4th Social Studies Parent Guide

March, 2014

Unit 1 Title

“Using Connecting Themes in Fourth Grade Social Studies”

Unit Focus This unit is designed to introduce students to the seven themes that will feature prominently in Fourth Grade Social Studies. Activities will focus on relating beliefs and ideals; conflict and change; distribution of power; individuals, groups, institutions; location; movement/migration; and technological innovations to students. By the end of the unit students should demonstrate that they are comfortable with the enduring understandings and can apply them to practical, everyday situations.

Concepts Explored

This unit is designed to teach the themes used in the course and the relevance to students’ lives. There are no standards and elements for this introductory unit.

Themes explored

- Beliefs and Ideals

- Conflict and Change

- Distribution of Power

- Individuals, Groups, and Institutions

-Location

-Movement & Migration

-Technological innovations

How You Can Support Your Child

You can support your child by providing them quality text that that is directly correlated with the content in this unit. There are a

host of print and digital resources that are available for your child to read, as well as reliable online interactive sites that will help

your child understand the information.

Print Resources (suggested text only others may be used)

Beliefs and ideals:

Coming to America: The Story of Immigration by Betsy Maestro

4th Social Studies Parent Guide

March, 2014

Conflict and Change:

Greedy Zebra by Mwenye Hadithi

Distribution of Power

The Other Side by Jacqueline Woodson Individuals, Groups, Institutions

Nobody Owns the Sky: The Story of Brave Bessie Coleman by Reeve Lindbergh

Tacky the Penguin by Helen Lester Location

The Story of Little Babaji by Helen Bannerman

A Country Far Away by Philippe Dupasquier Movement & Migration

Tanya’s Reunion by Valerie Flournoy

My Diary from Here to There by Amada Irma Perez Technological Innovations

The Lorax by Dr. Seuss

And Still the Turtle Watched by Sheila MacGill-Callahan

Digital Resources (suggested text only others may be used)

http://www.socialstudies.org/standards/strands.

http://www.nationalgeographic.com/resources/ngo/education/themes.html

http://gadoe.georgiastandards.org/socialstudies_vc.aspx.

4th Social Studies Parent Guide

May, 2014

Unit 2 Title

“The Discovery of North America”

Unit Focus In this unit, students will learn about the groups of people who first inhabited North America before the Age of Exploration. Student will learn how location helped the Native Americans throughout the continent establish settlements and utilize the resources available in their area. By understanding the intrinsic reasons for movement/migration, student will learn how the Native American and European explorers affected each other and the development of culture and economy in North America.

Concepts Explored

Describe how early Native American cultures developed in North America physical systems affect human systems -Arctic (Inuit), -Northwest (Kwakiutl) - Plateau (Nez Perce) -Southwest (Hopi) -Plains (Pawnee) -Southeastern (Seminole)

Describe European exploration in North America -John Cabot - Vasco Nunez Balboa -Juan Ponce de Leon -Christopher Columbus -Henry Hudson -Jacques Cartier

Locate important physical and man-made features in the United States

Physical features of the United States -Atlantic Coastal Plain -Great Plains -Continental Divide -Great Basin

4th Social Studies Parent Guide

May, 2014

-Death Valley -Gulf of Mexico -St. Lawrence River -The Great Lakes

Use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical event.

How You Can Support Your Child

You can support your child by providing them quality text that that is directly correlated with the content in this unit. There are a

host of print and digital resources that are available for your child to read, as well as reliable online interactive sites that will help

your child understand the information.

Print Resources (suggested text only others may be used)

The Inuit: People of the Arctic by Jennifer Fleischner

The Inuit by Anne Wallace Sharp.

John Cabot / Kristin Petrie

Seminole / D. L. Birchfield

If you lived with the Hopi / Anne Kamma

Digital Resources (suggested text only others may be used)

Native American Sites:

http://www.native-languages.org/home.htm (select from links to lists of Native Americans at bottom of webpage)

http://www.nau.edu/~hcpo-p/index.html#table (Hopi website)

http://www.seminoletribe.com/index.shtml (Seminole website)

http://edsitement.neh.gov/view_lesson_plan.asp?id=324 (lesson plan that could be adapted to GPS-featured tribes)

4th Social Studies Parent Guide

May, 2014

Unit 3 Title

The Colonization of North America

Unit Focus In this unit, students will learn about the way of life in the New England, Mid-Atlantic, and Southern colonies. By using the enduring understanding of location, the students will examine how the geography of the region affected the daily life of the colonists living in that area. Students will also learn the ways in which individuals, groups, and institutions impacted the choices colonists could make in deciding the types of jobs and way of life for each region.

Concepts Explored

The student will explain the factors that shaped British colonial America and describe the physical systems affected the colonies: -New England - Mid-Atlantic -Southern colonies

Use the basic economic concepts to learn more about historical events -Trade and opportunity cost -Specialization -Voluntary exchange -Productivity

How You Can Support Your Child

You can support your child by providing them quality text that that is directly correlated with the content in this unit. There are a

host of print and digital resources that are available for your child to read, as well as reliable online interactive sites that will help

your child understand the information.

Print Resources (suggested text only others may be used)

The Mayflower Compact by E.J. Carter

If You Sailed on the Mayflower in 1620 by Ann McGovern

Growing up in a New World 1607-1775 by Brandon Miller

4th Social Studies Parent Guide

May, 2014

Giants in the Land by Diana Appelbaum

Digital Resources (suggested text only others may be used)

Discovery Education

-Exploring the World: The English Come to America: Jamestown and Plymouth -The Colony of Virginia, Founded in 1607 -The Colony of Plymouth: Founded in 1620

Indentured Servants

http://www.stratfordhall.org/learn/teacher/servants.php Slaves

http://www.stratfordhall.org/learn/teacher/slavery.php\ Large Landowner (The Lee family’s Stratford Hall)

http://www.stratfordhall.org/video/ Large Landowner (George Washington’s Mount Vernon)

http://www.mountvernon.org/learn/explore_mv/index.cfm/

Additional Websites

A Colonial Family and Community: A great website for learning about life in the New England colony of Connecticut. http://www.thehenryford.org/exhibits/smartfun/colonial/intro/index.html

Colonial Kids: A celebration of Life in the 1700’s http://library.thinkquest.org/J002611F/?tqskip=1

Jamestown Online Adventure: A “choose your own adventure” format allows students to see if they would make better choices than the original Jamestown colonists. http://www.historyglobe.com/jamestown/

Plimoth Plantation: You are the Historian: This site gives a fascinating look at the life of the pilgrims and the Native Americans that were a part of the first Thanksgiving. http://www.plimoth.org/learn

4th Social Studies Parent Guide

May, 2014

Unit 4 Title

Forming a New Nation

Unit Focus In this unit, students will understand why the English colonists decided to separate from England and form an independent nation. Students will use the connecting theme of beliefs and ideals to understand why the Declaration of Independence was created and explain why we enjoy the rights and freedoms we do today. They will also focus on the connecting theme of conflict and change to explore the causes of the American Revolution and analyze how citizens are able to make changes in their society today. Finally, through the connecting theme of individuals, groups, institutions, students will describe the role of key individuals in the American Revolution and explain how their actions influence the choices people make in their lives.

Concepts Explored

Explain the causes, events, and results of the American Revolution and describe how physical systems affect American and British systems.

describe the meaning of natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness).

How You Can Support Your Child

You can support your child by providing them quality text that that is directly correlated with the content in this unit. There are a

host of print and digital resources that are available for your child to read, as well as reliable online interactive sites that will help

your child understand the information.

Print Resources (suggested text only, others may be used)

The Journal Of William Thomas Emerson, A Revolutionary War Patriot, Boston by Barry Denenberg

Who was George Washington? by Roberta Edwards

The Signers: The 56 Stories Behind the Declaration of Independence by Dennis Brindell Fradin,

Who was Ben Franklin? Dennis Brindell Fradin

4th Social Studies Parent Guide

May, 2014

This Time, Tempe Wick? by Patricia Lee Gauch

The Chester Town Tea Party by Brenda Seabrooke

Digital Resources (suggested text only others may be used)

Discovery Education

The Revolutionary War Series: The Events Leading up to War: http://player.discoveryeducation.com/index.cfm?guidAssetId=19868750-4672-46F7-B154-782CAD60E935

Liberty’s Kids: The Shot Heard Round the World: http://player.discoveryeducation.com/index.cfm?guidAssetId=4a8418ca-32f7-4fb8-9e38-55cf22348f45

Liberty’s Kids: The First 4th of July: http://player.discoveryeducation.com/index.cfm?guidAssetId=619ec8d5-a2b0-4a02-9820-557c5d937a8a

Liberty’s Kids: Benedict Arnold: http://player.discoveryeducation.com/index.cfm?guidAssetId=55632f64-795e-4bf5-856b-4f31f6c6ee94

Liberty’s Kids: Yorktown: http://player.discoveryeducation.com/index.cfm?guidAssetId=03755f0c-19b0-4e48-919d-18c7f0d4678c

Additional Internet Resources

Learn about George Washington at: http://www.mountvernon.org/

Thomas Jefferson’s life can be explored at: http://www.monticello.org/

The Declaration of Independence may be researched and viewed at: http://www.archives.gov/exhibits/charters/declaration.html

Read the Declaration of Independence in “kid-friendly language” at: http://www.historyforkids.org/learn/northamerica/after1500/government/declaration.htm

No More Kings America Rock video: http://www.youtube.com/watch?v=ofYmhlclqr4

Yorktown Battlefield National Park: http://www.nps.gov/yonb/index.htm

Saratoga National Historical Park: http://www.nps.gov/sara/index.htm

http://bensguide.gpo.gov/ (multitude of resources related to the Declaration of Independence and events surrounding it.

4th Social Studies Parent Guide

May, 2014

Unit 5 Title

“Challenges of a New Nation”

Unit Focus In this unit, students will understand the challenges that faced the early United States. Students will learn about the weaknesses of the early government and the creation of the United States Constitution. Through the connecting theme beliefs and ideals, students will understand why the phrase “We the people” has so much importance. The connecting theme conflict and change will teach students about the Articles of Confederation and how this weak national government changed to the US Constitution through many debates and compromises. Students will also learn about the causes and effects of the War of 1812 and the changes that resulted in this conflict. Finally, students will understand how individuals, groups, institutions have an impact in facilitating changes for the better or worse.

Concepts Explored

Compare and contrast lives and character traits of historical figures with present day figures.

Describe basic economic concepts about goods and services, consumers and producers, making economic choices, and personal finance.

Explore geography (continents, bodies of water, other landforms,) using maps or globes.

How You Can Support Your Child

You can support your child by providing them quality text that that is directly correlated with the content in this unit. There are a

host of print and digital resources that are available for your child to read, as well as reliable online interactive sites that will help

your child understand the information.

Print Resources (suggested text only others may be used)

A Picture Book of Sojourner Truth by David Alder

Courage on the Oregon Trail, Perfection by Dorothy Brenner

Sojourner Truth: Equal Rights Advocate by Kathleen Collins

4th Social Studies Parent Guide

May, 2014

You Want to Vote, Lizzie Stanton? by Jean Fritz

Life on the Oregon Trail by Elaine Landau

If You Traveled West on a Covered Wagon by Ellen Levine

Digital Resources (suggested text only others may be used)

http://www.lewisclark.net/index.html (Lewis and Clark expedition)

http://www.pbs.org/lewisandclark/ (Lewis and Clark expedition, classroom resources, interactive trail map)

http://www.eduplace.com/ss/act/oregon.html(Oregon Trail)

http://www.isu.edu/~trinmich/Allabout.html (Oregon Trail)

http://www.shsu.edu/~his_www/tah07/louisianapurchase.pdf(Louisiana Purchase and Lewis and Clark)

http://www.education-world.com/a_admin/admin/images/pfilestechnologyadminPPT.ppt#295,Slide 1 (Oregon Trail)

http://www.californiahistoricalsociety.org/programs/pdf/cal_gold_rush.pdf (Gold Rush)

http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/tubman (Harriet Tubman)

http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/stanton (Elizabeth Cady Stanton)

http://www.pbs.org/thisfarbyfaith/people/sojourner_truth.html (Sojourner Truth)

http://www.edstephan.org/48states.html(animated map of US growth)

http://www.earlyamerica.com/earlyamerica/maps/frontier_line/ (map of early American cities)

http://www.epodunk.com/routes/erie-canal/#(Erie Canal)

http://www.slideshare.net/MeganO819/slavery-and-abolition-power-point-presentation (abolition)

http://jc-schools.net/tutorials/PPT/WomenSuffrage.ppt#256 Slide 1 (suffrage)

http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/nation/fitch_1(steamboat)

http://www.steamboats.org/history-education/eexplore.html (interactive steamboat model)

4th Grade Social Studies Parent Guide

March, 2014

Unit 6 Title

Our American Government

Unit Focus In this unit, students will learn how the government of the United States operates. Students will use the connecting theme of distribution of power to learn the role of the branches of government and how the federal system of government operates. By learning about rule of law, students will understand how laws are created, enforced, and protect a citizen’s right.

Concepts Explored

Identify and describe the three branches of government

Explain the importance of freedom of expression as guaranteed by the US Constitution.

Describe the various roles of government

Explain the importance of central and shared democratic beliefs and ideals amongst Americans.

How You Can Support Your Child

You can support your child by providing them quality text that that is directly correlated with the content in this unit. There are a

host of print and digital resources that are available for your child to read, as well as reliable online interactive sites that will help

your child understand the information.

Print Resources (suggested text only others may be used)

How the U.S. Government Works by Syl Sobel We Live Here Too – Kids Talk About Good Citizenship by Nancy Loewen If Everybody Did by Jo Ann Stover We the Kids, David Catrow

Digital Resources (suggested text only others may be used)

Five Freedoms video series: http://www.channelone.com/five-freedoms-rethinklearningnow/

4th Grade Social Studies Parent Guide

March, 2014

How Laws are Made: http://kids.clerk.house.gov/grade-school/lesson.html?intID=17

Three Branches of Government Activity: http://www.quia.com/cz/29317.html

Federal and State Powers: http://www.youtube.com/watch?v=0IsRmNhwauc

4th Grade Social Studies Parent Guide

March, 2014

Unit 7 Title

“Our American Government”

Unit Focus In this unit, students will learn how the government of the United States operates. Students will use the connecting theme of distribution of power to learn the role of the branches of government and how the federal system of government operates. By learning about rule of law, students will understand how laws are created, enforced, and protect a citizen’s right.

Concepts Explored

Identify and describe the three branches of government

Explain the importance of freedom of expression as guaranteed by the US Constitution.

Describe the various roles of government

Explain the importance of central and shared democratic beliefs and ideals amongst Americans.

How You Can Support Your Child

You can support your child by providing them quality text that that is directly correlated with the content in this unit. There are a

host of print and digital resources that are available for your child to read, as well as reliable online interactive sites that will help

your child understand the information.

Print Resources (suggested text only others may be used)

How the U.S. Government Works by Syl Sobel We Live Here Too – Kids Talk About Good Citizenship by Nancy Loewen If Everybody Did by Jo Ann Stover We the Kids, David Catrow

Digital Resources (suggested text only others may be used)

Five Freedoms video series: http://www.channelone.com/five-freedoms-rethinklearningnow/

4th Grade Social Studies Parent Guide

March, 2014

How Laws are Made: http://kids.clerk.house.gov/grade-school/lesson.html?intID=17

Three Branches of Government Activity: http://www.quia.com/cz/29317.html

Federal and State Powers: http://www.youtube.com/watch?v=0IsRmNhwauc

4th Grade Social Studies Parent Guide

March, 2014

Unit 8 Title

“Being a Responsible Spender by Learning From the Past”

Unit Focus In this unit, students will learn how the government of the United States operates. Students will use the connecting theme of distribution of power to learn the role of the branches of government and how the federal system of government operates. By learning about rule of law, students will understand how laws are created, enforced, and protect a citizen’s right.

Concepts Explored

Identify and describe the three branches of government

Explain the importance of freedom of expression as guaranteed by the US Constitution.

Describe the various roles of government

Explain the importance of central and shared democratic beliefs and ideals amongst Americans.

How You Can Support Your Child

You can support your child by providing them quality text that that is directly correlated with the content in this unit. There are a

host of print and digital resources that are available for your child to read, as well as reliable online interactive sites that will help

your child understand the information.

Print Resources (suggested text only others may be used)

Let it Shine: Stories of Black Women Freedom Fighters by Andrea Davis Pinkney

Tops and Bottoms by Janet Stevens

Follow the Money by Loreen Leedy

Credit Cards and Checks by Margaret Hall

You Can't Buy a Dinosaur with a Dime by Harriet Ziefert

The Kids' Money Book by Jamie Kyle MacGillian

4th Grade Social Studies Parent Guide

March, 2014

Digital Resources (suggested text only others may be used)

Economics Website for Kids: http://www.kidseconposters.com/index.html

Citizenship Games: http://www.ndstudies.org/resources/activites/cit/games.html

Social Studies for Kids (Economics): http://www.socialstudiesforkids.com/subjects/economics.htm

Scholastic: http://www.scholastic.com/browse/collection.jsp?id=455

Links to Learning CRCT preparation website: http://www.linkstolearning.com/links/Atlanta/Test%20Prep/CRCT/crct_social_studies-grade_4.htm