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Connecticut: 4th-Grade Standards

Content Suggestion:

The study of significant events, people, and geographic features of Connecticut in the past and today, with comparisons to other U.S. states and one or more states, provinces, and/or areas in other countries.

Standard 1: Content Knowledge

Knowledge of concepts, themes, and information from history and social studies is necessary to promote understanding of our nation and our world.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

  • 1. Identify the cultures and traditions of Native American peoples before colonization.
  • 2. Compare and contrast the impact of colonization on both Native American peoples and the colonists in Connecticut.
Correlations

Civic Literacy
Critical Thinking and Problem Solving Skills
NCSS 1 “Culture”
NCSS 3 “People, Places, and Environments”
I&TL: 1, 2, 3, 5, 6I&TL: 3

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

  • 3. Identify and analyze the impact of individuals, groups and events on Connecticut history (e.g. Mark Twain, Samuel Colt, Harriet Beecher Stowe, Nathan Hale, Native American tribes).
  • 4. Research the significance of Connecticut historical sites.
  • 5. Analyze the impact of historical changes on the state or region (e.g. location of capital, transportation).
Correlations

Critical Thinking and Problem Solving Skills
Contextual Learning Skills
Communication Skills
Civic Literacy Information and Media Literacy
NCSS 2 “Time, Continuity, and Change”
NCSS 3 “People, Places, and Environments”
NCSS 5 “Individuals, Groups, and Institutions”
I&TL: 1, 2, 3, 4, 5, 6

1.3 – Significant events and themes in world history/international studies.

Grade Level Expectations
Students will be able to:

  • 6. Explain the influences that contributed to European exploration and colonization in Connecticut.
  • 7. Trace the national origins of prominent individuals (past and present) in Connecticut.
  • Correlations

    Global Awareness
    Information and Media Literacy
    Civic Literacy
    Critical Thinking and Problem Solving Skills
    NCSS 2 “Time, Continuity, and Change”
    NCSS 3 “People, Places, and Environments”
    I&TL: 1, 2, 3, 5, 6

    1.4 – Geographical space and place.

    Grade Level Expectations
    Students will be able to:

    • 8. Locate man-made and physical characteristics of Connecticut.
    • 9. Compare and contrast map types (e.g. political, physical, population).
    Correlations

    Critical Thinking and Problem Solving Skills
    Contextual Learning Skills
    Global Awareness
    NCSS 3 “People, Places, and Environments”
    I&TL: 1,2,3,5,6

    1.5 – Interaction of humans and the environment.

    Grade Level Expectations
    Students will be able to:

    • 10. Describe how physical systems (weather and climate) have affected people’s lives in Connecticut (e.g. economy, recreation, transportation).
    • 11. Explain the relationship between the environment and Native Americans’ way of life in Connecticut.
    Correlations

    Global Awareness
    Critical Thinking and Problem Solving Skills
    Contextual Learning Skills
    NCSS 1 “Culture”
    NCSS 3 “People, Places, and Environments”
    I&TL: 1, 2, 3, 5, 6

    1.6 – Patterns of human movement across time and place.

    Grade Level Expectations
    Students will be able to:

    • 12. Trace and explain Connecticut immigration settlement patterns over time.
    Correlations

    Global Awareness
    Critical Thinking and Problem Solving Skills
    Contextual Learning Skills
    NCSS 2 “Time, Continuity, and Change”
    I&TL: 1, 2, 3, 5, 6

    1.7 – The purpose, structures and functions of government and law at the local, state, national and international levels.

    Grade Level Expectations
    Students will be able to:

    • 13. Explain how state government’s structure provides basic services.
    • 14. Analyze how a constitution provides structure for a government.
    Correlations

    Civic Literacy
    Critical Thinking and Problem Solving Skills
    Contextual Learning
    Flexibility and Adaptability
    NCSS 5 “Individuals, Groups, and Institutions”
    NCSS 5, 6
    I&TL: 1, 2, 3, 5, 6

    1.8 – The interactions between citizens and their government in the making and implementation of laws.

    Grade Level Expectations
    Students will be able to:

    • 15. Explain the process for making and implementing laws in Connecticut.
    • 16. Evaluate the impact of specific Connecticut laws on its residents.
    Correlations

    Civic Literacy
    Flexibility and Adaptability
    Critical Thinking and Problem Solving Skills
    Contextual learning
    NCSS 5 “Individuals, Groups, and Institutions”
    NCSS 6 “Power, Authority, and Governance”
    NCSS 10 “Civic Ideals and Practices”
    I&TL: 1, 2, 3, 5, 6

    1.9 – The rights and responsibilities of citizens.

    Grade Level Expectations
    Students will be able to:

    • 17. Explain significant characteristics of an effective and responsible resident in one’s state (e.g. voting, participating in government).
    Correlations

    Civic Literacy
    Flexibility and Adaptability
    Communication
    NCSS 10 “Civic Ideals and Practices”
    I&TL: 3

    1.10 – How limited resources influence economic decisions.

    Grade Level Expectations
    Students will be able to:

    • 18. Explain that when we buy something we also give up something (opportunity cost).
    • 19. Hypothesize how people use their personal resources (e.g. spending, saving).
    Correlations

    I&TL: 3
    Financial Literacy
    Communication
    Flexibility and Adaptability

    1.11 – How different economic systems organize resources.

    Grade Level Expectations
    Students will be able to:

    • 20. Compare and contrast barter and cash exchanges.
    • 21. Explain how taxes in Connecticut are used to provide goods and services.
    Correlations

    I&TL: 1, 2, 3, 5, 6
    Financial Literacy
    Critical Thinking and Problem Solving Skills
    Contextual learning

    1.12 – The interdependence of local, national and global
    economies.

    Grade Level Expectations
    Students will be able to:

    • 22. Analyze how trade among colonists and with Native Americans in Connecticut affected each group.
    Correlations

    Financial Literacy
    Critical Thinking and Problem Solving Skills
    Contextual learning
    NCSS 7 “Production, Distribution, and Consumption”
    NCSS 9 “Global Connections”
    I&TL: 1,2,3,5,6

    1.13 – The characteristics of and interactions among culture, social systems and institutions.

    Grade Level Expectations
    Students will be able to:

    • 23. Compare and contrast different ethnic groups’ contributions to the community and the state (e.g. literature, the arts, politics, festivals, cuisine, museums).
    Correlations

    Critical Thinking and Problem Solving Skills
    Contextual Learning
    Creativity and Innovation
    NCSS 1 “Culture”
    NCSS 5 “Individuals, Groups, and Institutions”
    I&TL: 1, 2, 3, 5, 6

    Standard 2: History/Social Studies Literacy

    Competence in literacy, inquiry, and research skills is necessary to analyze, evaluate, and present history and social studies information.

    2.1 – Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).

    Grade Level Expectations
    Students will be able to:

    • 1. Gather information in content areas through independent use of reference material and electronic media.
    • 2. Answer questions about content gathered from print and non-print sources.
    • 3. Identify the difference between a primary and secondary source.
    • 4. Summarize information from primary and secondary sources.
    Correlations

    RI4- 1, 2, 4 W4- 7, 8
    Information and Media Literacy
    I&TL: 1, 2, 5, 6

    2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts, graphs, images, artifacts, recordings and text).

    Grade Level Expectations
    Students will be able to:

    • 5. Interpret text distinguishing cause and effect, fact and opinion, main idea and supporting details.
    • 6. Distinguish between useful and irrelevant information.
    Correlations

    RI4- 3, 5, 6, 7, 8
    Information and Media Literacy
    Critical Thinking and Problem Solving Skills
    Contextual learning
    I&TL: 1, 2, 3, 5, 6

    2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an understanding of historyand social studies issues.

    Grade Level Expectations
    Students will be able to:

    • 7. Create written work (e.g. news articles, brochure) to describe historical events, people and/or places using evidence.
    • 8. Organize information in outlines and graphic organizers.
    Correlations

    RI4- 9 W4 2, 4, 6, 10
    Critical Thinking and Problem Solving Skills
    Contextual Learning
    Communication Information and Media Literacy
    I&TL: 1, 2, 3, 4, 5, 6, 7

    2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

    Grade Level Expectations
    Students will be able to:

    • 9. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics and texts, building on others’ ideas and expressing their own clearly.
    • 10. Present information orally and answer questions about a social studies topic.
    Correlations

    SL4- 1, 4
    Communication
    Creativity and Innovation Skills
    Collaboration skills and ability to work effectively with diverse teams
    I&TL: 1, 2, 3, 4, 5, 6, 7

    2.5 – Create and present relevant social studies materials using both print and electronic media (e.g. maps, charts, models, displays).

    Grade Level Expectations
    Students will be able to:

    • 11. Prepare accurate charts or graphs depicting relevant social studies information (e.g. immigration, exports, imports, population growth).
    Correlations

    Critical Thinking and Problem Solving Skills
    Contextual learning
    Communication

    • Search Engines
    • Online sources
    • Print resources

    I&TL: 1,2,3,4,5,6,7

    Standard 3: Civic Engagement

    Civic competence in analyzing historical issues and current problems requires the synthesis of information, skills, and perspective.

    3.1 – Use evidence to identify, analyze and evaluate historical interpretations.

    Grade Level Expectations
    Students will be able to:

    • 1. Evaluate the evidence related to different points of view of an event.
    Correlations

    Critical Thinking and Problem Solving Skills
    Contextual learning
    Information and Media Literacy
    I&TL: 1, 2, 3, 5, 6

    3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.

    Grade Level Expectations
    Students will be able to:

    • 2. Cite evidence to explain the various feelings/points of view of people in a historical situation.
    • 3. Predict various points of view people might have on a contemporary issue.
    Correlations

    Critical Thinking and Problem Solving Skills
    Contextual learning
    Information and Media Literacy
    I&TL: 1, 2, 3, 5, 6

    3.3 - Apply appropriate historical, geographic, political, economic and cultural concepts and methods in proposing and evaluating solutions to contemporary problems.

    Grade Level Expectations
    Students will be able to:

    • 4. Analyze articles from appropriate sources that propose solutions to contemporary issues.
    Correlations

    Critical Thinking and Problem Solving Skills
    Contextual learning
    Information and Media Literacy
    I&TL: 1, 2, 3, 5, 6, 7

     
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