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans. / SS4H3.b:
· What colonial life was like in America as experienced by various people. / SS4H3.b:
· In the colonies, how was life different for various groups of people? / SS4H3.b:
· Describe the roles of various groups of people in colonial times (DOK 1). / Activity Sheets:
· Colonial America Scavenger Hunt
· Colonial America Study Guide
o Study Guide KEY
· Colonial Life Notes
· Colonial Regions Unit Activities (pages 5 – 11 only)
· 13 Colonies Map Activity
Websites:
· Fourth Grade Livebinder:
o Colonial Challenge
o Build a Village in New England
· Colonial Life
· American Colonization Game 1
· American Colonization Game 2
· Colonial Trades and Artisans Game
· Colonial America Overview
· People of the Colonies
· Colonial Times
· Overview of Colonial America
· Colonial Life for Kids
· Mission US Video Game - Colonist
· Mission US Video Game - Slave
SS4G2.c
SS4G2 The student will describe how physical systems affect human systems.
Location
c. Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities practiced therein. / SS4G2.c:
· How the geography of a region affected the way people made a living in that region / SS4G2.c:
· How did the geography and climate impact life in the 3 colonial regions? / SS4G2.c:
· Explain why the physical geography of the colonies helped determine what economic activities were practiced in each region (DOK 3). / SS4G2
Instructional Tools
· G2.c Sample Assessment Items
Click here for other lessons and resources
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
Individuals, Groups, Institutions
b. Explain how price incentives affect people’s behavior and choices (such as colonial decisions about what crops to grow and products to produce).
c. Describe how specialization improves standards of living (such as how trade between the colonies and England improved their economics).
d. Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America).
(Note: Explaining how money is used to purchase goods and services was taught in Kindergarten. In 2nd grade, students explained how using money made trade easier than barter. New learning is to explain how price incentives affect behavior, how voluntary exchange helps buyers and sellers, and to describe how specialization improves standards of living.) / SS4E1.b:
· How price incentives affected colonial decisions about crops and products.
SS4E1.c:
· How specialization improved the standard of living in the colonies.
· How trade with England improved the economy of each region.
SS4E1.d:
· How voluntary exchange helped buyers and sellers in colonial times. / SS4E1.b:
· How did price incentives affect colonists’ decisions on growing crops and producing certain products?
SS4E1.c:
· What were the areas of specialization in each colonial region? How did specialization improve the standard of living?
SS4E1.d:
How did voluntary exchange (trade) help the colonists prosper? / SS4E1.b:
· Explain how price incentives affect decisions made by colonists about what crops to grow and products to produce (DOK 2).
SS4E1.c:
· Describe how specialization improves standards of living (DOK 2).
SS4E1.d:
· Explain how voluntary exchange helped both buyers and sellers in colonial times (DOK 2). / SS4E1
Instructional Tools:
o Economic Understandings PowerPoint
o Georgia Experience Chapter 23
Click here for other lessons and resources
Unit 2 - American Revolution (about 20 days)
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4H4 The student will explain the causes, events, and results of the American Revolution.
Conflict and Change
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.
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. / SS4H4.a:
· Events that shaped the revolutionary movement in America.
SS4H4.d:
· Key individuals in the American Revolution. / Essential Questions:
SS4H4.a:
· What events led to the revolutionary movement in America?
· How did British taxation shape the revolutionary movement among the colonists?
SS4H4.d:
· Who were the important individuals and decision makers of the American Revolution? / SS4H4.a:
· Explain the results of the French and Indian War and how they contributed to the revolutionary movement in America.
· Explain why British taxation caused the revolutionary movement in America.
· Describe the sequence of events leading up to the American Revolution (DOK 3).
SS4H4.d:
· Describe Key individuals in the American Revolution (DOK 1). / SS4H4
Activating Strategies:
· American Revolution Activators
· H4.a Activator
Instructional Tools:
· American Revolution Historical Figures PowerPoint
· The American Revolution PowerPoint
· Declaration of Independence PowerPoint
· Geography Counts PowerPoint
· Declaring Independence FlipChart
· American Revolution Test 1
· American Revolution Test 2
· Discovery Education Videos Resource List
· Georgia Experience Chapter 4
· Events Leading to the American Revolution Poster
· American Revolution Poster
Activity Sheets:
· French and Indian War Graphic Organizer
· American Revolution Timeline
· American Revolution Battle Diagnostic Outline
o Battle Diagnostic KEY
· American Revolution Test 1 Study Guide
o Test 1 Study Guide KEY
· American Revolution Test 2 Study Guide
o Test 2 Study Guide KEY
· American Fight For Freedom Scavenger Hunt
SS4H4.c:
c. Describe the major events of the Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.
(Note: In 3rd grade, students discussed how Paul Revere expanded rights and freedoms and worked for independence.) / SS4H4.c:
· Major events of the Revolution: Battles of Lexington and Concord, Saratoga, and Yorktown.
· Factors leading to American victory and British defeat. / SS4H4.c:
· What is significant about each of the major battles in the American Revolution? / SS4H4.c:
· Describethe major events of the Revolution (DOK 1).
· Explain the factors leading to American victory and British defeat in these battles (DOK 2). / Websites:
· Fourth Grade Livebinder:
o American Revolution Battle Tactics
o Road to Revolution
o Name the Founding Father
· American Revolution for Kids
· Battle of the American Revolution
· Mission US Video Game - Colonist
· Vocabulary Game
· American Revolution Interactive Games
SS4CG1 The student will describe the meaning of
a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness). / SS4CG1.a:
Natural Rights (the right to life, liberty, and the pursuit of happiness). / SS4CG1.a:
· What are the natural rights described in the Declaration of Independence?
· What do the natural rights described in the Declaration of Independence guarantee every American citizen? / SS4CG1.a:
Explain what the natural rights described in the Declaration of Independence are and what they mean (DOK 2). / SS4CG1
Instructional Tools:
· Declaration of Independence PowerPoint (H4)
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness). / SS4CG5:
Positive character traits of key historic figures in the American Revolution. / SS4CG5:
· What were the positive character traits of the leaders in the American Revolution? / SS4CG5
· Identify the positive character traits of key historic figures in the American Revolution (DOK 2). / SS4CG5
Instructional Tools
· American Revolution Historical Figures PowerPoint (H4)
SS4G2 The student will describe how physical systems affect human systems.
Location
d. Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c). / SS4G2.d:
How the Americans and British used physical geography to their benefit in battles / SS4G2.d:
How did physical geography aid each side during the war? / SS4G2.d:
Explain how the American and British forces used physical geography to their benefit in battles. / SS4G2
Instructional Tools
Geography Counts PowerPoint (H4)
Unit 3 - A New Nation – Articles of Confederation (about 5 days)
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO DO / System Resources
SS4H5 The student will analyze the challenges faced by the new nation.
Conflict and Change
a. Identify the weaknesses of the government established by the Articles of Confederation.
Conflict and Change
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
e. Describe how trade promotes economic activity (such as how trade between the colonies and England improved their economics). / SS4H5.a:
Weaknesses of the government established by the Articles of Confederation.
SS4E1.e:
How trade promotes economic activity, with emphasis on how trade between England and the colonies improved their economics / SS4H5.a:
What weaknesses caused the Articles of Confederation to fail?
SS4E1.e:
How were trade activities different under the Articles of Confederation and the Constitution? / SS4H5.a:
Identify the weaknesses of the government as established by the Articles of Confederation (DOK 2).
SS4E1.e:
Describe how trade between the colonies and England improved their economy (DOK 2). / SS4H5.a
Activating Strategies:
· Articles of Confederation Activators
Instructional Tools:
· Articles of Confederation PowerPoint
· Weaknesses of the Articles of Confederation PowerPoint
· Articles of Confederation Quiz
· Articles of Confederation Test
· Discovery Education – The American Revolution and the Articles of Confederation (2:45)
· Georgia Experience Chapter 8
Activity Sheets:
· Articles of Confederation Scavenger Hunt
· Articles of Confederation Test Study Guide
o Study Guide KEY
SS4E1.e
Instructional Tools:
· Georgia Experience Chapter 24 – Trade With Me, A Win-Win Situation!
Click here for other lessons and resources
Quarter 1 Review Resources
· Quarter 2 GMAS Review FlipChart
· Quarter 2 Sample Assessment Items FlipChart
· Quarter 2 Review Questions
6
Troup County Schools 2016 - 2017
4th Grade Social Studies Map
Second Quarter