Social Studies Fourth Grade

Transcription

1 Bowling Green Independent School District Social Studies Fourth Grade First Quarter Geography (Geographic tools) Historical Perspective (Primary and Secondary sources, Kentucky symbols and songs) Culture and Societies (Early cultures of Kentucky) Second Quarter Historical Perspective (Groups and cultures of Kentucky) Geography (Kentucky regions) Culture and Societies (Compare and Contrast early Kentucky cultures) Economics (Scarcity and its influences) Third Quarter Historical Perspective (Comparing groups and cultures of Kentucky) Government (Kentucky) Geography (Patterns of settlement in Kentucky regions) Culture and Societies (Social institutions in Kentucky) Economics (Jr. Achievement: Regions curriculum) Fourth Quarter Historical Perspective (Change over time in Kentucky in communication, etc.) Geography (US regions) Government (Kentucky) Culture and Societies (Interaction between early groups in Kentucky Economics (Goods and Services in Kentucky and US) 1

2 Bowling Green Independent School District Big Idea: Government and Civics Academic Expectations 2.14 Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.: Program of Studies: Understandings SS-4-GC-U-1 the government of Kentucky was formed to establish order, provide security and accomplish common goals. Program of Studies: Skills and Concepts SS-4-GC-S-1 Students will demonstrate an understanding of the nature of government: a) explore basic functions of state government (e.g., to establish order, to provide security and to accomplish common goals) b) explain and give examples of services state governments provide (e.g., state police and fire protection, state parks, highway maintenance, snow removal) c) describe how the state government provides services to its citizens (e.g.,collecting taxes) Related Core Content for Assessment SS the basic purposes of Kentucky government (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide (e.g., state police, state highways, state parks, public schools) and identify how the government of Kentucky pays for these services (e.g., sales taxes, state income taxes). SS Students will explain how state governments function (by making, enacting and enforcing laws) to protect the rights and property of citizens. Student Target Vocabulary Resources I can describe the purposes of Kentucky government. I can give examples of KY government services and identify how they are paid. I can explain the purpose of state laws. Governor Community Government Taxes Senators Representatives Laws Rights Citizen Social Studies Resource Book, United Streaming, Guest Speakers, Junior Achievement, Fieldtrips SS-4-GC-U-2 the Constitution of Kentucky establishes a government of limited powers that are shared among different levels and branches. SS-4-GC-S-1 Students will demonstrate an government: a) describe the structure of state government (e.g., the executive, legislative and judicial branches) and explain why power is shared among different branches b) investigate and give examples of state laws and explain their SS Students will identify the three branches of Kentucky government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important state offices/ leaders, (Governor, Lieutenant Governor, General Assembly, Senate, House, representatives, senators, Kentucky Supreme Court, judges) associated I can identify the three branches of KY government and explain the duties of each. I can identify important state offices/leaders. Governor, Lieutenant Governor, General Assembly, Senate, House, representatives, senators, Kentucky Supreme Court, judges Executive Legislative Judicial Branches 2

3 purpose with each branch. Bowling Green Independent School District SS Students will explain how power is shared among the different branches (executive, legislative, judicial) of state government. I can explain the shared power among the 3 branches in state government. SS-4-GC-U-3 all citizens of Kentucky have rights and responsibilities as members of a democratic society, including civic participation. SS-4-GC-S-2 Students will explore rights and responsibilities: a) describe, give examples, and compare rights and responsibilities describe the benefits of citizenship and find examples of citizenship in current events/news media SS Students will identify the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in Kentucky s Constitution and explain why they are important to citizens today. SS specific rights and responsibilities individuals have as citizens of Kentucky (e.g., voting in statewide elections, participating in state service projects, obeying state laws) and explain why civic engagement is necessary to preserve a democratic society. I can identify the basic principles of democracy found in KY s constitution. I can explain why the constitution of KY is still important to citizens today. I can describe the specific rights and responsibilities of KY citizens. I can explain why being a good citizen is important in a democracy. Democracy Justice Equality Responsibility Freedom Constitution Statewide elections State service projects Law Civic projects Vote SS-4-GC-U-4 fundamental values and principles of American democracy are expressed in Kentucky s Constitution. SS-4-GC-S-3 Students will use information from print and non-print environmental) to explain basic democratic principles (life, liberty, pursuit of happiness) found in Kentucky s Constitution SS Students will identify the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in Kentucky s Constitution and explain why they are important to citizens today. I can identify the basic principles of democracy found in KY s constitution. I can explain why the constitution of KY is still important to citizens today. Constitution of US 3

4 Bowling Green Independent School District Big Idea: Cultures and Societies Academic Expectations 2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world. Program of Studies: Understandings SS-4-CS-U-1 culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society s culture, individuals learn the relationships, structures, patterns and processes to be members of the society. Program of Studies: Skills and Concepts SS-4-CS-S-1 Students will develop an culture: a) explore and compare cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups (e.g., Native Americans and early settlers) in the early settlement of Kentucky b) examine the influences/contributio ns of diverse groups in Kentucky SS-4-CS-S-4 Students will investigate and compare culture/cultural events of diverse groups in Kentucky today with the past using information from print and nonprint environmental) Related Core Content for Assessment SS Students will identify early cultures (Native American, Appalachian, pioneers) in Kentucky and explain their similarities and differences. Student Target Vocabulary Resources I can identify early cultures in KY I can compare and contrast early cultures of KY. Native American Appalachian Pioneers Cultures Compare Contrast Social studies resource book, KY Museum, guest speakers, field trips, United Streaming, Capitol Arts SS-4-CS-U-4 a variety of factors promote cultural diversity in the state. of Kentucky. SS-4-CS-S-1 Students will develop an culture: a) explore and compare cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups (e.g., Native Americans and early settlers) in the early settlement of SS Students will identify early cultures (Native American, Appalachian, pioneers) in Kentucky and explain their similarities and differences. I can describe the factors that make early cultures in KY diverse. Diverse Beliefs Traditions Languages Skills Literature The arts 4

5 Kentucky b) examine the influences/contributio ns of diverse groups in Kentucky SS-4-CS-S-4 Students will investigate and compare culture/cultural events of diverse groups in Kentucky today with the past using information from print and nonprint environmental) Bowling Green Independent School District I can compare the culturally diverse groups in Kentucky today with past groups in KY. Diverse Documents Informational passages Informational text Interviews Digital Environmental SS-4-CS-U-2 cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs. SS-4-CS-S-2 Students will investigate social institutions (e.g., family, government, economy, education, religion) in Kentucky and explain their functions SS social institutions (government, economy, education, religion, family) in Kentucky and how they respond to the needs of the people. I can describe social institutions in KY I can describe how they respond to needs of people Religion Family Government Economy Education Social Institutions SS-4-CS-U-3 interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture. SS-4-CS-S-3 Students will describe conflicts that occurred between diverse groups (e.g., Native Americans and the early settlers) in the settlement of Kentucky SS various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers). I can describe how early groups in KY interacted. Native Americans Early Settlers Compromise Cooperation Conflict SS-4-CS-U-5 an appreciation of the diverse complexity of cultures is essential to interact effectively and work coperatively with the many diverse ethnic and cultural groups of today. SS-4-CS-S-4 Students will investigate and compare culture/cultural events of diverse groups in Kentucky today with the past using information from print and nonprint environmental) SS various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers). I can compare diverse groups in KY today to those in the past using print and non-print sources. I can describe interactions (compromise, cooperation, conflict) that developed between different groups during the early settlement of KY Compromise Cooperation Conflict Documents Informational passages Text Interviews Digital and environmental 5

6 Bowling Green Independent School District Big Idea: Economics Academic Expectations 2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living. Program of Studies: Understandings SS-4-E-U-1 the basic economic problem confronting individuals and groups in Kentucky today is scarcity; as a result of scarcity, economic choices and decisions must be made. Program of Studies: Skills and Concepts SS-4-E-S-1 Students will develop an limited resources and scarcity: a) use a variety of sources to research and give examples of productive resources (e.g., natural, human, capital) found in regions of Kentucky b) explain why individuals, groups, and businesses must make economic decisions due to the scarcity of resources Related Core Content for Assessment SS scarcity and explain how scarcity requires people in Kentucky to make economic choices (e.g., use of productive resources - natural, human, capital) and incur opportunity costs. SS Students will explain how profit motivates individuals/businesses to take risks in producing goods and services. Student Target Vocabulary Resources I can describe scarcity. I can explain how scarcity influences economic choices made by KY citizens. I can define and explain opportunity cost. I can explain how profit motivates individuals/businesses to take risks. Economics Scarcity Opportunity Cost Wants/needs Productive resources Natural resources Human resources Capital resources Risk Profit Junior Achievement Econ and Me Program SS-4-E-U-2 a variety of fundamental economic concepts impact individuals and groups. SS-4-E-S-1 Students will develop an limited resources and scarcity: a) use a variety of sources to research and give examples of productive resources (e.g., natural, human, capital) found in regions of Kentucky b) explain why individuals, groups, and businesses must make economic decisions due to the scarcity of resources SS scarcity and explain how scarcity requires people in Kentucky to make economic choices (e.g., use of productive resources - natural, human, capital) and incur opportunity costs. SS Students will explain how profit motivates individuals/businesses to take risks in producing goods and services. I can explain the nature of limited resources and scarcity. I can research and give examples of natural, human and capital resources found in regions of KY. I can explain how profit motivates people/businesses. Scarcity Resources Natural Human Capital resources Opportunity cost Profit Loss SS-4-E-U-3 economic institutions are created to help individuals, groups and businesses accomplish common goals. SS-4-E-S-1 Students will develop an limited resources and scarcity: a) investigate banks in Kentucky; explain and give examples of the roles banks play (e.g., loan money, save money) in helping SS Students will explain how profit motivates individuals/businesses to take risks in producing goods and services. I can explain how banks help people deal with scarcity. Banks/financial institutions Loaning money Saving money 6

7 people deal with scarcity Bowling Green Independent School District SS-4-E-U-4 markets enable buyers and sellers to exchange goods and services. SS-4-E-S-1 Students will develop an limited resources and scarcity: a) investigate and give examples of markets (past and present); and explain how goods and services were/are exchanged SS Students will give examples of markets; explain how they function and how the prices of goods and services are determined by supply and demand. SS Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world. I can describe how markets enable buyers and sellers to exchange goods and services. I can explain how competition influences the price of goods and services. Markets Profit Consumer Producer Supply/demand Buyers Sellers Barter Competition Price of goods SS-4-E-U-5 production and distribution of goods and services have changed over time in Kentucky. SS-4-E-S-2 Students will use a variety of sources to investigate and trace change over time (e.g., draw, chart, map, timeline) in the production, distribution, and consumption of goods and services (e.g., products made in Kentucky) SS production, distribution and consumption of goods and services in regions of Kentucky and the U.S. I can describe how goods and services are produced, used and distributed in KY and US. Production Distribution Consumption Services Regions of KY Timeline Chart Map KY products SS-4-E-U-6 individuals, groups and businesses demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services. SS-4-E-S-3 Students will investigate and give examples of specialization and explain how it promotes trade between places and regions of the United States (e.g., Kentucky imports and exports, Midwest exports corn, South exports citrus) SS how new knowledge, technology/tools and specialization increases productivity and promotes trade between regions of Kentucky and the United States (e.g., Midwest corn, South - citrus). SS Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services. I can explain how technology promoted trade between regions of KY and the US. I can define interdependence. I can give examples of how people in our community, state, nation and world depend on each other. Trade Productivity Regions of KY Technology tools Specialization Import Export Consumption of goods and services Interdependence 7

8 Bowling Green Independent School District Big Idea: Geography Academic Expectations 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. Program of Studies: Understandings SS-4-G-U-1 the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues. Program of Studies: Skills and Concepts SS-4-G-S-1 Students will demonstrate an understanding of patterns on the Earth s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs): a) locate and describe major landforms, bodies of water and natural resources located in regions of Kentucky and the United States b) locate, in absolute and relative terms, major landforms and bodies of water in regions of Kentucky and the United States c) analyze and compare patterns of movement and settlement in Kentucky d) explain and give examples of how physical factors (e.g., rivers, mountains) impacted human activities during the early settlement of Kentucky Related Core Content for Assessment SS Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. SS Students will use geographic tools to locate major landforms, bodies of water, places and objects in Kentucky by their absolute and relative locations. SS how different factors (e.g. rivers, mountains) influence where human activities were/are located in Kentucky. Student Target Vocabulary Date I can identify and describe natural resources and physical characteristics in KY and US by using geographic tools I can use maps and globes to locate major landforms, bodies of water, places and objects in KY. I can use longitude and latitude to find absolute location in regions of KY and US. I can describe how physical features influence human activity in the US Geographic tools Maps Charts Graphs Natural resources Physical characteristics Landforms Bodies of water Climate Weather Roads Bridges Absolute location Relative location Longitude Latitude Physical features Rivers Mountains SS-4-G-U-2 patterns emerge as humans move, settle and interact on Earth s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, SS-4-G-S-1 Students will demonstrate an understanding of patterns on the Earth s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs): a) locate and describe major landforms, bodies of water and natural resources located in regions of Kentucky and the SS Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. I can use maps and globes to locate major landforms, bodies of water, places and objects in KY. I can use geographic tools to identify natural resources and other physical characteristics Landforms Bodies of water Movement Settlement Maps Charts Graphs 8

9 interdependence, cooperation and conflict. United States b) locate, in absolute and relative terms, major landforms and bodies of water in regions of Kentucky and the United States c) analyze and compare patterns of movement and settlement in Kentucky d) explain and give examples of how physical factors (e.g., rivers, mountains) impacted human activities during the early settlement of Kentucky Bowling Green Independent School District SS Students will use geographic tools to locate major landforms, bodies of water, places and objects in Kentucky by their absolute and relative locations. SS how different factors (e.g. rivers, mountains) influence where human activities were/are located in Kentucky. I can describe how rivers and mountains influence where people settled in KY Rivers Mountains settlement SS-4-G-U-3 regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups. SS-4-G-S-2 Students will use information from print and non-print environmental) to investigate regions of Kentucky: a) compare regions in Kentucky by their human characteristics (e.g., settlement patterns, languages, and religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water) b) describe patterns of human settlement in regions of Kentucky and explain relationships between these patterns and the physical characteristics (e.g., climate, landforms, bodies of water) of the region c) explain the influence of the physical characteristics of regions (e.g., SS Students will compare regions in Kentucky and the United States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water). SS patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics (e.g., climate, landforms, bodies of water). SS how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky. I can compare regions of KY according to human and physical characteristics. I can compare regions of US according to human and physical characteristics I can describe patterns of settlement in regions of KY I can describe how advances in technology have helped people settle in places in KY that were not previously settled. Language Settlement patterns Beliefs Climate Landforms Bodies of water Physical characteristics Climate Landforms Bodies of water Advances in technology Dams Reservoirs Roads Irrigation 9

10 climates, landforms, bodies of water) on decisions that were made about where to locate things (e.g., factories stores, bridges) Bowling Green Independent School District SS-4-G-U-4 people depend on, adapt to, or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of Kentucky. SS-4-G-S-2 Students will use information from print and non-print environmental) to investigate regions of Kentucky: a) analyze how advances in technology (e.g., dams, roads, irrigation) have allowed people to settle in places previously inaccessible (Kentucky) SS-4-G-S-3 Students will investigate interactions among human activities and the physical environment in regions of Kentucky: a) explain how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs b) describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and/or restricted human activities (e.g., exploration, migration, trade, settlement, development) and land use in Kentucky SS how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky. SS Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain its impact on the environment today. DOK 3 SS how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of Kentucky. I can analyze how advances in technology allowed movement to other areas of KY not previously settled. I can explain how people adapted to and changed the physical environment of KY to meet their needs and tell how this affects the environment today. I can explain how the physical environment helped and hindered human activity during the early settlement of KY Technology Inaccessible Dams Reservoirs Roads irrigation Physical environment Natural resources Physical geography Natural disasters Physical environment Barriers Mountains Rivers Transportation Promoted Restricted 10

11 Bowling Green Independent School District Big Idea: Historical Perspective Academic Expectations 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective situations. Program of Studies: Understandings Program of Studies: Skills and Concepts Related Core Content for Assessment Student Target Vocabulary Resources SS-4-HP-U-1 history is an account of human activities that is interpretive in nature and a variety of tools (e.g., primary and secondary sources) are needed to analyze and understand historical events. SS-4-HP-U-2 the history of Kentucky can be analyzed by examining the SS-4-HP-S-1 Students will demonstrate an history using a variety of tools (e.g., primary and secondary sources): a) investigate and chronologically describe (e.g., timelines, charts) significant events in Kentucky history, from early development as a territory to development as a state b) interpret and describe events in Kentucky s history in terms of their importance SS-4-HP-S-2 Students will use information from print and non-print environmental): a) examine and compare factual and fictional accounts of historical events in Kentucky s history c) describe the significance of historical documents, symbols, and songs related to Kentucky s history (e.g., Kentucky s Constitution, state flag, state song) SS-4-HP-S-1 Students will demonstrate an history using a variety of tools SS Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. SS Students will identify significant historical documents, symbols, songs and selected readings (e.g., state flag, United We Stand, Divided We Fall, My Old Kentucky Home,) specific to Kentucky and explain their historical significance. SS Students will use a variety of primary and secondary sources (e.g., artifacts, I can use many primary and secondary sources to describe KY s past and interpret different perspectives. I can identify patriotic and historical songs, symbols and readings of KY. I can explain why these patriotic songs, symbols and reading are important in KY history. I can use many primary and secondary sources to describe KY s past and interpret different perspectives Primary sources Secondary sources Artifacts Diaries Time lines Historical documents Symbols Songs: My Old KY Home This Land is Your Land Star Spangled Banner National Anthem Readings State flag State motto State song State bird State tree Artifacts Diaries Timelines Cause and effect relationships Scott Foresman textbook Kentucky, 2008 United Streaming Guest Speakers Field Trips 11

12 connected events shaped by multiple cause-effect relationships, tying past to present. (e.g., primary and secondary sources): a) examine cause and effect relationships that influenced Kentucky s history Bowling Green Independent School District diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. SS-4-HP-U-3 the history of Kentucky has been impacted by significant individuals, groups and advances in technology. SS-4-HP-S-1 Students will demonstrate an history using a variety of tools (e.g., primary and secondary sources): a) explain reasons that different groups of people explored and settled in Kentucky b) investigate the influences/contributio ns of diverse groups to the culture of Kentucky today SS-4-HP-S-2 Students will use information from print and non-print environmental): a) investigate change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in Kentucky s history SS Students will identify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky. SS Students will compare change over time in communication, technology, transportation and education in Kentucky. DOK 3 I can identify groups that settled in KY I can compare cultures of groups that settled in KY I can explain why people explored and settled in KY. I can compare change over time in communication in KY I can compare change over time in technology in KY I can compare change over time in transportation in KY I can compare change over time in education in KY. Cultures Diverse groups Communication Technology Transportation Education 12