Curriculum Plan
Social Studies-MN
4th Grade
2019 – 2020
Resource: Studies Weekly
Week 1
Geography – 4.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in the United States, and also Canada or Mexico; incorporate the “TODALS” map basics, as well as points, lines and colored areas to display spatial information.
Geography – 4.3.1.1.2 Use latitude and longitude on maps and globes to locate places in the United States, and also Canada or Mexico.
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.
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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. Write a good paragraph about different kinds of maps. Why do we need different kinds of maps? What do different kinds of maps show us? Write a good paragraph about either the hemispheres of the Earth or the International Date Line. Use LOTS of details from your newspaper. |
Allow students share out what they learned today. |
| Resource Books | Resource Links |
| “Charting the World: Geography and Maps From Cave Painting to GPS” by Richard Panchyk “Ferdinand Magellan: Circumnavigating the World” by Katharine Bailey “The Discovery of the Americas: From Prehistory Through the Age of Columbus” by Betsy and Giulio Maestro “Exploration and Conquest: The Americas After Columbus 1500-1620” by Betsy and Giulio Maestro “Where Am I?: The Story of Maps and Navigation” by A. G. Smith “Discovering Maps: A Children’s World Atlas” published by Hammond World Atlas Corp.
“Maps and Globes” by Jack Knowlton and Harrier Barton |
http://www.studiesweekly.com
http://www.sheppardsoftware.com
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Week 2
Geography – 4.3.1.2.1 Choose the most appropriate data from maps, charts, and graphs in an atlas to answer specific questions about geographic issues in the United States, and also Canada or Mexico.
Geography – 4.3.1.2.2 Use photographs or satellite-produced images to interpret spatial information about the United States, and also Canada or Mexico.
Geography – 4.3.2.3.1 Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Interpret data from maps, charts, graphs, photos and physical and human characteristics | B:
O:
A: |
Check out “Mexico & Central America: A Fiesta of Cultures, Crafts, and Activities for Ages 8-12” by Mary Turck for cross-curricular ideas. Have students examine the traditional art forms that are found in these regions. Assign students a region or an art form to research. Students could choose a painting or sculpture to recreate.
Choose one of the regions of Canada or Latin America and create a tri-fold travel brochure. You many need to do some additional research. What is great about this region? Why would people want to travel here? What are some important areas to see? Don’t forget about food and lodging!
Assign each student one of the regions in this week’s magazine. They should learn more about an aspect of that region (geography, climate, economy, traditions or history) and write a brief report on what they discovered.
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Allow students share out what they learned today. |
| Resource Books | Resource Links |
| “35 Best Books for Teaching U.S. Regions: Using Fiction to Help Students Explore the Geography, History, and Cultures of the Seven U.S. Regions-and Link Literature to Social Studies” by Toni Buzzeo and Jane Kurtz
“Discover the Amazon: The World’s Largest Rainforest” by Lauri Berkenkamp “Building the Great Pyramid” by Kevin Jackson |
Weeks 3 – 6
Geography – 4.3.2.4.1 Name and locate states and territories, major cities and state capitals in the United States.
Geography – 4.3.2.4.2 Name and locate countries neighboring the United States and their major cities.
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 Links |
Week 7
Geography – 4.3.3.5.1 Use data to analyze and explain the changing distribution of population in the United States and Canada over the last century.
Geography – 4.3.3.6.1 Explain how geographic factors affect population distribution and the growth of cities in the United States and Canada.
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 Links |
Week 8
Geography – 4.3.4.9.1 Explain how humans adapt to and/or modify the physical environment and how they are in turn affected by these adaptations and modifications.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Modification of the environment | 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.
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Allow students share out what they learned today. |
| Resource Books | Resource Links |
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“First People” by David C. King
“Wild Turkey, Tame Turkey” by Dorothy Hinshaw Patent and William Munoz
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http://www.census.gov/topics/population.html
http://memory.loc.gov/ammem/index.html
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Week 9
Geography – 4.3.4.10.1 Describe how the location of resources and the distribution of people and their various economic activities has created different regions in the United States and Canada.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
| Resources, people and region formation | B: Match economies to regions of the United States in the 1800s (e.g., North— Manufacturing economy, South— Plantation economy, West— raw material economy).
O: Identify Ohio as part of the Western region and name one characteristic of Ohio’s economy in the 1800s (e.g., timber, rich farmland, minerals).
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Identify distinctive characteristics of each region by creating a tri-fold or poster and presenting this information during a classroom gallery walk. Have the class come back together to analyze similarities and differences within the regions.
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.
Students identify distinctive characteristics of each region by creating a tri-fold or poster and presenting this information during a classroom gallery walk. Have the class come back together to analyze similarities and differences within the regions.
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.
Prepare a poster board or large sheet of paper with a T-chart. Label one side of the T-chart “Ohio” and the other side “USA.” Provide students with similar charts. Read the first two paragraphs of the cover article with students. Guide students through the activity described in the second paragraph. If possible, project a map of Ohio with your town/city highlighted. Bring the class to an agreement on what region they should record on their charts. Continue to read the article, pausing to discuss the addition of landforms, vegetation and population. You may want to research local, state and national populations prior to the lesson
Write a good paragraph about how climate affects businesses and the industries in a region. Use details from Studies Weekly and do some additional research to help you make the information correct and complete. Check your spelling, grammar and punctuation.
In small groups, have students trace all of the productive resources needed to produce a good or service. You may assign each group a good or service or allow them to choose one on their own. Ask them to make a poster that shows what they learned and share it with the class. This will require extra research in the library or on the Internet. |
Allow students share out what they learned today. . |
| Resource Books | Resource Links |
Week 10
Geography – 4.3.4.10.2 Analyze the impact of geographic factors on the development of modern agricultural regions in Minnesota and the United States.
Studies Weekly – Weeks 16 and 17
| Teacher Time | Learning Stations Ideas | Wrap Up | |
| Agriculture, industry and natural resources | B: Identify natural resources in Minnesota (e.g., soil, water, coal, oil).
O: Sort items from Minnesota into groups (e.g., agriculture, industry, natural resources).
A: Describe how one natural resource from Minnesota benefits other states |
Three-fourths of the working population hold jobs in the service industry. Who in your family works in the service industry? What are the pros and cons of working in such a job? Write a paragraph about your ideas.
Use maps to locate natural resources in areas of the world. Students could be grouped by region or by resource.
Create an illustration using single words, pictures and diagrams to show you understand the main concepts of imports, exports and international trade.
Define industry as the process of converting raw materials into consumer products.
Define agriculture as the process of growing crops and raising livestock for profit.
Recognize land, trees, minerals and water as some of Ohio’s natural resources.
Using a map of the United States, locate Ohio as being in a central location with access to waterways (e.g., Lake Erie, Ohio River).
Engage with images of Ohio agriculture, industry and nature
Which of Ohio’s industries do you think would be the most fun to be involved in? Use details from this week’s issue of Studies Weekly as part of your response.
Look on the Internet, check the ads in newspapers and ask your parents about the different industries in your area. Write a good paragraph about one of those industries. Tell what is made, where the industry is located and how that industry impacts your life and the lives of others in your community. |
Allow students share out what they learned today. |
| Resource Books | Resource Links |
Week 11
Review and Assessment
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Through class games, review the geography unit. | |||
| Assessment of the geography unit | |||
Week 12 – 13
History – 4.4.1.2.1 Use maps to compare and contrast a particular region in the United States, and also Canada or Mexico, at different points in time.
History – 4.4.2.4.1 Identify and locate on a map or globe the origins of peoples in the local community and state; create a timeline of when different groups arrived; describe why and how they came.
Studies Weekly – Weeks 10, 11, and 12
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Time Lines
Teacher posts a timeline that can remain in the classroom all year long. As people and events are studied, students add information, such as images, primary sources, annotations and other resources to the timeline. |
B: Identify on a timeline one activity/event that occurred before or after another given activity/event.
O: Identify three events and the order they occurred in using a timeline.
A: Using a timeline showing years, sequence a series of events in Ohio history
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Discuss how events happen in order using a classroom schedule or daily routine (using terms like first, next, last).
Engage with representations of a person/character at three different ages (i.e., child, teenager, adult).
Construct timelines ordering significant events in Ohio and United States history. The timelines could be based on themes like transportation, industrialization, etc.
Think about the following jobs: astronomers, authors or travel agents. Which one of these jobs do you think would find timelines to be the most helpful? Explain why you chose the job you did.
Pretend you have just met someone who has never seen or used a timeline before. Explain to them what a timeline is and how timelines can be used. Remember to use proper spelling and grammar in your response. Pick a section of the timeline and illustrate it with pictures of the events. Or, research the art being made during a period of time and create an “art timeline.”
With a partner, write a dialogue between two visitors from the future. What would they say about the timeline?
Play students the Billy Joel song “We Didn’t Start the Fire,” and have pairs or small groups create their own songs about events on the timeline.
Make a timeline of important events in your community or your family.
Maple leaf art: with permission from the tree owner, create art with maple leaves (rubbings, outlines, drawings, etc.). Challenge: use the leaves to illustrate Canadian history.
Have students research Canadian artists and present their findings to the class.
Assign students a Canadian province or territory to research. What makes this area unique? Have students write a haiku or other brief poem about the province.
have students prepare for a trip to the Yukon to search for gold. Students should analyze the supply list and determine what they will bring on their trip. Or have them create a new gold-mine town. What businesses are needed? What will each person’s role be?
“Mexico: 40 Activities to Experience Mexico Past & Present” by Susan Milord.
Have students do more research on NAFTA. Set up trading systems between three groups of students (representing Mexico, Canada and the U.S.) based on trading practices and laws before and after NAFTA. Students can share information they learned on a chart or in paragraph form. Use a map of Mexico and mark the location of events on the timeline.
Use an elevation map to mark the climate zones of North America. Divide students into groups (one for Canada/Alaska, continental United States and Mexico). |
Allow students share out what they learned today. |
| Resource Books | Resource Links |
| “Timeline of the Colonial World” by Charlie Samuels
“The Articles of Confederation” by Renee C. Rebman “Kidpreneurs: Young Entrepreneurs With Big Ideas!” by Adam Toren “Alexander G. Bell” Graphic Biography by Saddleback Educational Publishing ‘Universal Declaration of Human Rights” by the United Nations “Desert Tortoises” by Sophie Lockwood “The Kids Book of Canadian History” by Carlotta Hacker “Yukon Gold: The Story of the Klondike Gold Rush” by Charlotte Jones “Finance For Kidz: Starting A Business” by Prakash L. Dheeriya “The Microscope” by Christine Petersen “Hernando Cortes: Spanish Invader of Mexico” by John Paul Zronik “Viva Mexico! The Story of Benito Juarez and Cinco De Mayo” by Argentina Palacios “The Monroe Doctrine” by Michael Burgan“Illustrated Timeline of U.S. States” (Visual Timelines in History) by Patricia Louise Wooster
“Illustrated Timeline of Space Exploration” (Visual Timelines in History) by Patricia Louise Wooster
“An Illustrated Timeline of U.S. Presidents” (Visual Timelines in History) by Mary Englar
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http://www.un.org/en/documents/udhr/
http://www.arcticwebsite.com/goldrushsupplies1898.html
http://www.loc.gov/teachers/usingprimarysources/guides.html
http://www.history-timelines.org.uk/american-timelines/index.htm
http://www.infoplease.com/ipa/A0902416.html
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Week 14
Review and Assessment
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Through class games, review the geography and history units. | |||
| Assessment of the geography and history units. | |||
Week 15
Citizenship and Government – 4.1.1.1.1 Describe how people take action to influence a decision on a specific issue; explain how local, state, national or tribal governments have addressed that issue.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
| Civic participation | 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 Links |
| “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
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Week 16
Citizenship and Government – 4.1.4.6.1 Describe tribal government and some of the services it provides; distinguish between United States and tribal forms of government.
Citizenship and Government – 4.1.4.6.2 Identify the major roles and responsibilities of elected and appointed leaders in the community, state and nation; name some current leaders who function in these roles and how they are selected.
Studies Weekly – Week 22
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Purpose of government | 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 Links |
| “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 |
http://www.oclre.org/
http://bensguide.gpo.gov/3-5/lawmaking/index.html
http://www.sheppardsoftware.com
http://www.congressforkids.net
http://www.oclre.org/WeThePeople
http://www.ohiohistorycentral.org/index.php
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Week 17
Review and Assess
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Through class games, review the geography, history, and civics & government units. | |||
| Assessment of the geography, history, and civics & government units | |||
Week 18
Economics – 4.2.1.1.1 Apply a reasoned decision-making process to make a choice.
Studies Weekly – Week N/A
| Mini Lesson | Teacher Time | Learning Stations Ideas | Wrap Up |
| Making Decisions | B:
O:
A: |
What are some topics you would be interested in researching? Why? Where do you think you could go to find out more information?
Conduct a simple survey within your class, giving students a choice between three or four options (e.g., favorite sport, favorite meal of the day, number of siblings, age, etc.) and record responses on the board. Have students organize that information into two different charts. To add an extra challenge, introduce additional chart types not covered in this issue, such as a pie chart.
There are several careers that use research to learn about the past, including historian, archaeologist and geographer. Librarians and museum workers also conduct research to do their jobs. Name a job that uses a lot of research that you would like to have. Explain why you think that job is better than the rest.
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Allow students share out what they learned today. . |
| Resource Books | Resource Links |
| “Bar Graphs (Making Graphs)” by Vijaya Khisty Bodach
“Giraffe Graphs” by Melissa Stewart
“How to Write a Great Research Paper” by Book Builders and Beverly Chin
“How to Write a Great Research Paper” by Book Builders and Beverly Chin
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http://www.ohiohistoryday.org
http://www.loc.gov/teachers/usingprimarysources/guides.html
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Week 19
Economics – 4.2.3.3.1 Define the productivity of a resource and describe ways to increase it.
Studies Weekly – Week 17
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Resources | B:
O:
A: |
Have students search for artwork that depicts transportation and/or trade. Students could be assigned a type of transportation covered in this week’s issue, or they could search for artwork in a certain era. Hold a class discussion on how artists portray transportation.
International Trade TV Interview: Students are placed in groups of 3-4 students to prepare a television talk show about trade. One student is the interviewer. The other students are people involved in trade who will be interviewed. Groups should present their interview skits to their class or another class of fifth graders.
Use maps to locate natural resources in areas of the world. Students could be grouped by region or by resource. Create a short list of inventions that are an important part of your life.
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 that inventor made to solve it. Use facts and details from this week’s issue as part of your response.
You are a famous inventor! You have been trying to think of an amazing invention that will help your family solve a problem. What is the problem you need to solve? Write a good paragraph to describe your invention and how it will work.
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Allow students share out what they learned today. . |
| Resource Books | Resource Links |
| “The Distribution Of Goods And Services” by Leon Murley
“Robert Fulton’s Steamboat” (We the People: Expansion and Reform series) by Renée C. Rebman “Finance For Kidz: Resources: Human, Natural & Capital” by Prakash L. Dheeriya “What Are Taxes?” by Baron Bedesky “Karl Benz and the Single Cylinder Engine” by John Bankston “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
https://www.youtube.com/watch?v=kN0SVBCJqLs
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Week 20
Economics – 4.2.4.5.1 Describe a market as any place or manner in which buyers and sellers interact to make exchanges; describe prices as payments of money for items exchanged in markets.
Studies Weekly – Week 19
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Buyers and Sellers | B:
O:
A: |
Have students search for artwork that depicts transportation and/or trade. Students could be assigned a type of transportation covered in this week’s issue, or they could search for artwork in a certain era. Hold a class discussion on how artists portray transportation.
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Allow students share out what they learned today. . |
| Resource Materials | Resource Links |
| Resource Books | Resource Links |
| “The Distribution Of Goods And Services” by Leon Murley
“Robert Fulton’s Steamboat” (We the People: Expansion and Reform series) by Renée C. Rebman |
Week 21
Review and Assessment
| Mini Lesson | Teacher Time * | Learning Stations Ideas * | Wrap Up |
| Through class games, review the geography, history, civics & government economics units. | |||
| Assessment of the geography, history, civics & government economics units. | |||
