Subject: Social Studies Greeneville City Schools Curriculum Map Grade Level: 4

Strands

/ Aug. / Sept. / Oct. / Nov. / Dec. / Jan. / Feb. / Mar. / Apr. / May
History
/ Migration of Native Americans from Asia to North America / *Native Americans (Northwest Coast, Southwest, Plains, Eastern Woodlands, Aztec, Mayan, and Incas)
(1) Identify Native American groups in TN (Cherokee, Creek, Chickasaw, & Shawnee)
(1) Identify TN Native American leaders Sequoia & Nancy Ward
(2) Trail of Tears / *Describe immediate and long-term impact of Columbus’s voyages on Native Americans and colonization.
*Reasons for European exploration in Western Hemisphere (Spanish, French, English, Vikings, Portuguese)
*Identify explorers of TN and their accomplishments (Desoto) / (2) Determine the reasons for colonial settlement (economic, religious, and individual freedom)
*Understand the role of religion in the English Colonies
*Detail the growth and change in the European colonies during the first 200 years (especially New England and Virginia) / (2) Describe free and indentured (servants) immigrants.
*Explain political, economic, and social impact of slave trade
(2) Describe how slavery caused political and economic tensions between people’s beliefs / (2) Events leading to American Revolution War (taxation, judicial process, lack of representation, quartering of soldiers)
(3) Understand individuals contrasting views / (1) Recognize how groups work together to accomplish goals and bring about change (Patriots, Loyalists, and Pacificists)
*Important battles of Amer. Rev. War
*Summarize results of Amer. Rev.
(3) Compare life before and after the Amer. Rev. (i.e. education, family size, transportation, politics) / (1) Founding of TN/ State of Franklin
Frontiersmen
Daniel Boone
Davy Crockett
(2) Determine hardships of early TN settlers (security, isolated communities, etc.)
(2) Accomplishments of John Sevier and William Blount to TN history
(1) Identify major TN political leaders Andrew Jackson, Sam Houston, James Polk, / *Reasons for Western Expansion
(Maps, timelines, contributions of early pioneers, impact of railroads, etc.)
(2) Influence of Lewis and Clark expedition on Westward Expansion
(3) Analyze how the Louisiana Purchase influences the growth of the U.S. / Significance of War of 1812
Industrial Revolution
Understand the impact of territorial expansion on Native Americans
Culture / (1) Describe culture of Native American tribes (customs, celebrations, and traditions) / (2) Examine how Native American culture changed as a result of contact with European cultures (decreased pop. spread of disease, increase conflict, loss of territory, increase of trade)
*Identify different cultural regions on a map identifying religion, ethnicity, and language (Spanish, French, Portuguese)
(3) Identify reasons for the establishment of Spanish missions / (1) Identify cultural groups of North America in 17thCentury (Puritans, Quakers, French, Spanish)
*Explain how European settlers created a new culture (how they handled physical environments and social conditions) / *Summarize contributions of people of various racial, ethnic, and religious groups in the development of early TN
(2) Identify racial and ethnic groups in TN at the founding of statehood (Cherokee, Shawnee, English, Scottish, French, Americans pioneers)
Economics
/ (2) Barter System: How Native Americans met basic and economic needs / (1) Concept of supply and demand
*Identify economic motivations of European exploration and colonization / *Economic motivations for European settlement especially in 13 colonies
*How colonists made a living
(2) Identify major industries of Colonial America using a map of the 13 colonies / (1) Concept of supply and demand,cont.
*Explain the economic patterns of early European colonial government and their relationship with foreign governments / * Evaluate the effects of supply and demand on business, industry, and agriculture between England and 13 colonies / (2) Money system
(3) Analyze impact of European exploration and colonization on the economy of TN / (2) Agriculture products of TN (cotton, tobacco, soybeans, rice, corn, cattle, wheat, swine, sheep)
*Effects of supply and demand on business, industry, and agriculture in TN
Geography / (1) Identify and use key geographical features on maps (mts., river, plains, valleys, forests)
(2) Determine how physical processes shape the US’s features (erosion, volcanoes, plate tectonics, flooding)
*Identify continents & oceans on a map.
*Physical and Political maps
*Land bridge; Beringia,
Bering Strait / Identify Native American Regions on a map: Northwest Coast, Southwest, Plains, Eastern Woodlands, Mayas, and Aztecs / (1) Identify routes of explorers of the Americas on a map (Columbus, DeSoto, Balboa, Pizarro)
(3) Latitude/Longitude
*Cardinal/Intermediate directions & time zones / (2) Recognize reasons settlements are founded on major river systems (transportation, food, and communication)
(2) Recognize major river systems and how they affected early settlements (Miss. Mystic, Charles, Hudson)
*Locate major countries associated with early American settlement / (3) Determine how density distribution and growth rate affected US Settlements patterns
(3) Identify cause and effect relationship between population distributions and environmental issues (water supply, air quality, solid waste) in colonies / *Explain how patterns of migration affected the development of TN / *Different regions of TN
*Maps and charts showing Western Expansion
Governance & Civics / Virtue:
Kindness/Courtesy / Virtue: Kindness/ Courtesy
Explain how Native Americans governed their communities
Iroquois League / Virtue: Fairness/ Justice / Virtue: Honesty
(2) Examine how the Mayflower Compact is a symbol of the 1st form of US government
*Compare the systems of government of early European colonies (ex. House of Burgess) / Virtue: Self-Discipline / Virtue: Respect
(3) Discuss contrasting views on taxes / Virtue: Responsibility
Articles of Confederation
(why it failed)
*Identify the purposes and explain the importance of the Declaration of Independence / Virtue: Courage
(2) Purpose of Constitution ( no single currency, no judicial branch, no enforcement of laws, unequal representation by states)
(2) Identify the rights outlined by the Bill of Rights (Amendments 1,5,6, & 8)
(3) Chart showing checks and balances of different branches of government
*Rights and responsibilities of citizens (voting, etc.) / Virtue; Perseverance
Identify the importance of the creation of TN’s colonial government and constitution / Virtue: Self-respect
Sing/recite “The Star Spangled Banner”
Related
Literature
/ “The Wolf and the Boy”
“The Spider, the Cave, and the
Pottery Bowl”

“Sequoia”

“Children of Clay”
“Creation of a California Tribe”
Weekly Reader (used throughout the year) / Grandfather’s Maidu
Indian Tales
Legend of the Bluebonnet

Kaya

Come to a Pow Wow
If You Lived with the Cherokees / Race for the North Pole
Josephina Learns a Lesson
Aztec Adventure

Pedro’s Journal

/ If You Lived In Colonial America / \\ / “My Name is Tolliver, Sir”
“Paul Revere’s Big Ride”
“Out of the Blue”
Kids Discover George Washington / If You Lived During the American Revolution
America’s Funny but True History 1750s-1790s Revolting
Revolutionaries
Give Me Liberty /

Liberty

…If You were There when They Signed the Constition
How the U.S. Government Works / “Davy Crockett”
Sarah Plain and Tall
“Addie in Charge”
“Little House on the Prairie”
Kirsten Learns a Lesson
“Train to Somewhere” / “Wagon Wheels”
“The Swimming Hole”
A Prairie Home
Nellie Cashman, Frontier Angel
The Good Ole Days
America’s Funny but True History 1800-1850 Westward, Ha-Ha!
Field Studies / *Mark Finchum: culture and traditions of Cherokee Indians
*Ron Wankel: Early Native American artifacts
*Cherokee Indian Village and Museum; Cherokee, NC / Play: Let George Do It
Technology / Web page on Native American tribe / Research on Colonial trade / PBS videos
Liberty’s Kids
Revolutionary War
Assessment / The following assessments are used throughout the year:
*Chapter Reviews
*Timelines
*Note taking using thinking maps
*Map skills
*Chapter teacher made tests
*Vocabulary
*Cause/effect relationships / Chapter 1&2 test (teacher made)
Map skills test
*Locate and label continents and oceans on a map
*Locate and label Native American cultural regions on a map
*Using thinking maps write a paragraph in first person describing an Indian tribe / Combination of book and teacher made tests, which included timelines, map skills, and vocabulary, etc.
An “open note” test to assess students’ ability to search and find information from their thinking map notes to answer questions / Combination of book and teacher made tests / Combination of book and teacher made tests / Combination of book and teacher made tests
Shadow box presentation of a Colonial trade which includes research, visual, and oral presentation, (used a rubric to evaluate)
Map skills test
*Locate and label a map of the 13 colonies / Combination of book and teacher made tests / Combination of book and teacher made tests / Combination of book and teacher made tests / Combination of book and teacher made tests