Troup County School System
Social Studies Curriculum Map
Fourth Grade – Third Quarter
The underlined standard/element links to examples of formative assessment.
A New Nation / Westward Expansion / Reform MovementsGMAS Content Weights: History - 50%, Geography – 15%, Government/Civics – 20%, Economics – 15%
Informational Process Skills:
3. identify issues and/or problems and alternative solutions
5. identify main idea, detail, sequence of events, and cause and effect in a social studies context
7. interpret timelines
11. draw conclusions and make generalizations
14. formulate appropriate research questions
15. determine adequacy and/or relevancy of information
16. check for consistency of information / Map Skills:
6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps
7. use a map to explain impact of geography on historical and current events
8. draw conclusions and make generalizations based on information from maps
10. use graphic scales to determine distances on a map
11. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities
12. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations
Pacing:
A New Nation – about 21 days, War of 1812 and Westward Expansion – about 12 days,
Reform Movements – about 7 days, Review – about 4 days
Unit 1 - A New Nation (about 21 days)
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4H5 The student will analyze the challenges faced by the new nation.
Conflict and Change
b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery. / SS4H5.b:
· Major leaders of the Constitutional Convention
· Major issues they debated, including the rights of states, the Great Compromise, and slavery. / Essential Questions:
SS4H5.b:
· Who were the framers of the U.S. Constitution?
· What major issues were debated during the Constitutional Convention?
/ SS4H5.b:
· Identify the major leaders of the Constitutional Convention (DOK 1).
· Describe the major issues debated by the leaders of the Constitutional Convention (DOK 2). / SS4H5
Activating Strategies:
· A New Nation - activators
· The Constitutional Convention – A Charlie Brown video
Instructional Tools:
· Constitutional Convention - PowerPoint
· Great Compromise - Poster
· Branches of Government – Poster
· A New Nation: Branches of Government – PowerPoint
· Bill of Rights - PowerPoint
· Constitution - Test
· Georgia Experience Chapters 9, 10 & 11
Unit 1 - A New Nation - continued
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4H5 The student will analyze the challenges faced by the new nation.
Conflict and Change
c. Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states. (Note: In 3rd grade students named and gave the responsibilities of the 3 branches of government and explained why there is a separation of power. New learning is to describe what they do and how they relate to each other.)
Conflict and Change
d. Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791. /
SS4H5.c:
· The duties of the 3 branches of government
· How the branches check and balance each other
SS4H5.d:
· What the Bill of Rights is.
· Why they are included in the Constitution. / Essential Questions:
SS4H5.c:
· What are the duties of the 3 branches of government?
· How do the branches check and balance each other?
SS4H5.d:
· What is the Bill of Rights?
· Why are they included in the Constitution? / SS4H5.c:
· Identify the three branches of our government (DOK 2).
· Explain how the branches check and balance each other (DOK 2).
SS4H5:d
· Explain the rights included in the Bill of Rights (DOK 2).
· Explain the reasons for its inclusion in the Constitution (DOK 3).
· Describe how the Bill of Rights places limits on the power of the government (DOK 2). / SS4H5
Activity Sheets:
· Constitution Test - Study Guide
o Study Guide KEY
· Constitution Internet Scavenger Hunt
· Great Compromise - Graphic Organizer
· Branches of Government - Graphic Organizer
· Checks and Balances – Activity
o Checks and Balances – Information sheet for activity
o Checks and Balances - Activity KEY
· Checks and Balances - Packet
· Bill of Rights – Packet
· Bill of Rights – booklet
· Bill of Rights – flipbook
· Bill of Rights – sample test (includes review standards)
· Bill of Rights - poster
Websites:
Click here for other lessons and resources
Unit 1 - A New Nation - continued
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4CG1 The student will describe the meaning of
Beliefs and Ideals
b. “We the people” from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.
Distribution of Power
c. The federal system of government in the U.S.
Rule of Law
SS4CG2 The student will explain the importance of freedom of expression as guaranteed by the First Amendment to the U. S. Constitution. / SS4CG1.b:
· “We the people” from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.
SS4CG1.c:
· Federal system of government
SS4CG2:
· The importance of freedom of expression as guaranteed by the First Amendment to the U. S. Constitution: / SS4CG1.b:
· What is meant by “We the people” from the Preamble to the U.S Constitution?
SS4CG1.c:
· Why do we have a federal system of government?
SS4CG2: Why is the first amendment to the U.S. Constitution so important? / SS4CG1.b:
· Explain the meaning of “We the people” as a reflection of consent of the governed or popular sovereignty (DOK 3).
SS4CG1.c:
· Describe the federal system of government in the U.S. (DOK 2)
SS4CG2:
· Explain the importance of freedom of expression as guaranteed by the First Amendment to the U.S. Constitution (DOK 2). / SS4CG1
Instructional Tools:
· Preamble and First Amendment - Test
· Preamble - PowerPoint
· Georgia Experience Chapter 17
· Discovery Education – Forming a New Government (6:09)
· Schoolhouse Rock: Preamble – song
· Preamble - cloze activity
Activity Sheets:
· Preamble and First Amendment 1 Test - Study Guide
o Study Guide KEY
SS4CG2
Instructional Tools:
· Life Without the First Amendment – funny video
· Georgia Experience Chapter 18
Click here for other lessons and resources
Unit 1 - A New Nation - continued
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4CG3 The student will describe the functions of government.
Rule of Law
a. Explain the process for making and enforcing laws.
b. Explain managing conflicts and protecting rights.
c. Describe providing for the defense of the nation.
Distribution of Power
d. Explain limiting the power of people in authority.
Rule of Law
e. Explain the fiscal responsibility of government.
Beliefs and Ideals
SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness). / SS4CG3.a:
· Theprocess for making and enforcing laws.
SS4CG3.b:
· How to manage conflicts and protect rights.
SS4CG3.c:
· Providing for the defense of the nation
SS4CG3.d:
· How the constitution limits the power of people in authority
SS4CG3.e:
Fiscal responsibility of the government
SS4CG5:
· Positive character traits of key historic figures and government leaders: / SS4CG3.a:
· How are laws made and enforced in our country?
SS4CG3.b:
· How do we manage conflicts while still protecting rights?
SS4CG3.c:
· How do we provide a defense for our country?
SS4CG3.d:
· How do we limit the power of people in authority?
SS4CG3.e:
· What is the fiscal responsibility of our government?
SS4CG5:
What were the positive character traits of the leaders of the Constitutional Convention? / SS4CG3.a:
· Explain the process for making and enforcing laws (DOK2).
SS4CG3.b:
· Describe how the government helps people manage conflict and protect rights (DOK 2).
SS4CG3.c:
· How do we defend our country (DOK 3)?
SS4CG3.d:
· Explain how and why our government limits the power of people in authority (DOK 3).
SS4CG3.e:
· Explain the fiscal responsibility of our government (DOK 2).
SS4CG5:
Identify and describe positive character traits in the leaders of the Constitutional Convention (DOK 2). / SS4CG3
Instructional Tools:
· Functions of Government FlipChart
o student fill-in notes
· Georgia Experience Chapters 19 & 20
Activity Sheets:
· Functions of Government - Outline
SS4CG5
Instructional Tools:
· Georgia Experience Chapter 9
Click here for other lessons and resources
Unit 2 - War of 1812 (about 12 days)
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4H5 The student will analyze the challenges faced by the new nation.
Conflict and Change
e. Describe the causes and events of the War of 1812; include burning of the Capitol and the White House. / SS4H5.e:
· Challenges faced by the new nation.
· Causes and events of the War of 1812. / Essential Questions:
SS4H5.e:
· What challenges did the United States face as a new nation?
· What was the cause of the War of 1812?
· What events happened in Washington, D.C. during the War of 1812? / SS4H5.e:
· Analyze the challenges faced by the new nation (DOK 3).
· Describe the causes and events of the War of 1812, including the burning of the Capitol and the White House (DOK 2). / SS4H5
Activating Strategies:
· War of 1812 - Activators
Instructional Tools:
· War of 1812 - FlipChart
· War of 1812 Test
· War of 1812 Study Guide - FlipChart
· War of 1812 - PowerPoint
· War of 1812 - FlipChart Quiz
Activity Sheets:
· War of 1812 Test - Study Guide
o Study Guide KEY
· War of 1812 & Westward Expansion – student notes
· Georgia Experience Chapter 12
Unit 3 – Westward Expansion (about 12 days)
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4H6 The student will explain westward expansion of America between 1801 and 1861.
Movement and Migration
a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).
Technological Innovation
b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.
Movement and Migration
c. Describe the impact of the westward expansion on Native Americans. / SS4H6.a:
· Westward expansion of America between 1801 and 1861
SS4H6.b:
· Impact of the steamboat, the steam locomotive, and the telegraph on life in America.
SS4H6.c:
Impact of westward expansion on Native Americans
o Indian Removal Act
o Americanization Policy / Essential Questions:
SS4H6.a:
· How did westward expansion impact the population and economic growth of America?
· Who were Lewis and Clark, and what role did they play in territorial expansion?
SS4H6.b:
· What impact did new inventions (steamboat, steam locomotive, telegraph) have on American life?
SS4H6.c:
· How did westward expansion affect the Native Americans?
· What was the Indian Removal Act?
· What was the Americanization Policy? / SS4H6.a:
· Describe/ explain territorial expansion (DOK 2).
SS4H6.b:
· Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America (DOK 3).
SS4H6.c:
· Describe the impact of westward expansion on Native Americans (DOK 3).
· Describe the Americanization Policy (DOK 2).
· Explain how the Indian Removal Act affected Native Americans (DOK 2). / SS4H6
Activating Strategies:
· Westward Expansion - Activators
Instructional Tools:
· Westward Expansion - FlipChart
o FlipChart Quiz
· Lewis and Clark Expedition Video
· Louisiana Purchase Video
· American Railroad Video
· Westward Expansion Test
· Georgia Experience Chapter 13 & 14
Activity Sheets:
· War of 1812 & Westward Expansion – student notes
· Westward Expansion Test - Study Guide
o Study Guide KEY
· Westward Expansion:
o Anchor Chart Activity
o Information Sheet
o Answer KEY
· Westward Expansion – compare/contrast map
Websites:
· School House Rocks – Elbow Room
· Quiz Game
· Fling The Teacher
· Lewis and Clark
· Westward Expansion Map Game
· Review Games
Click here for other lessons and resources
Unit 3 – Westward Expansion - continued
GPS Standards / KNOW / UNDERSTAND / BE ABLE TO / System Resources
SS4G2 The student will describe how physical systems affect human systems.
Movement and Migration
e. Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).
SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.
Technological Innovation
f. Give examples of technological advancements and their impact on business productivity during the development of the United States. (such as the steamboat, the steam locomotive , and the telegraph)
SS4G1 The student will be able to locate important physical and man-made features in the United States.
Location
b. Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal. / SS4G2.e:
Physical barriers and gateways that affected territorial expansion from 1801 to 1861:
o Rocky Mountains
o Southwest dessert
o Great Lakes
o Rivers
o Great Plains
SS4E1.f:
Impact of technological advances on the U.S. economy: