North East Social Studies Excellence
Fourth Grade Curriculum Guide
By the end of Fifth Grade the student will:
1. Identify regions of the United States that result from physical characteristics and human activity.
2. Identify the roots of representative government in this nation as well as the importance of the Declaration of Independence, the Bill of Rights, and the United States Constitution.
3. Describe various customs and celebrations of various racial, ethnic, and religious groups in our nation and identify the contributions of famous inventors and scientists.
4. Explain and understand basic functions of the three branches of government.
5. Identify reasons for the system of checks and balances and describe how that system works as outlined in the U. S. Constitution.
6. Differentiate between, locate, and use primary and secondary sources.
7. Summarize the reasons for the creation of the Bill of Rights.
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Unit of Study |
Timeline |
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Continuous Threads – Social Studies Skills |
Integrated throughout the school year |
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Early Exploration, Colonization, and Culture |
6 weeks |
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American Revolution |
6 weeks |
| United States Constitution | 6 weeks |
| Westward Expansion and Industrial Revolution | 9 weeks |
| Civil War and Reconstruction | 5 weeks |
| Twentieth Century | 4 weeks |
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Continuous Threads - Social Studies Skills |
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Time Frame: Year Long Integration |
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TEKS 5.6 The student uses geographic tools to collect, analyze, and interpret data 5.6A apply geographic tools, including grid systems, legends, symbols, scales, and compass roses , to construct and interpret maps 5.6B translate geographic data into a variety of formats such as raw data to graphs and maps 5.18 The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contributes to our national identity. 5.18D describe the origins and significance of national celebrations such as Labor Day 5.23 The student understands the contributions of people of various racial, ethnic, and religious groups to the United States
5.23B
describe customs, celebrations, and traditions of selected racial, ethnic,
and religious groups in the United States 5.25A differentiate between locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas 5.25B analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, find the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions 5.25C organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps 5.25D identify different points of view about an issue or topic 5.25E identify the elements of frame of reference that influenced the participants in an event 5.25F use appropriate mathematical skills to interpret social studies information such as maps and graphs event 5.26 The student communicates in written, oral, and visual forms. 5.26A use social studies terminology correctly 5.26B incorporate main and supporting ideas in verbal and written communication e 5.26C express ideas orally based on research and experiences event 5.26D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
5.26E use
standard grammar, spelling, sentence structure, and punctuation 5.27A use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution 5.27B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision |
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Language/Vocabulary artifact biography categorize compass rose conclude generalize database disadvantage evaluate frame of reference
latitude geography group primary source longitude option outline predict region scale secondary source sequence source timeline |
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Literature Connections Yorinks,
A. The Alphabet Atlas. Petty, K. The Amazing Pop-up Geography Book. |
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UNIT: Early Exploration, Colonization, and Culture |
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Time Frame: First Six Weeks |
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TEKS 5.1 The student understands the causes and effects of European colonization in the United States. 5.1A explain when, where, and why groups of people colonized and settled in the United States 5.1B describe the accomplishments of significant colonial leaders such as Anne Hutchinson, William Penn, John Smith, and Roger Williams. 5.7 The student understands the concept of regions.
5.7A
describe a variety of regions of the United States such as political,
population, and economic regions that result from patterns of
human activity.
5.7C locate the fifty states on a map and identify regions such as New England and the Great Plains made up of various groups of states. 5.8 The student understands the location and patterns of settlement and the geographic factors that influence where people live. 5.8A identify and describe the types of settlements such as rural, urban, and metropolitan areas, and patterns of land use such as farming and industry in the United States 5.8B describe clusters of settlement in the United States and explain their distribution 5.8C analyze the location of cities in the United States including capital cities, and explain their distribution both past and present 5.8D explain geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present 5.9 The student understands how people adapt to and modify their environment 5.9A describe ways people have adapted to and modified their environment in the United States, past and present 5.9B identify reasons why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs 5.10 The student understands the basic economic patterns of early societies in the United States
5.10A
explain the economic patterns of various early Native American groups
in the United States
5.11 The student understands the reasons for exploration and colonization.
5.11A
identify economic motivation for European
exploration
5.12 describe the development of the free enterprise system in colonial America and the United States. 5.12A describe the development of the free enterprise system in colonial America 5.14 The student understands patterns of work and economic activities in the United States 5.14F explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States 5.15 The student understands how people organized governments in colonial America. 5.15B identify examples of representative government in colonial America, including the Mayflower Compact, the Virginia House of Burgess 5.18 The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity 5.18D describe the origins and significance of national celebrations such as Columbus Day 5.23 The student understands the contributions of people of various racial, ethnic, and religious groups to the United States 5.23C summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity |
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Language/Vocabulary Anne Hutchinson William Penn
Pocahontas
Roger Williams agriculture Appalachian Mountains capital cash crop climate colony economic elevation exploration
free
enterprise House of Burgesses indentured servant Labor Day landform Mayflower Compact metropolitan Middle Passage Midwest Native American Northeast plantation economy political population raw materials region representative rural self government settlement Southeast Southwest trade triangular trade urban vegetation West |
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Literature/Technology/Resources Vogel,
C. Legends of Landforms: Native American Lore and the Geology of the
Land. Stefoff, R. The colonies. |
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UNIT: American Revolution |
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Time Frame: Second Six Weeks |
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TEKS 5.2 The student understands how conflict between the American colonies and Great Britain led to American independence.
5.2A
identify the contributions of significant individuals during the
revolutionary period, including Thomas Jefferson, George Washington 5.2C summarize the results of the American Revolution, including the establishment of the United States and the origins of U. S. military institutions 5.25 The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 5.25D identify different points of view about an issue topic 5.14 The student understands patterns of work and economic activities in the United States. 5.14F explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States 5.15 The student understands how people organized governments in colonial America.
5.15A
compare the systems of government of early European colonists
5.16A identify the purposes and explain the importance of the Declaration of Independence |
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Language/Vocabulary
Thomas Paine Crispus Attucks
George Washington King George Patrick Henry
Paul Revere Thomas Jefferson American Revolution Battle of Saratoga Boston Massacre Boston Tea Party boycott Bunker Hill conflict Lexington Townsend Acts debt
Declaration of
Independence Founding Fathers French and Indian War grievances
Parliament Minuteman Patriot quarter revolution self-government Sons of Liberty Stamp Act tax
Yorktown Treaty of Paris |
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Literature Connections Collier, J. & C. War Comes to Willy Freeman. Carter, A. The American Revolution. Brindell, D. The Signers: The 56 Stories behind the Declaration of Indecpendence. Ferrie, R. The World Turned Upside Down: George Washington and the Battle of Yorktown. Masoff, J. Chronicle of America: American Revolution 1700-1800. Burt, B. Voices from America’s Past: Colonial Life (National Geographic). St. George, J. Betsy Ross: Patriot of Philadelphia. |
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UNIT: United States Constitution |
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Time Frame: Third Six Weeks |
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TEKS 5.2 The student understands how conflict between the American colonies and Great Britain led to American independence.
5.2A
identify the contributions of significant individuals during the
revolutionary period, including Thomas Jefferson, George Washington 5.2C summarize the results of the American Revolution, including the establishment of the United States and the origins of U. S. military institutions 5.25 The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 5.25D identify different points of view about an issue topic 5.14 The student understands patterns of work and economic activities in the United States. 5.14F explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States 5.15 The student understands how people organized governments in colonial America.
5.15A
compare the systems of government of early European colonists
5.16A identify the purposes and explain the importance of the Declaration of Independence 5.18 The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity. 5.18C recite and explain the meaning of the Pledge of Allegiance 5.18D describe the origins and significance of national celebrations such as Freedom Week 5.3 The student understands the events that led from the Articles of Confederation to the creation of the U. S. Constitution and the government it established. 5.3A identify the contributions of individuals including James Madison and Roger Sherman who helped create the U. S. Constitution 5.3B summarize the events that led to the creation of the U. S. Constitution 5.17 The student understands the framework of government created by the U. S. Constitution. 5.17A identify and explain the basic functions of the three branches of government 5.17B identify the reasons for and describe the system of checks and balances outlines in the U. S. Constitution 5.17C distinguish between national and state governments and compare their responsibilities in the U. S. federal system 5.21 The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. 5.21A summarize the reasons for the creation of the Bill of Rights 5.21B describe important individual rights including freedom of religion, speech, and press and the right to assemble and petition the government 5.16 The student understands important ideas in the Declaration of Independence and the U.S. Constitution. 5.16B explain the purposes of the U. S. Constitution as identified in the Preamble to the Constitution 5.19 The student understands the importance of individual participation in the democratic process. 5.19A explain how individuals can participate in civic affairs and political parties at the national level 5.19B analyze the role of the individual in national elections 5.20 The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U.S. Constitution. 5.20B identify and compare leadership qualities of national leaders, past and present 5.8 The student understands the location and patterns of settlement and the geographic factors that influence where people live. 5.8A identify and describe the types of settlement and patterns of land use in the United States 5.8C analyze the location of cities in the United States, including capital cities and explain their distribution, past and present 5.8D explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present |
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Language/Vocabulary Alexander Hamilton Roger Sherman Antifederalist Articles of Confederation Bill of Rights check and balances civic affairs conflict constitution Constitutional Convention election Executive Branch Federalists
Inauguration metropolitan political party population
preamble self-government separation of powers tax urbanization unalienable rights |
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Literature/Technology/Resources Maestro, B. & G., A more perfect union: the story of our Constitution Randolph, J. What is the U.S. Constitution? |
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UNIT: Westward Expansion and Industrial Revolution |
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Time Frame: Third Nine Weeks |
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TEKS 5.18 The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity 5.18A explain selected patriotic symbols and landmarks such as the Statue of Liberty and the White House and political symbols such as the donkey and elephant 5.18B sing or recite The Star Spangled Banner and explain its history (War of 1812) 5.24 The student understands the impact of science and technology on life in the United States 5.24A describe the contributions of famous inventors and scientists such as ... John J. Audubon, Benjamin Banneker, Eli Whitney 5.23 The student understands the contributions of people of various racial, ethnic, and religious groups to the United States 5.23A identify the similarities and differences within and among selected racial, ethnic, and religious groups in the United States 5.4 The student understands political, economic, and social changed that occurred in the United States during the 19th century. 5.4A identify changes in society resulting from the Industrial Revolution and explain how these changes led to conflict among sections of the United States 5.4B identify reasons people moved west 5.4C identify examples of U. S. territorial expansion (territorial acquisitions) 5.4G identify the challenges, opportunities, and contributions of people from selected Native-American and immigrant groups 5.4F explain how industry and the mechanization of agriculture changed the American way of life 5.22 The student understands the relationship between the arts and the times during which they were created. 5.22B explain how examples of art, music and literature reflect the times during which they were created 5.20 The student understands the importance of effective leadership in a democracy. 5.20B identify and compare leadership qualities of national leaders, past and present 5.14 The student understands patterns of work and economic activities in the United States. 5.14B identify and explain how geographic factors have influenced the location of economic activities in the U.S. 5.14E analyze how developments in transportation and communication influenced economic activities in the US 5.14F explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States 5.9 The student understands how people adapt to and modify their environment. 5.9C analyze the consequences of human modification of the environment in the US, past and present 5.8 The student understands the location and patterns of settlement and the geographic factors that influence where people live. 5.8A identify and describe the types of settlement and patterns of land use in the US
5.8C
analyze the location of cities in the US, including capital cities, and
explain their distribution, past and present |
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Language/Vocabulary Frontier agriculture annex canal cotton gin District of Columbia Erie Canal factory system Monroe Doctrine Industrial Revolution interchangeable parts invention Jacksonian Democracy Louisiana Purchase Manifest Destiny patriotic pioneer national anthem national capital waterway White House reform steam engine steamboat territory Trail of Tears War of 1812 |
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Literature Connections Myers, L. Lewis and Clark and Me: A Dog’s Tale. Pickney, A. Dear Benjamin Banneker. Littlefield, H. Children of the Trail West. |
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UNIT: Civil War and Reconstruction |
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Time Frame: Fourth Nine Weeks Part I (5 weeks) |
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TEKS 5.4 The student understands political, economic, and social changes that occurred in the United States during the 19th century. 5.4D describe the causes and effects of the Civil War 5.4E explain the reasons for and rights provided by the 13th, 14th, and 15th amendments to the U.S. Constitution 5.23 The student understands the contributions of people of various racial, ethnic, and religious groups to the United States 5.23C summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity 5.19 The student understands the importance of individual participation in the democratic process 5.19C identify significant individuals...who modeled active participation in the democratic process 5.22 The student understands the relationship between the arts and the times during which they were created 5.22A identify the significant examples of art, music, and literature from various periods in U.S. History 5.22B explain how examples of art, music, and literature reflect the times during which they were created 5.13 The student understands the impact of supply and demand on consumers and producers in a free enterprise system. 5.13B evaluate the effects of supply and demand on business/industry/agriculture, including the plantation system in the U.S. 5.14 The student understands patterns of work and economic activities in the United States 5.14E analyze how developments in transportation and communication have influenced economic development and growth of the United States 5.14F explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States 5.24 The student understands the impact of science and technology on life in the United States 5.24B identify how scientific discoveries and technological innovations such as the transcontinental railroad, the discovery of oil, and the rapid growth of technology industries have advanced the economic development of the United States 5.8 The student understands the location and patterns of settlement and the geographic factors that influence where people live. 5.8A identify and describe the types of settlement and patterns of land use in the United States
5.8C
analyze the location of cities in the United States, including capital
cities, and explain their distribution, past and present |
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Language/Vocabulary abolitionist Appomattox Courthouse Battle of Gettysburg blockade civil war Confederacy Fourteenth Amendment Compromise of 1850 discrimination Dred Scott Decision election of 1860 Emancipation Proclamation Fifteenth Amendment Fort Sumter Fugitive Slave Law sectionalism Gettysburg Gettysburg Address Missouri Compromise railroad Reconstruction secede Union segregation Seneca Falls Convention slavery states’ rights suffrage Thirteenth Amendment Transcontinental Railroad Underground Railroad Uncle Tom’s Cabin |
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Literature Connection Murphy, J. The Boys’ War: Confederate and Union Soldiers Talk about the Civil War. Hansen, J. I Thought My Soul Would Rise and Fly: The Diary of Patsy, A Freed Girl. McKissack, P. and F. Christmas in the Big House, Christmas in the Quarters. Chang, I. A Separate Battle: Women and the Civil War. Cooper, F. Coming Home: From the Life of Langston Hughes. Bolotin, N. Civil War A to Z: A Young Reader’s Guide to over 100 People, Places, and Points of Importance. |
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UNIT: Twentieth Century |
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Time Frame: Fourth Nine Weeks Part II (4 weeks) |
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TEKS 5.12 The student understands the characteristics and benefits of the free enterprise system in the United States. 5.12B describe how the free enterprise system works in the United States (capitalism, monopolies) 5.12C give examples of the benefits of the free enterprise system in the United States 5.13 The student understands the impact of supply and demand on consumers and producers in a free enterprise system 5.13A explain how supply and demand affects consumers in the United States 5.14 The student understands patterns of work and economic activities in the United States. 5.14A analyze how different people in different parts of the United States earn a living, past and present 5.14D describe the impact of mass production, specialization, and the division of labor on the economic growth of the United States 5.14F explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States 5.5 The student understands important issues, events, and individuals of the 20th century in the United States. 5.5A analyze various issues and events of the 20th century such as urbanization, industrialization, increased use of oil and gas, world wars, and the Great Depression 5.5B identify the accomplishments of notable individuals such as Carrie Chapman Catt, Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Colin Powell and Franklin D. Roosevelt who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics 5.24 The student understands the impact of science and technology on life in the United States. 5.24C explain how scientific discoveries and technologic innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States 5.18 The student understands important customs, symbols, and celebrations that represent American beliefs and principals and contribute to our national identity. 5.18D describe the origins and significance of national celebrations such as Memorial Day 5.19 The student understands the importance of individual participation in the democratic process. 5.19C identify significant individuals such as Caesar Chavez who modeled active participation in the democratic process 5.19D explain how to contact elected and appointed leaders in the national government 5.20 The student understands the importance of effective leadership in a democratic society. 5.20A identify leaders in the national governments, including the president and selected members of Congress, and their political parties 5.21 The student understands the fundamental rights of American citizens guaranteed in the Bill of Rights and other amendments to the U. S. Constitution. 5.21C describe important due process rights including trial by jury and the right to an attorney 5.21D summarize selected amendments to the U. S. Constitution such as those that extend voting rights of the U. S. citizens 5.14 The student understands the importance of individual participation in the democratic process. 5.14C analyze the effects of immigration, migration, and limited resources on the economic development and growth of the United States 5.23 The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. 5.23A identify the similarities and differences within and among selected racial, ethnic, and religious groups in the United States 5.23C summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity 5.22 The student understands the relationship between the arts and the times during which they were created. 5.22A identify significant examples of art, music, and literature from various periods in the U. S. history 5.22B explain how examples of art, music, and literature reflect the times during which they were created 5.8 The student understands the location and patterns of settlement and the geographic factors that influence where people live. 5.8C analyze the location of cities and explain their distribution both past and present 5.8D explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present
5.24 The student understands the impact of science and technology on life in
the United
States.
5.24D
analyze environmental changes
brought about by scientific discoveries and technological innovations such
as air conditioning and fertilizers |
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Language/Vocabulary alliance capitalism civil rights consumer demand division of labor due process Great Depression Harlem Renaissance industrialization Internet immigration Jim Crow Laws mass production Memorial Day monopoly New Deal segregation specialization supply urbanization world war |
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Literature Connections Foreman, M. War Game. Shannon, G. Tomorrow’s Alphabet. Lawrence, J. The Great Migration: An American Story. |