CURRICULUM UNIT MAP
1ST QUARTER

COURSE TITLE:Social Studies GRADE: 4

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit: Tools of Social Inquiry
WEEK 1-2 ---OBJECTIVES
Identify, select, use and create resources for social science inquiry
Use and evaluate primary and secondary resources / Identify the difference between primary and secondary resources
Choose a primary and secondary resource from a specific topic (ex. Louisiana Purchase)) to determine its importance in the history of Missouri / Students will take a pre-test to determine knowledge of resources and use in history
Students will show knowledge of primary and secondary resources by choosing between sources presented
Students will research a Famous Missourian each week using internet and library sources / Performance assessments -show and tell speech- using primary and secondary resources.
End of unit test to determine the difference between secondary and primary resources.
End of unit test to determine knowledge of encyclopedias, dictionary, periodicals, and atlases.
Use library and internet resources in research and inquiry of Missouri History
Unit: Geographical Study and Analysis
WEEK 3-4—OBJECTIVES
To construct and interpret maps
Compare regions in Missouri
Use geography to interpret the past history of Missouri (e.g., why rivers have played an important role in human transportation and the growth of early Missouri) / Develop maps to show knowledge of map skills / Pre-test to determine the knowledge of map skills (compass rose , map keys, longitude latitude locations, hemispheres, continents and oceans as well as Missouri’s location in United States)
Construct and interpret maps
Use geography to interpret the past. Look at maps like the Louisiana Territory and gain knowledge of the history of Missouri before statehood. Analyze the rivers and their locations to determine the importance to the history of Missouri / End of Unit Benchmark Assessment-
Students will take a test to determine mastery of map skills.
Performance Base- PowerPoint presentation to identify and explain the regions of Missouri, major cities, crops/minerals, landforms, and tourist attractions.
Identify and apply parts of a map using learning activities
Identify regions of Missouri
Compare and contrast regions according to physical, historical and economical impact each region has
Examine the location of Missouri’s rivers and why it was important to the settlement of Missouri

CURRICULUM UNIT MAP
1ST QUARTER (Cont’d)

COURSE TITLE:Social Studies GRADE: 4 ____

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit: Native American Heritage
WEEK 5-6—OBJECTIVES
Identify and explain the major components of the Native American culture in Missouri.
Evaluate the impact of westward expansion on the Native Americans in Missouri.
Identify and create artifacts that were used by early Native Americans in Missouri / Write and analyze the characteristics of the American Indian people of Missouri / Students can create timelines of early Native Americans who occupied Missouri from 10,000 B.C. to 1800 A.D.
Students will complete Venn diagrams contrasting their lives to native Americans
Create charts to show differences in groups of Native Americans that occupied Missouri
Students will create artifacts with descriptions / End of Unit Benchmark Assessment
Performance Assessment-Creating and presenting artifact and its importance to Native American Culture.
Performance assessment-
Journal showing knowledge of everyday life of Native Americans in Missouri.
Describe the importance of natural resources to the Native Americans in Missouri
Compare and contrast their lives to the lives of the Native Americans
Write down details to show how the Native Americans culture varied throughout Missouri’s history
Write descriptions of the daily lives of Native Americans in Missouri
Use a chart to organize and compare the difference between, Paleo, Archaic, Woodland, Mississippian Mound Builders, and the Osage in Missouri
Unit: Early Settlement of Missouri
WEEK 7-9—OBJECTIVES
Locate and summarize European settlements in Missouri and their founders.
Differentiate between the lives of European settlers and that of African Americans that were brought to the area. / Create timeline of the importance of Missouri events in its early history. / Design a t-shirt to show knowledge of influence of early explorers to Missouri’s history.
After taking virtual tour of Missouri’s first settlement outline the culture and life of the first settlers to Missouri.
Study a painting of early Ste. Genevieve. Compare and contrast the life of early settlers to the area to the lives of people now.
Research and take notes of the importance of early European people to Missouri’s settlements. Present speech on your findings. / End-of-unit Benchmark Assessment
Performance Assessment- After returning from the field trip to Ste. Genevieve describe why it’s so important to history to preserve things from the past.
Label the early Missouri cities on a blank map of Missouri. Label the rivers to aid in the understanding of the location of cities to rivers.
Make connections that show how early families to Missouri (e.g. Valle family, Laclede and Chouteau) helped in the development of cities in Missouri that led to its growth.
Explain about the lives of the African Americans brought to these early settlements.

CURRICULUM UNIT MAP
2ndQUARTER

COURSE TITLE:Social Studies GRADE:4

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit: Missouri’s Early History
WEEK 1-4—OBJECTIVES
Summarize events in the Louisiana Purchase.
Identify people who have contributed to the expansion of Missouri.
Outline the issues of Missouri Statehood. / Identify the reasons or events that led up to the Louisiana purchase. / Students will make an outline showing the sequence of events that occurred during the expansion of Missouri.
Students will perform a play reenacting the events of the Louisiana purchase.
Students create journals showing the journey of Lewis and Clark’s expedition. List events that contributed to the Discoveries success.
Students will complete newspaper articles to highlight important people and their contributions.
Students will take clicker quiz that highlights
Missouri events leading up to Missouri’s becoming a state as well as its’ entry into the United States / End of Unit Benchmark Assessment
Use details to show the important contributions of people like Thomas Jefferson, Lewis and Clark, and Sacajawea to Missouri’s History.
Recognize the importance of the Corps of Discovery (Lewis and Clark Expedition) to the expansion of Missouri.
Describe the events that led up to Missouri becoming a state (e.g. Missouri Compromise).
Unit: Moving West Unit
WEEK 5-9—OBJECTIVES
Identify the events in westward expansion, including people, motivation, and hardships they faced. / Present events to show how expansion in Missouri grew.
Describe why merchant, trappers and traders were so important to the expansion of the west. / Pre-test on knowledge of westward expansion.
Make an advertisement to hire trappers and mountain men.
Create a brochure showing items that could be purchased in Independence, Missouri.
Make paper wagons and load them with exactly what you would need to take on your journey. / End of Unit Benchmark Assessment-
Test which shows knowledge on Missouri as jumping off point, contributions of trappers and traders, and dangers faced by pioneers.
Performance Assessment-Students will record thoughts in a daily journal using Laura Ingalls Wilders’ “Little House” books. Journal will continue throughout unit.
Map the different trails that led out west.
Describe the connection between the journey and the hardships that pioneers traveling west faced.

CURRICULUM UNIT MAP
3rd QUARTER

COURSE TITLE:Social Studies GRADE: 4

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit: Slavery/Civil War
WEEK 1-6—OBJECTIVES
Summarize the aspects of slavery in Missouri
Evaluate the importance of the underground railroad and the role Missourians played
Differentiate between confederacy and the union during the civil war
Explain Missouri’s role in the Civil War as a border state
Identify the generals, presidents and political leaders of the Civil War / Compare and contrast the lives of slaves and freed slaves in Missouri.
Examine the Underground Railroad and why it was important to slaves. / Complete daily exit cards with three facts that they learned that day from their reading and discussions.
Read the book “Henry’s Freedom” provide written response questions to complete when finished with the book.
Examine the virtual tour of “Harriet Tubman’s’ Underground Railroad”. Make index cards of important facts you learn.
Read the book “Civil War on Sunday” complete a fact and opinion chart over each chapter. / Performance Event-Create a timeline in Smart Notebook showing the events of the Civil War in Missouri include pictures, dates and details.
End of Unit Benchmark Assessment
Write and analyze the differences between the north and the south.
Identify the important players in the Civil War (e.g. Ulysses S. Grant, Robert E. Lee, Claiborne Jackson, President Lincoln, Jefferson Davis, bushwhackers and guerillas)
Write down details about the Civil War in Missouri.
Unit: Reconstruction and Growth
WEEK 6-7 –OBJECTIVES
Describe the changes in Missouri since the Civil War in education, transportation and communication / Use examples to show the inventions that helped to change Missouri after the Civil War. / Make an advertisement to show an invention that was created by George Washington Carver.
Create note cards to outline chapter as you read.
Take a teacher made quiz over each section in the chapter. / End of Unit Benchmark Assessment
Explain how the railroad and motor vehicles helped to change Missouri and the U.S. after the Civil War.
Use information to explain the growth of major cities in Missouri like St. Louis and Kansas City.

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3rd QUARTER (Cont’d)

COURSE TITLE:Social Studies GRADE: 4

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit: United States Government
Week 8-9-OBJECTIVES
Identify and explain the United States Constitution
Identify personal rights included in the Bill of Rights / Participate in classroom discussions on rights and responsibilities / List the important parts of the Preamble and why they are included in the Constitution. / End of Unit Benchmark Test
Explain why U.S. has a constitution and why it is important. / Dissect the Preamble to the Constitution and explain what each section means.
List situations where your rights and responsibilities are important to you. / Students will create their own laws and government for a pretend town they are responsible for starting.
Make a list of laws that you have to follow at school and why they are important.

CURRICULUM UNIT MAP
4th QUARTER

COURSE TITLE:Social Studies GRADE:4

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit: Missouri Government
WEEK 1-2—OBJECTIVES
Explain the three branches in the state and national government
Identify the jobs and responsibilities of our state and local officials.
Analyze why the people of the state need to pay taxes and what these taxes are used for. / Describe the functions of the three branches of government. / Complete a chart for the national, state and local governments. Label the head of each branch and their duties.
Create branches of government flash cards.
Make a flip chart. Each page will have pictures and descriptions of our Missouri Symbols. / Performance Assessment-complete the graphic organizer in Excel labeling the three branches of state government and their jobs
End-of Unit Benchmark Assessment
Explain what each level of governments’ responsibilities is.
Make connections of the general knowledge of how and by whom decisions are made, enforced and interpreted in government.
Unit: National and State Symbols
WEEK 3-4—OBJECTIVES
Identify and explain features of the main national and state symbols. / Identify the national symbols and their meanings (e.g. flag, Liberty Bell, eagle, Statue of Liberty, White House) / Make a flip chart. Each page will have pictures and descriptions of our Missouri Symbols. / Performance Assessment
Make a smart Notebook presentation showing the National Symbols we studied and their importance
End of Unit Benchmark Assessment
Identify the state symbols and their meanings.
Unit: Economic Concepts/Principles
WEEK 5-9—OBJECTIVES
Explain how the state gets money to provide for its needs.
Explain how decisions of households, businesses and governments affect each of us.
Compare resources used in businesses.
Explain supply and demand.
Calculate profits and earnings in a business. / Define region, resource, business and entrepreneur. / Pre-test given to students on economic concepts.
Students will play a game in which they will be given money for a business and have to take expenses from their business. They will list profits and losses of their business / End of Unit Benchmark Test
Identify resources, human, natural and capital
The students will create their own business and complete list of resources needed to run their business. They will explain profits of their business and losses.
Make connections between the taxes collected from parents and businesses to the states use of this revenue