Little Rock School District Social Studies 4Th Grade

Little Rock School District Social Studies 4th Grade

Aligned with Journeys Unit 3 Lesson 11 Weeks 12/13
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Essential Question:
1  What is unique about the Southeast Region?
2  What characteristics make this a region?
Guiding Questions:
A.  Who are the leaders and what are their responsibilities? Politics/government/civics?
B.  What impact does the Southeast Region have on the Presidential Election? / Book pass on the Southeast Region
Introduce Southeast by providing other books from the library on the SE or states in the SE. Provide other printed related SE—brochures, advertisements, news articles, magazine articles, train schedules.
·  Fill in chart Content Book Pass www.harcourtschool.com/ss1/Grade4/g4_unit2_.html
·  Book Pass—Use anchor chart to identify fiction/nonfiction books. (See fiction/nonfiction mini-lesson 1A.)
·  STW2 Strategy Lesson—Building Background Knowledge of Nonfiction Features pp. 150-161/
·  SUW 8-16—(Good Listening Skills) pp344-347/
·  Books to Use for the Daily 5—Read to Someone and Listen to Reading and to Introduce th(See fiction/nonfiction mini-lesson 1A.)
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXe Southeast Region: Everglades, Sky Path Quest, Watsons Go to Birmingham, 1963;
Lesson: Southeast Region Chart Resource
The Role of the Political Scientist Lesson
Use the 2010 Census State Population and Distribution of Electoral Votes and Representatives Resource and List of Governors website: http://www.nga.org/cms/render/live/governors/bios to complete Chart of U.S. Data.
Using the chart of the Southeast, identify the number of electoral votes in the Southeast and compare to the electoral votes from the chart from the Northeast to determine which area has more affect on the 2012 Presidential Election. Lead a discussion on what the students think.
Do the following activity following the 2012 Presidential Election: Using the link provided have students label a US map with the number of electoral votes for each state. Identify the states that the Democrats won and the states the Republicans won. Who has enough electoral votes to be President? Was Arkansas instrumental in the voting for President?
Social Studies Focus : / Literacy Focus:
Election Process in US/Southeast/Arkansas / Skill: Fact and Opinion
Strategy: Infer/Predict
Genre: Narrative Nonfiction &
Readers’ Theater
Writing: Persuade
Writing: / Vocabulary :
Identify 5 facts and 5 opinions about the Presidential nominees. / Electoral votes, election, electoral college, candidacy, primary, general
ASSESSMENT:
Do the following activity following the 2012 Presidential Election: Using the link provided have students label a US map with the number of electoral votes for each state. Identify the states that the Democrats won and the states the Republicans won.
STANDARDS
C.4.4.4 Describe how United State citizens apply fundamental principles of democracy.
C.5.4.4 Examine characteristics needed for active citizenship.
C.5.4.5 Analyze components of the election process: candidacy, primary, general.
Common Core
CC.4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CC.4.RI.4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CC.4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CC.4.SL.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Historical Thinking Skills:
·  Historical Analysis and Interpretation
·  Chronological Thinking
·  Historical Comprehension
Process Skills:
·  Compare/contrast
Aligned with Journeys Unit 3 Lesson 12 Weeks 13/14
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Unit: Southeast
Essential Question:
1.  What is unique about the Southeast Region?
2.  What characteristics make this a region?
Guiding Questions:
C.  How does the past affect this region and the U.S.?
D.  How does the past affect Arkansas and the United States?
E.  How do geography, climate and natural resources affect the way people live and work Arkansas?
F.  Why is Arkansas a unique state? / Timeline of Southeast Region: Using pages TE/SE pages 184-191 create a timeline of the Southeast Region. Using Arkansas Activity Book page 39 add important Arkansas dates. (Arkansas dates should be in a different color than the Southeast dates. Add the following dates to the timeline September 4, 1957 nine African American students attempted to enter Central High School. September 23, 1957 nine African American students entered Central High School with the assistance of the National Guard. November 14, 1960 Ruby Bridges is the first African American student to integrate New Orleans Public Schools. Also include the following dates on the timeline:
·  June 18, 1541 Hernando de Soto of Spain-1st European to explore Arkansas
·  March 13, 1682 La Salle claims Mississippi Valley for King Louis XIV of France
·  1686-Henri de Tonti names settlement “Poste de Arkansea” Arkansas Post
·  1762-France cedes Louisiana Territory including Arkansas to Spain
·  April17, 1783 “Colbert Raid” only Revolutionary War action in AR
·  1803 US purchases Louisiana Territory from France who had reclaimed area from Spain
·  1818 Quapaw cede land between Red and Arkansas Rivers
·  October 25, 1821 capital moves from Arkansas Post to Little Rock
·  June 15, 1836 Arkansas becomes 25th state in United States
·  May 6, 1861 Arkansas secedes from Union
·  January 10-11, 1863 Civil War battle at Arkansas Post
·  June 22, 1868 Arkansas re-admitted to Union
RESOURCES
From Arkansas Activity Book
The Decline of Native American Cultures p. 46
Territorial Arkansas p. 50
Arkansas and Civil War p. 58
Arkansas from Past to Present p. 61
Native American Cultures pages 42-43
Arkansas Explorers p.45
Artifacts from Arkansas History p. 44
Arkansas’s State Seal and Motto pages 40-41
Arkansas Time Line p. 39
Connecting Arkansas Communities p. 20
Stance taken by citizens of Arkansas about slavery prior to Civil War. Analyze primary document:
http://www.encyclopediaofarkansas.net/encyclopedia/media-detail.aspx?mediaID=7352
Analyze currency issued by government of Arkansas during succession from Union Civil War Era—analyze primary document:
http://www.encyclopediaofarkansas.net/encyclopedia/media-detail.aspx?mediaID=8010
TE/SE Lesson 2, Chapter 6 Early History of the Southeast pp. 184-190.
Lesson: Southeast Region Chart Resource
Social Studies Focus : / Literacy Focus:
Southeast and Arkansas
Geography
History—
·  Civil War
·  Louisiana Purchase
·  Civil Rights / Skill: Sequence of Events:
Strategy: Visualize
Author’s Craft: Point of View
Genre: Historical Fiction and Informational
Writing: Opinion Transitions/Elaboration
Writing: / Vocabulary :
Persuasive writing on geography of Southeast. / Southeast Region Words:
Civil War, Civil Rights, Civil Rights Movement , slavery, peninsula, wetland, piedmont, hurricane, plantation, abolish, Union, secede, Confederacy, tourism,
ASSESSMENT:
Persuasion Essay: Based on Geography, Where Would You Prefer to Live in the Southeast?—State an opinion and give 2-3 facts and examples to support your opinion.
STANDARDS
H.6.4.1 Meaning of state motto of Arkansas
H.6.4.2 History of State Seal of Arkansas and its components
H.6.4.3 Historical Settlements in AR: Arkansas Post, Old Washington, Fort Smith
H.6.4.6 Identify events that led to Arkansas’ involvement in the Civil War:: excise taxes, state’s rights, slavery
H.6.4.8 Discuss how differences between people lead to conflict (e.g., social, political, economic)
H.6.4.9B Evaluate data presented on a timeline of Arkansas history
H.6.4.10 Examine Artifacts relating to events in Arkansas History
H.6.4.12 Analyze changes of Arkansas from past to present
H.6.4.14 Identify Arkansas Indian Tribes: Osage, Quapaw, and Caddo
H.6.4.15 Reasons for decline of Native Populations
H.6.4.17 Identify areas in Arkansas that were explored by de Soto, LaSalle, and Joliet
H.6.4.18 Identify European nations that claimed authority over territorial Arkansas: France and Spain
Common Core
CCRI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCRI.4.5 Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
CCRI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CCRI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Historical Thinking Skills:
·  Historical Analysis and Interpretation
·  Chronological Thinking
·  Historical Comprehension
Process Skills:
·  Compare/contrast
Aligned with Journeys Unit 3 Lesson 13 Week 15
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Essential Question:
1  What is unique about the Southeast Region?
2  What characteristics make this a region?
Guiding Questions:
A.  How does the past affect Arkansas and the United States?
B.  Why is Arkansas a unique state? / Because the Southeast Region is connected to the African American Civil Rights Movement, it will be concentrated on during lessons 13 and 14. During other Regions, the study of other plights on people will be focused upon including Hispanics, women, Native Americans, Japanese Americans.
Ruby Bridges Lesson—Teaching Empathy: The Story of Ruby Bridges
http://www.nps.gov/chsc/forteachers/upload/rubybrideseduction.pdf Use The Story of Ruby Bridges by Robert Coles (ISBN 0-590-43968-5)
Timeline: Add important Civil Rights dates from the resources to the Southeast timeline.
Civil Rights In Southeast
http://www.montgomeryboycott.com/
http://www.freedomridersfoundation.org/
Daisy Lee Gatson Bates Lesson:
http://www.nps.gov/chsc/forteachers/upload/daisybates.pdf
Resources:
·  Civil Rights and Social Change
http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?search=1&entryID=4564
·  Civil Rights Movement
http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?search=1&entryID=4704
·  Sue Morris Cowan Williams
wwhttp://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?search=1&entryID=4063
·  Desegregation of Hoxie http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?search=1&entryID=731
·  Central High School Crisis of 1957 by Candi Van Patter
·  Little Rock Nine
http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?search=1&entryID=723
·  http://www.littlerock9.com
·  Daisy Bates
http://www.encyclopediaofarkansas.net/encyclopedia/entry-detail.aspx?search=1&entryID=591
Social Studies Focus : / Literacy Focus:
·  Civil Rights Amendments
·  Civil Rights Movement / Skill: Cause and Effect:
Strategy: Summarize Author’s Craft
Genre: Narrative Nonfiction &
Informational Text
Writing: Narrative Story
Writing: / Vocabulary :
Narrative: Tell the story of Ruby Bridges / Civil Rights, Civil Rights Movement, segregation, desegregation, integration, separate but equal, boycott
ASSESSMENT:
Narrative of the story of Ruby Bridges.
STANDARDS
H.6.4.8 Discuss how differences between people lead to conflict (e.g., social, political, economic)
H.6.4.9 Evaluate data presented on a timeline of Arkansas history
Common Core
CC4I1. Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text.
CC4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC4RI4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CC4I5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or info. in a text
or part of a text.
CC4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided.
CC4RI7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) & explain how the information contributes to an understanding of the text in which it appears.
Historical Thinking Skills:
·  Historical Analysis and Interpretation
·  Chronological Thinking
·  Historical Comprehension
Process Skills:
·  Compare/contrast
Aligned with Journeys Unit 3 Lesson 14 Week 16
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Essential Question:
1.  What is unique about the Southeast Region?
2.  What characteristics make this a region?
Guiding Questions:
A.  How does the past affect Arkansas and the United States?
B.  Why is Arkansas a unique state? / Continuation of Lesson 13:
Civil Rights
Central High Crisis of 1957 Lesson by Candi Van Patter
Every Person Has a Story of Courage: The Little Rock Nine
http://www.nps.gov/chsc/forteachers/upload/The%20Little%20Rock%20Nine%20lesson%20plan.pdf
Resources:
Civil Rights Movement Info
http://mlk-kpp01.stanford.edu/index.php/encyclopedia/encyclopedia_contents
Little Rock Nine
http://www.littlerock9.com/
Civil Rights Movement Lesson Plan
See Lesson 13 for additional resources
Social Studies Focus : / Literacy Focus:
Civil Rights
Civil Rights Movement
Little Rock Nine / Skill: Text and Graphic Features
Strategy: Question
Genre: Informational Text and Fable/Traditional Tales
Writing: Narrative Story
Writing: / Vocabulary :
Mock Facebook Page / Civil Rights, Civil Rights Movement, segregation, desegregation, integration, separate but equal, boycott
ASSESSMENT:
Students make a Mock Facebook Page of a person or an event in Civil Rights Movement in the Southeast. (http://www.classtools.net/fb/home/page) or Discussion of Courage
STANDARDS
H.6.4.8 Discuss how differences between people lead to conflict (e.g., social, political, economic)
H.6.4.9 Evaluate data presented on a timeline of Arkansas history
Common Core
CC4I1. Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text.
CC4RI2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC4RI4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CC4I5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or info. in a text
or part of a text.
CC4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided.
CC4RI7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) & explain how the information contributes to an understanding of the text in which it appears.
Historical Thinking Skills:
·  Historical Analysis and Interpretation
·  Chronological Thinking
·  Historical Comprehension
Process Skills:
Compare/contrast
Aligned with Journeys Unit 3 Lesson 15 Week 17/18
Essential Question(s)/Guiding Questions/Lesson Focus/Vocabulary / Activities/Materials/Resources
Essential Question:
1.  What is unique about the Southeast Region?
2.  What characteristics make this a region?
Guiding Questions: