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Curriculum Plan

Social Studies – IL 

4th Grade

 

2019 – 2020

 

 

Resource:  Studies Weekly

 

Note:  The following is the key for “Teacher Time.”

B – below grade level

O – on grade level

A – above grade level

Week 1

Geography – G.1.4:  Construct and interpret maps of Illinois and the United States using various media.

 

Studies Weekly – Week 1

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Map Skills B:  Locate basic features on a map or globe (e.g., ocean, land).

 

O:  Identify physical characteristics on a map or globe (e.g., land, water, mountains).

 

A:   Describe different purposes of maps.

 

Use a compass rose to describe relative location

 

Understand that the scale on a map helps users determine true distance.

 

Identify the different features of maps that make them useful for different purposes.

 

Identify possible uses for maps or models (i.e., navigation, weather forecasting).

 

Locate different features on a map (e.g., land, water, and mountains).

 

Recognize that a map or model represents a real place.

 

Engage with different types of maps

 

Using Michigan and U.S. maps, students challenge each other by identifying a starting city and directions for another student to reach a destination. The student reading the map should end up at the correct destination by using the map scale and the cardinal and intermediate directions provided. Students also can describe the relative location of the end point to the starting point.

Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
“Discovering Maps: A Children’s World Atlas” published by Hammond World Atlas Corp.

 

“Maps and Globes” by Jack Knowlton and Harrier Barton
“Me on the Map” by Joan Sweeney and Annette Cable

 

http://www.studiesweekly.com

 

http://www.sheppardsoftware.com

 

www.futureme.com

 

 

 

 

 

 

 

 

 

Week 2

Geography – G.2.4: Analyze how the cultural and environmental characteristics of places in Illinois change over time

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Cultural and Environmental changes B:   Match a tool used to modify the environment that resulted in a positive change (e.g., bulldozer moves dirt to build a park). And recognize diversity

 

in populations (e.g., ethnicity, race, religion, language).

 

O: Identify the results (negative and/or positive) of using tools to modify the environment (e.g., buildings, parking lots, water pipes, railroads, roads, bridges). And describe one way that Ohio’s population has become more diverse over time.

 

A:  Describe the positive and negative consequences of modifying the environment in Ohio.   And recognize that cultural diversity includes the different ways cultures represent themselves through food, music, art and language.

Construct a table or chart identifying various ways in which people have modified the environment of Ohio and the U.S. The charts could include positive and negative consequences associated with each modification.

 

Understand that the consequences of modifying the environment may be positive for some and negative for others.

 

Match the consequences – both positive and negative to a given modification (e.g., roads provide faster transportation but destroy animal habitats)

 

Recognize that modifications to the environment are physical changes to the environment created or caused by human actions.

 

Engage with representations of people modifying the environment using tools (i.e., shoveling, paving, bulldozing).

 

Understand that as the population in Ohio and United States increased, so did the number of cultural groups living in the state and country.

 

Understand that people migrating to Ohio brought unique cultures increasing cultural diversity in the state.

 

Recognize that cultural diversity includes the different ways cultures represent themselves through food, music, art and language.

 

Define diversity as the existence of different characteristics within a group.

 

Use adaptive technologies to engage with examples of multiple languages spoken in Ohio.

 

Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
“All Around Ohio: Regions and Resources” by Marcia Schonberg
“Glaciers” by Roy A. Gallant

 

“First People” by David C. King

 

“Wild Turkey, Tame Turkey” by Dorothy Hinshaw Patent and William Munoz

 

 

http://www.census.gov/topics/population.html

 

http://www.census.gov/

 

http://memory.loc.gov/ammem/index.html

 

http://www.oplin.org/point/

 

http://regions.mrdonn.org

 

http://www.brainpop.com

 

www.scribblemaps.com

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 3

Geography – G.3.4: Describe some of the current movements of goods, people, jobs, or information to, from, or within Illinois, and explain reasons for the movements.

 

Studies Weekly – N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 4

Review and Assess

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
By using class games, review the geography unit.
Assessment of the geography unit.

 

 

 

 

 

 

Week 5

History – H.1.4:  Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

Week 6

History – H.2.4:  Using artifacts and primary sources, investigate how individuals contributed to and the founding and development of Illinois.

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Artifacts, primary and secondary sources can be used to create historical narratives B:   Use personal objects, pictures or drawings of self at different ages to communicate a life story.

 

 

 

 

 

 

 

 

 

Understand that biographers and historians use both primary and secondary sources.

 

Identify a source of information as a primary or secondary source.

 

Identify features of secondary sources (written after the event, author summarizing events, author not present at event, refer to source information, describe primary sources).

 

Identify features of primary sources (author’s perspective using “I”, “we”; created at the time of the event; eyewitness account).

 

Engage with primary sources such as photographs, diary entries, or letters.

 

Engage with a biographical story of a historical figure from Ohio or US history.

 

Engage with representations of a person/character at three different ages (i.e., child, teenager, adult).

 

Create historical narratives within the history strand content.

 

Students use electronic or print resources to research the physical and economic characteristics of the northern, southern and western regions of the United States in the early 1800s. Students search for information on manufacturing, the physical environment, economic development, etc. Students organize the information to complete a regional summary in the form of a chart or narrative for each region. Students can learn about the each of the regions by participating in a gallery walk.

 

Write their own personal history. Students research, organize and evaluate personal photos, documents and other primary and secondary sources to tell their story. Students can use various media to share their stories (e.g., graphic software, poster display, word processor, presentation tools). This same process can be applied to reconstruct historical narratives of events in Ohio and U.S. History.

Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
“Bar Graphs (Making Graphs)” by Vijaya Khisty Bodach

7

“Giraffe Graphs” by Melissa Stewart

 

“How to Write a Great Research Paper” by Book Builders and Beverly Chin

 

“Primary and Secondary Sources (Checkerboard Science Library Straight to the Source)” by John Hamilton

http://teachinghistory.org

 

http://www.ohiohistoryday.org.

 

http://www.loc.gov/teachers/usingprimarysources/guides.html

 

http://sheg.stanford.edu/

 

http://serc.carleton.edu/introgeo/gallerywalk/how.html

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 7

History – H.3.4:  Explain probable causes and effects of events and developments in Illinois history.

 

Resources:  Studies Weekly – weeks ­­­­21

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 8

Review and Assess

 

Resources:  Studies Weekly – weeks ­­­­___

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
By using class games, review the geography and history unit.
Assessment of the geography and history unit.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week ­­­­­­9

Civics: CV.1.4:  Distinguish the responsibilities and powers of government officials at the local, state, and national levels.

 

Studies Weekly – Week 20

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 10

Civics – CV.2.4: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate

 

Studies Weekly – Week 20

 

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Civic participation in a democratic society B:  Identify an example of civic participation (e.g., voting, jury duty, town-hall meetings, etc.).

 

O:  Identify different ways that groups can make decisions (e.g., have a leader, vote, ask an adult).

 

A:  Identify why people might need to compromise

List ways citizens can work within groups to influence their government (i.e., sign a petition, protest, speak at events).

 

Understand that individuals have the right to different opinions and to express their opinions on a topic.

 

Recognize that citizens can influence their government as individuals or through organized groups.

 

Define compromise as reaching a decision with others that is mutually agreeable.

 

Engage in compromise with classmates

 

Use print or electronic resources to identify a state/national concern or issue and investigate the ways in which citizens can participate in and influence their government. Some things they can do now (letter writing, volunteering, communicating with officials) and some will come later (voting).

 

Through visual or performing arts (e.g., collages, posters, songs, role play) have students demonstrate an understanding of the individual rights and responsibilities of citizens in a democratic government.

 

Re-write the First Amendment in their own words or draw pictures explaining the meaning of the First Amendment.

 

Look into an issue that is on the ballot for their home area in the Fall or Spring elections. Then, have them create a chart showing reasons people are opposed to or in favor of the issue. Students can use the information to take a personal position and defend it.

Use a variety of graphs and polls to interpret and analyze data related to a public issue for accuracy and/or bias.

Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
“How the U.S. Government Works” by Sly Sobel

“Branches of Government: Government in Action” by John Hamilton

“The President and the Executive Branch” by Byron Giddens‑White

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 11

Civics – CV.3.4:  Identify core civic virtues (such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives) and democratic principles (such as equality, freedom, liberty, and respect for individual rights) that guide our state and nation

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week ­­­­­­12

Civics – CV.4.4:  Explain how rules and laws change society and how people change rules and laws in Illinois.

 

Studies Weekly – Week 20

 

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Rules and Laws B:  Identify the benefit of a rule for safety (e.g., looking before I cross the street keeps me safe).

 

O:  Identify the purpose of laws (e.g., rights, protection, order).

 

A:   Identify local, state and national laws that assign responsibilities to citizens (e.g., paying taxes, sitting on juries, issuing licenses).

Understand that laws establish rule and order

 

Understand that laws also assign responsibilities (obligations) to citizens like paying taxes, serving on juries and obtaining licenses.

 

Understand a few of the benefits provided to citizens by laws such as providing order in daily life (e.g., traffic laws), protecting property (e.g., outlawing theft), providing public education (e.g., school laws), and protecting rights (e.g., freedom of speech).

 

Understand that the focus is on laws in general, not on distinguishing local from state from national laws.

 

Engage with classroom rules.

Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
“Branches of Government (Government in Action!)” by John Hamilton
“Presidential Elections and Other Cool Facts” by Sly Sobel
“So You Want to be President?” by Judith St. George
“What are the Parts of our Government?” by William David Thomas

 

“How the U.S. Government Works” by Sly Sobel
“Social Studies Activities Kids Can’t Resist: 40 Sensational Activities for the Topics You Teach” by Dee Benscoter and Geri Harris

http://www.oclre.org/

 

http://bensguide.gpo.gov/3-5/lawmaking/index.html

 

http://www.trumanlibrary.org

 

http://bensguide.gpo.gov

 

http://www.sheppardsoftware.com

 

http://www.congressforkids.net

 

http://www.kidsvotingoh.org

 

http://www.cccoe.net

 

http://www.teach-nology.com

http://www.oclre.org/

 

http://www.oclre.org/WeThePeople

 

http://www.ohiohistorycentral.org/index.php

 

 

 

 

 

 

 

 

 

 

 

 

 

Week ­­­­­­13

Review and Assess

 

Resources:  Studies Weekly – weeks ­­­­___

 

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
By using class games, review the geography, history and civics unit.
Assessment of the geography, history and civics unit.

 

 

 

 

 

 

 

 

Week 14

Economics – EC.1.4:  Explain how profits reward and influence sellers.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time Learning Stations Ideas Wrap Up
Profits B:

 

O:

 

A:

Create a short list of inventions that are an important part of your life.

 

Why was Ohio an exciting place to live during the 19th century?

 

What do you think Thomas Edison meant when he said, “I have not failed; I’ve just found 10,000 ways that won’t work”?

 

What is a problem that you can see in your life? What sort of invention do you think might help solve that problem?

 

Think about the inventions you have read about this week. Which invention do you think has been the most important? Explain why you chose the invention you did.

 

Choose any inventor that you have read about this week. Explain the problem and describe the invention

Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
“Brainstorm! The Stories of Twenty American Kid Inventors” by Tom Tucker

 

“Garrett Augustus Morgan: Businessman, Inventor, Good Citizen” by Mary Oluonye

 

“Girls Think of Everything: Stories of Ingenious Inventions by Women” by Catherine Thimmesh

 

“The Inventions of Granville Woods: The Railroad Telegraph System and the ‘Third Rail’ (19th Century American Inventors)” by Holly Cefrey

 

“The Wright Brothers: First in Flight (Sterling Biographies)” by Tara Dixon-Engel and Mike Jackson

 

“Thomas Edison: Inventor With a Lot of Bright Ideas (Getting to Know the World’s Greatest Inventors & Scientists)” by Mike Venezia

 

http://lib.oh.us/famousohioans/inventors/puzzler.html

 

http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSS_LP_S01_BC_L04_I06_01.pdf

 

https://www.youtube.com/watch?v=kN0SVBCJqLs

 

 

 

 

 

 

 

 

 

 

Week 15

Economics – EC.2.4:  Describe how goods and services are produced using human, natural, and capital resources (e.g. tools and machines).

 

Studies Weekly – Week N/A

 

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Production and Exchange of Goods

 

B:   Identify resources needed to make a product or do a job.

 

O:  Organize a division of labor for a given job (e.g., identify job responsibilities of students for cleaning the room at the end of the day).

 

A:  Describe a negative impact of not having a productive resource (e.g., having a citrus orchard and no one to pick the oranges).

Understand that people in Ohio do not have the resources to produce every product they need.

 

Understand that people in Ohio have the resources to produce certain products like corn (agriculture), automobiles (manufacturing), coal (mining a natural resource) etc.

 

Recognize that people are human resources with differing skills and knowledge (i.e., managers, laborers).

 

Given a set of images or representations of resources, group them into natural, human or capital goods.

 

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
“Transcontinental Railroad (True Books)” author John Perritano

 

“The Silk Route: 7000 Miles of History” by John S. Major

 

“Stickmen’s Guide to Aircraft (Stickmen’s Guides to How Everything Works)” author John Farndon

 

“Steamboats: The Story of Lakers, Ferries, and Paddle-Wheelers” author Karl Zimmermann

 

http://www.econedlink.org/lessons/index.php?lid=539&type=educator

 

 

 

 

 

 

Week ­­­­­­16

Economics – EC.3.4:  Analyze how spending choices are influenced by price as well as many other factors (e.g. advertising, peer pressure, options).

 

Studies Weekly – Week N/A

 

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week ­­­­­­17

Economics – EC.4.4:  Explain that income can be saved, spent on good and services, or used to pay taxes.

 

Studies Weekly – weeks ­­­­N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
Income Choices B:   Identify a present consequence of an individual’s choice (e.g., working provides money).

 

O:   Identify a present and future consequence of an individual’s choice (e.g., working provides money).

 

A:  Describe how an individual’s or government’s choice might affect the future (e.g., buy a more expensive

 

Describe a decision-making process that includes consideration of consequences of a choice.

 

Engage with and discuss a story (possibly a fable or fairytale) that includes the main character making a choice with present (short term) and future (long term) consequences.

 

Discuss why you made a certain choice.

 

Define consequence as the result or effect of a choice.

 

Engage in making a choice.

 

Help students understand consequences by having them appropriately match economic choice scenario cards with consequences cards (these can be both positive and negative consequences). Then, have students match economic choice cards with cards that represent present consequences and future consequences.

Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

Week ­­­­­­18

Review and Assess

 

Resources:  Studies Weekly – weeks ­­­­___

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
By using class games, review the geography, history, civics and economics unit.
Assessment of the geography, history, civics and economics unit.

 

 

 

 

 

 

Week 19

Inquiry Skills – IS.1.4:  Develop essential questions and explain the importance of the questions to self and others.

 

Studies Weekly – Week N/A

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.  Also discuss how the workshop went.

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 20

Inquiry Skills – IS.2.3-5:  Create supporting questions to help answer essential questions in an inquiry.

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
World War I:  events of the war B:

 

O:

 

A:

  Allow students share out what they learned today.
       

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 21

Inquiry Skills – IS.3.4:  Determine sources representing multiple points of view that will assist in answering essential questions.

:

Studies Weekly – Week

 

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 22

Inquiry Skills – IS.4.4:  Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
 

 

B:

 

O:

 

A:

   

 

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 23

Inquiry Skills – IS.5.4:  Develop claims using evidence from multiple sources to answer essential questions.

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
 

 

B:

 

O:

 

A:

  Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 24

Inquiry Skills – IS.6.4:  Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources.

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.
Research project Using artifacts and primary sources, investigate how individuals contributed to the founding and development of Illinois. (can be done individually or pairs) Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 25

Inquiry Skills – IS.7.4: Identify a range of local problems and some ways in which people are trying to address these problems.

 

Studies Weekly – Week

Mini Lesson Teacher Time Learning Stations Ideas Wrap Up
  Using artifacts and primary sources, investigate how individuals contributed to the founding and development of Illinois. (can be done individually or pairs) Allow students share out what they learned today.

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 26

Inquiry Skills – IS.8.4:  Use listening, consensus building, and voting procedures to decide on and take action in their classroom and school.

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
  B:

 

O:

 

A:

  Allow students share out what they learned today.  .

 

 

 

 

 

 

 

 

 

 

Resource Books Resource Websites
 

 

 

 

 

 

 

 

 

 

 

 

Week 27

Review and Assess

 

Studies Weekly – Week

Mini Lesson Teacher Time * Learning Stations Ideas * Wrap Up
By using class games, review the geography, history, civics, economics and inquiry skills unit.
Assessment of the geography, history, civics, economics and inquiry skills  unit.