COMMENTS: Strength History, Technology, Skills, Assessment; Weaknesses Volunteerism, Public

COMMENTS: Strength History, Technology, Skills, Assessment; Weaknesses Volunteerism, Public

GRADE: 4
VENDOR: Scott Foresman / INSTRUCTIONAL MATERIALS:
SUBJECT: Building A Nation/West Virginia Pupil Edition Package / COPYRIGHT:
SE ISBN: 0-328-01764-7 / TE ISBN: 0-328-02763-4

COMMENTS: Strength – history, technology, skills, assessment; Weaknesses – volunteerism, public agency

SOCIAL STUDIES

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

GRADE FOUR: UNITED STATES STUDIES THROUGH THE AMERICAN REVOLUTION

Fourth grade Social Studies is an introduction to the growth of the United States from exploration and colonization (When The Three Worlds Meet) to the conclusion of the American Revolution. Students will analyze the assimilation of immigrant groups, development of improved technology, major historical figures and events. Students will also learn about the physical geography of North America and its influence upon diverse cultures. Data collection and the essential roles of citizens in the democratic process will be emphasized. Roles of elected officials, economic trade offs and the need for taxation will be introduced. Students will learn how the economic concepts of competition, advertising, budgeting and taxation impact production and consumption. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment. See the related grade-level Technology Standards and Objectives.

(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT / I = In-depth
A = Adequate
M = Minimal
N = Nonexistent / (IMR Committee)
RESPONSES
IAMN
All materials at this grade level (1) be research based and theory driven; (2) incorporate basic, accurate information that is developmentally appropriate; (3) use interactive activities that actively engage students; (4) provide students with opportunities to model and practice relevant skills; (5) develop higher order thinking opportunities; and (6) be based on national standards. The instructional materials should provide students with opportunities to:
A. CITIZENSHIP
______/ 1.identify public agencies in the community that provide services and investigate opportunities for volunteerism. (SS.4.1.1) /
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/ X
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______/ 2.identify commonly held democratic values, principles and beliefs expressed in the Declaration of Independence and the significance of patriotic symbols, holidays, celebrations, and famous people. (SS.4.1.3) / X
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(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT / I = In-depth
A = Adequate
M = Minimal
N = Nonexistent / (IMR Committee)
RESPONSES
IAMN
3.describe forms of diversity in early American society, giving examples of the strengths/contributions of each (e.g., indentured servants, slaves, colonists, plantation owners, Native Americans, merchants). (SS.4.1.4) / X
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4. describe the qualities of responsible leadership by individuals and in groups. (SS.4.1.5) / X
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5.explain the responsibilities, privileges and rights of United States citizenship and the importance of civic life (e.g., voting, jury duty, obeying laws, freedom of speech, worship, paying taxes). (SS.4.1.6) / X
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6.describe ways in which groups of people in schools/communities can manage conflict peacefully. (SS.4.1.7)

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/ X
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B. CIVICS/GOVERNMENT

1.explain how government protects individual rights. (SS.4.2.1)
  • Rule of law
  • Limited government
  • Common good
/
/ X
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2.explain the right of an individual or group to dissent responsibly. (SS.4.2.2)
  • Minorities
  • Religious groups
  • Special interest groups
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/ X
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3.identify historical conflicts concerning individual rights and how those conflicts were resolved. (SS.4.2.3)

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/ X
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C. ECONOMICS

1.explain the concept of trade-offs or choices/compromise (e.g., developing hypothetical budgets in simulated situations). (SS.4.3.1) /
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/ X
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2.analyze communication techniques that impact consumer choices. (SS.4.3.2)
  • Advertisement
  • Print/non-print
  • Media
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/ X
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(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT / I = In-depth
A = Adequate
M = Minimal
N = Nonexistent / (IMR Committee)
RESPONSES
IAMN
3.analyze factors that shaped the economies in the colonies and Americas. (SS.4.3.3; 4.3.4; 4.3.5; 4.3.7)
  • Consumers/producer
  • Taxation/public services
  • Competition/prices
/
/ X
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/
D. GEOGRAPHY
S & c America weak Native A missing / 1.identify and locate: (SS.4.4.1; 4.4.2)
  • North American countries, physical features, bodies of water,
  • South American countries, physical features, bodies of water,
  • Central American countries, physical features, bodies of water,
  • Native American nations.
/
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/ X
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2.analyze geographic factors and their impact. (SS.4.4.3; 4.4.4; 4.4.5; 4.4.7; 4.5.5; 4.5.6)
  • Development of transportation routes
  • Settlement patterns in the Americas
  • Population density
  • Human adaptations
/ X
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/
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3.analyze and compare the effects of geographic factors affect peoples’ lives. (SS.4.4.6)
  • Jobs
  • Food
  • Clothing
  • Shelter
  • Services
  • Interactions with outside world
/
/ X
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4.describe different climate types and the effects on lifestyles in each area. (SS.4.4.8) /
/ X
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5.locate the areas of Native American nations before the arrival of Europeans. (SS.4.4.9) /
/ X
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(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT / I = In-depth
A = Adequate
M = Minimal
N = Nonexistent / (IMR Committee)
RESPONSES
IAMN
E. HISTORY
1.identify and chronologically order selected people and events from colonization to the American Revolution. (SS.4.5.3; 4.5.20)
  1. Historical figures
  2. Major leaders
  3. Events

X
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X
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X
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2.explain the importance of selected historical figures and events in stories. (SS.4.5.2)
  1. Native Americans
  2. Explorers
  3. Settlers
  4. Colonists

X
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X
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X
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X
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3.identify the influence of various factors on the founding of the original colonies (economic, geographic, political, religious). (SS.4.5.4) / X
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4.identify and describe European explorations of the 15th and 16th centuries. (SS.4.5.7)
  • Explorers
  • Reasons for exploration
  • Accomplishments
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/ X
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5.explain how explorers and settlers adapted to, used or changed the environment. (SS.4.5.6) / X
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6.describe the lifestyles of family and communities in the three regions of colonial North America. (SS.4.5.8) / X
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7.compare the roles and responsibilities of men, women, children, including the elderly within families of different groups. (SS.4.5.9) /
/ X
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8.analyze the institution of slavery. (SS.4.5.10)
  • Arrival of African Americans
  • Development of slavery
  • Economic impact of slavery
/ X
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9.describe revolutionary actions which established the colonies as an independent nation. (SS.4.5.11; 4.5.20)
  • Stamp Act
  • Boston Tea Party
  • Bunker Hill
  • Yorktown
/ X
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10.describe language, stories, music, folktales, and artistic creations as expressions of culture which influence the behavior of people in colonial America. (SS.4.5.12) / X
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(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT / I = In-depth
A = Adequate
M = Minimal
N = Nonexistent / (IMR Committee)
RESPONSES
IAMN
11.compare and contrast the cultures of the colonists and Native Americans and describe the changes that occurred when they came into contact with one another. (SS.4.5.13) /
/ X
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12.explain the similarities and differences in backgrounds, motivation and occupational skills between people in the English settlements and those in the French and Spanish settlements. (SS.4.5.14) / X
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13. evaluate the choices made and roles undertaken in the American Revolution by different groups and what they hoped or feared from revolution. (SS.4.5.15) / X
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14.explain why Americans and those who led them (e.g., George Washington, Benjamin Franklin, Thomas Jefferson) went to war to win independence from England. (SS.4.5.17) / X
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F. SKILLS
FOUNDATION CRITERIA
1.integrate the five strands of Social Studies. / X
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2.be successful based on individual needs and abilities. /
/ X
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3.use multiple intelligence strategies. /
/ X
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4.respond to expanded questioning strategies. / X
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5.integrate reading strategies/techniques using Social Studies content. / X
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6.practice reflective thinking. / X
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Science weak drama / 7.integrate Social Studies material/content across the curriculum. / X
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8.apply contextual learning concepts. / X
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9.develop discriminating memory. / X
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10.understand and manage change and continuity. /
/ X
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11.develop historical empathy. / X
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12.analyze the complexity of history. /
/ X
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weak / 13.engage as active learners. /
/ X
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14.practice workplace process skills. /
/ X
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15.understand cultural diversity. /
/ X
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BASIC SKILLS IN SOCIAL STUDIES
1.locate, access, analyze, organize, sequence, synthesize, and evaluate information and make reasoned judgments. / X
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(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT / I = In-depth
A = Adequate
M = Minimal
N = Nonexistent / (IMR Committee)
RESPONSES
IAMN
2.analyze and interpret information and draw conclusions from maps, charts, graphs, timelines, and tables. / X
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3.participate in discussion, defense of positions, and debate. / X
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4.integrate writing (e.g., creative, self-expression, journaling), reflection and metacognition. / X
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5.read a variety of sources for historical understanding and perspective. / X
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6.read a variety of print sources for critical understanding. / X
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7. learn and use vocabulary, terms and terminology essential for understanding Social Studies. / X
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8.listen to information to gain knowledge and follow directions. /
/ X
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SKILLS IN CITIZENSHIP
1.participate in activities of school, community and nation. /
/ X
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2.resolve conflicts peacefully. /
/ X
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3.participate in volunteer projects. /
/ X
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View points / 4.evaluate, take and defend positions. / X
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5.interact with, monitor and influence government at all levels. /
/ X
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SKILLS IN CIVICS/GOVERNMENT
1.interpret political cartoons. /
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/ X
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2.analyze current and historical documents. / X
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SKILLS IN ECONOMICS
1.read, interpret and draw conclusions from tables, graphs and charts. /
/ X
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2.apply economic concepts to current and historical settings. /
/ X
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3.predict economic trends. /
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/ X
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SKILLS IN GEOGRAPHY
1.select, analyze and design maps to organize geographic information. /
/ X
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2.select, analyze and design graphs, diagrams and tables to organize geographic information. /
/ X
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3.make inferences and draw conclusions from maps and geographic representations. /
/ X
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4.locate places, landforms and regions on appropriate maps. / X
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(Vendor/Publisher)
SPECIFIC LOCATION
OF CONTENT WITHIN
PRODUCT / I = In-depth
A = Adequate
M = Minimal
N = Nonexistent / (IMR Committee)
RESPONSES
IAMN
SKILLS IN HISTORY
1.analyze, gather and interpret historical information. / X
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2.use historical inquiry to detect bias and emotional appeal in historical information. /
/ X
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3.recognize valid interpretations and factual accuracy in historical data. /
/ X
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G. ASSESSMENT
1.practice in a format commensurate with West Virginia Assessment programs.
  • Norm referenced
  • State writing assessment
  • NAEP
  • Informal assessment
  • Criterion referenced
/ X
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2.practice using project format, portfolios and/or performance based measures. / X
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3.practice for standardized assessments, open-ended questioning, checkpoint benchmarks, miscue analysis, and rubrics. / X
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4.use a variety of assessment techniques.
  • True/false
  • Selected response
  • Short answer
  • Extended response
  • Essay
/ X
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H. TECHNOLOGY
1.use appropriate multimedia (e.g., software, audio, visual, interactive books, Internet access, multimedia encyclopedias) materials to practice and master Social Studies Content Standards. / X
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2.use websites with links to relevant sites that allow students/teachers to locate, evaluate and collect information from a variety of sources. / X
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3.use technology tools that allow students to collect, process and organize data, report results, solve problems, make informed decisions and employ technology in the development of strategies for problem solving in the real world. /
/ X
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