MARLBORO CENTRAL SCHOOL DISTRICT-CURRICULUM MAP
Subject: Social Studies Grade Level: 4
(Unit
organizing idea) / Social Studies Concepts
(Inquiry Questions) / Skills
(What students
actually do) / State Standards / Content and
Vocabulary
(Vocabulary is found at the beginning of each lesson in text.)
/ Literacy
Connections / Major Assessments
(Tests, projects, etc.) / Time Frame
(Number of
weeks)
Colonial & Revolutionary Periods & The New Nation
Colonial & Revolutionary Periods
Why do people move?
How do people adapt and assimilate to a new culture?
The Revolutionary War in New YorkState
What reasons would cause groups to go to war? (power, land, resources)
How does war change history?
The new nation
How does the past influence the establishment of a new nation?
How are new governments formed? / Colonial & Revolutionary Periods
Dutch, English, & French influences in New YorkState
Lifestyles in the colonies – comparisons during different time periods
Different types of daily activities including social/cultural, political, economic,
scientific/technological, or religious
Ways that colonists depended on & modified their physical environments
Cultural similarities & differences, including folklore, ideas, & other cultural
contributions that helped shape our community, local region, & State
Colonial governments
Colonial societies were organized to answer three fundamental economic
questions: What goods & services do we produce? How do we produce them?
For whom do we produce them?
Ways of making a living in our local region & State
Causes for revolution: social, political, economic
Important accomplishments of individuals & groups living in our community
& region
The Revolutionary War in New YorkState
Location of New YorkState
The significance of New YorkState’s location & its relationship to the
locations of other people & places
Geographic features that influenced the War
Native American Indians in New YorkState influenced the War
The war strategy: Saratoga & other local battles
Loyalists & patriots in New YorkState
Leaders of the Revolution
Effects of the Revolutionary War
The new nation
Foundations for a new government and the ideas of American democracy as
expressed in the Mayflower Compact, the Declaration of Independence, and
the Constitutions of the State of New York and the United States of America
The importance of the Bill of Rights
Individuals & groups who helped to strengthen democracy in the United States
The roots of American culture, how it developed from many different
traditions, & the ways many people from a variety of groups & backgrounds
played a role in creating it
Those values, practices, & traditions that unite all Americans / Students will:
-identify Dutch, English & French influence in New YorkState
-compare/contrast lifestyles in the colonies
-identify different types of daily activities & cultural contributions
-understand how the government of the colonies worked
-understand the organization of the colonial economy – e.g., British taxes, ways of making a
living
-identify social, political, & economic causes of war
-discuss significance of New York’s geography & location in relation to the war
-understand the role of New YorkState in the war (Native Americans, leaders, battles)
-understand values, practices, and traditions that unite all Americans
-identify the effects of the war
-understand the ideals of American democracy
-understand the rights guaranteed by the Bill of Rights
-identify individuals & groups who helped strengthen democracy
-discuss reasons for immigration and migration to New YorkState
-identify important contributions of immigrants to New YorkState / Standard 1.1
Standard 1.2
Standard 1.3
Standard 1.4
Standard 5.1
Standard 5.2
Standard 5.3 / Life in colonial New York:
• Roles of Men, Women and Children
• Food, Clothing and Shelter
Dutch and English settlements
Influential Individuals
British take control of New York Colony
• Causes of unrest in the colonies
• Colonists organized and revolted against England
• New York as a key location for England
• Loyalists and Patriots in NYS
• Ways in which Native Americans in NYS influenced the war
• Important individuals who influenced the war including the Leaders of the Revolution
• Effects of the war on NYS
Documents of Freedom:
• Mayflower Compact
• Constitution of New YorkState
• Declaration of Independence
• Constitution of the U.S.
• Bill of Rights
Influential Individuals:
• Framers of the Constitution
• Political, Economic and Social Leaders / For media materials:
- Select your school
- Go to “Library” tab
- Select “Search Library Catalog” icon
- Follow the direction
- Select “Tools” tab
- Select “United Streaming Video Connection”
- Username & Password are the same as your school email
- Put keyword in the Search bar
- George Washington Socks
- Crossing the Delaware
- Tolliver’s Secret
- Drums of Saratoga
- A Very Important Day
- I Have Heard of a Land
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/ Test, quizzes (identify vocabulary, concepts, events, important people and places in the history of New York)
Chapter Tests
Theme Projects
Research Report / 2-3 weeks
Industrial Growth & Expansion
Why did people want to settle in WesternNew YorkState?
How did new forms of transportation change New YorkState? / Industrial growth and expansion
Transportation, inventions, communication, and technology
(e.g., 1800’s – Erie Canal, railroads, steamboats, turnpikes, telegraph, cable;
1900’s – automobiles, subways, air travel, seaways, telephones, radios and
televisions, computer)
Urbanization: economic, political, and social impacts
Rural to urban to suburban migration
Economic interdependence (e.g., resource use; from farm to market)
Ways of learning and public education in our community and State
The labor movement and child labor / Students will:
-understand how transportation, inventions, communication, and technology, helped the
industry of New YorkState
-understand how economy and geography factors influence industry and expansion
-identify reasons behind migration from rural to urban to suburban
-understand the concept of economic interdependence based on state and local needs
-discuss public education in New YorkState – communities and state
-understand causes and effects of labor movement and child labor / Standard 1.3
Standard 4.1 / • Steamboats, Canals and Railroads
• Important Figures in development of transportation and industrial growth in NYS
• Important Inventions / For media materials:
- Select your school
- Go to “Library” tab
- Select “Search Library Catalog” icon
- Follow the direction
- Select “Tools” tab
- Select “United Streaming Video Connection”
- Username & Password are the same as your school email
- Put keyword in the Search bar
- Snow Treasure
- War Comes to Willy Freeman
- Sarah, Plain and Tall
- Garden of Happiness
- The Kids’ Invention Book
- Blue Willow
- The Gold Rush
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/ Test, quizzes (identify vocabulary, concepts, events, important people and places in the history of New York)
Chapter Tests
Theme Projects
Research Report / 2-3 weeks
Geography
Where are New YorkState and its geological features located? / Oceans/continents
Landforms/regions of New York
Latitude/longitude
Compass rose
Scale
Legend
Symbols
Grids / Students will:
-identify oceans/continents
-identify landforms and regions of New York
-use latitude/longitude to find locations
-use a compass rose, scale, legend, symbols and grids on a map
-make a map of NY & locate places / Standard 3.1Standard 3.2 / •geographic vocabulary
•location of New York and its regions, landforms and important waterways
•illustrate maps of New YorkState / For media materials:
- Select your school
- Go to “Library” tab
- Select “Search Library Catalog” icon
- Follow the direction
- Select “Tools” tab
- Select “United Streaming Video Connection”
- Username & Password are the same as your school email
- Put keyword in the Search bar
- Maps & Globes
- As the Crow Flies
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mrnussbaum.com/
/ Test, quizzes (identify vocabulary, concepts, events, important people and places in the history of New York)
Chapter Tests
Theme Projects / 2-3 weeks
Government
Why is government necessary?
How would society function without a government? / Government
Basic democratic vales (Taken from: National Standards for Civics and
Government)
The fundamental values of American democracy include an understanding of
the following concepts: individual rights to life, liberty, property and the
pursuit of happiness; the public or common good; justice; equality of
opportunity; diversity; truth; and patriotism
Purposes of government
The basic purposes of government in the United States are to protect the rights
of individuals and to promote the common good. (Taken from: National
Standards for Civics and Government)
Local and State governments
An introduction to the probable consequences of the absence of government
The structure and function of the branches of government of New YorkState
and local governments, including executive, legislative, and judicial branches
The meaning of key terms and concepts related to government, including
democracy, power, and citizenship
The United States Constitution and the Constitution of the State of New York
and their respective Bills of Rights were developed as written plans for
organizing the functions of government and safeguarding individual liberties
Representatives in the legislative, executive and judicial branches at the local,
State and national levels of government and how they are elected or appointed
to office
People elect and/or appoint leaders who make, enforce and interpret laws
Citizenship and the rules and responsibilities of citizenship in the classroom,
school, home and local community
Citizenship includes an awareness of the holidays, celebrations, and symbols of
our nation, including the flag of the United States of America, its proper
display and use
Effective, informed citizenship involves duties such as voting, jury service and
other service to the local community
Citizens can participate in political decision making and problem solving at the
local, State and national levels / Students will:
-understand basic democratic values – e.g., rights to life, justice and diversity
-understand that these values are expressed in important documents
-identify the purposes of government
-understand the consequences of the absence of a local government
-identify the branches of state and local government and the function of each
-know the meanings of key terms related to government
-understand the purpose of the New York State Constitution
-know the state and local representative
-understand the election process
-know our responsibilities as citizens / Standard 1.1
Standard 1.4
Standard 5.1
Standard 5.2
Standard 5.3
Standard 5.4 / Responsibilities that come with citizenship
Federal/State Branches of Government
• Executive
• Legislative
• Judicial
• Checks and balances
Components of local government / For media materials:
- Select your school
- Go to “Library” tab
- Select “Search Library Catalog” icon
- Follow the direction
- Select “Tools” tab
- Select “United Streaming Video Connection”
- Username & Password are the same as your school email
- Put keyword in the Search bar
- School House Rock Videos
- George
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/ Test, quizzes (identify vocabulary, concepts, events, important people and places in the history of New York)
Chapter Tests
Theme Projects
Research Report
Morning Meeting, Responsive Classroom Format is used to teach citizenship, rights and responsibilities. / 2-3 weeks
Native Americans of New York State/Europeans Meet in the Americas
What is the impact of a new culture on an existing culture? / Native American Indians of New YorkState
Native American Indians were the first inhabitants of our local region and State
The Iroquois (Haudenosaunee - People of the Longhouse) and the Algonquian
were the early inhabitants of our State
Meeting basic needs – food, clothes and shelter
Uses of the environment and how Native American Indian settlements were
Influenced by environmental and geographic factors
Important accomplishments and contributions of Native American Indians who
Lived in our community and State
League of Five Nations - Government
Three worlds (Europe, the Americas, Africa) meet in the Americas
Major explorers of New YorkState
Impacts of exploration – social/cultural, economic, political and geographic
The slave trade and slavery in the colonies
Groups of people who migrated to our local region and into our State
Ways that people depended on and modified their physical environments / Students will:
-identify tribes indigenous to New York
-compare/contrast tribes and cultures
-read and write legends to explain Native American explanation of natural occurrences
-understand how Native Americans used the environment to meet their basic needs
-identify contributions of Native Americans to our culture
-identify major explorers of New YorkState (Henry Hudson, Verrazano, Champlain)
-describe the impacts of exploration
-understand the slave trade and its impact on the colonies
-identify groups who migrated to our region
-understand how they depended on and modified the environment / Standard 1.1
Standard 1.2
Standard 1.3
Standard 1.4
Standard 4.1
Standard 5.1 / • First inhabitants of New YorkState.
• Utilize natural resources to meet basic needs and wants.
• People of the Eastern Woodlands
• Iroquois Confederacy
European Explorers:
•Columbus
• Verrazano
•Cartier
•Champlain
•Hudson / For media materials:
- Select your school
- Go to “Library” tab
- Select “Search Library Catalog” icon
- Follow the direction
- Select “Tools” tab
- Select “United Streaming Video Connection”
- Username & Password are the same as your school email
- Put keyword in the Search bar
- Voyage of the Half-Moon
- Indian in the Cupboard
- Sign of the Beaver
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/ Test, quizzes (identify vocabulary, concepts, events, important people and places in the history of New York)
Common Task
Chapter Tests
Theme Projects
Research Report / 2-3 weeks
Social Studies 4 New 2010