SC.4-1. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World.

• 4-1.1. Knowledge And Skills / Essential Question:

  Summarize the spread of Native American populations using the Landbridge Theory.

• 4-1.2. Knowledge And Skills / Essential Question:

  Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including the Eastern Woodlands, the Plains, the Southwest, the Great Basin, and the Pacific Northwest.

• 4-1.3. Knowledge And Skills / Essential Question:

  Explain the political, economic, and technological factors that led to the exploration of the new world by Spain, Portugal, France, the Netherlands, and England, including the competition between nations, the expansion of international trade, and the technological advances in shipbuilding and navigation.

4-1.4. Knowledge And Skills / Essential Question:

Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle.

• Social Studies Literacy Skills for the Twenty-First Century:

  1. Establish the chronological order in reconstructing a historical narrative.
  2. Identify and explain cause-and-effect relationships.
  3. Identify the locations of places, the conditions at places, and the connections between places.
  4. Create maps, mental maps, and geographic models to represent spatial relationships.
  5. Interpret visual information to deepen his or her understanding.

SC.4-2. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of how the settlement of North America was influenced by the interactions of Native Americans, Europeans, and Africans..

• 4-2.1. Knowledge And Skills / Essential Question:

  Summarize the cause-and-effect relationships of the Columbian Exchange.

• 4-2.2. Knowledge And Skills / Essential Question:

  Compare the various European settlements in North America in terms of economic activities, religious emphasis, government, and lifestyles.

• 4-2.3. Knowledge And Skills / Essential Question:

  Explain the impact of the triangular trade, indentured servitude, and the enslaved and free Africans on the developing culture and economy of North America.

• 4-2.4. Knowledge And Skills / Essential Question:

  Summarize the relationships among the Native Americans, Europeans, and Africans, including the French and Indian Wars, the slave revolts, and the conduct of trade.

• Social Studies Literacy Skills for the Twenty-First Century:

  1. Establish the chronological order in reconstructing a historical narrative.
  2. Identify multiple points of view or biases and ask questions that clarify those opinions.
  3. Identify and explain cause-and-effect relationships.
  4. Identify the locations of places, the conditions at places, and the connections between places.
  5. Create maps, mental maps, and geographic models to represent spatial relationships.

SC.4-3. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of the conflict between the American colonies and England.

• 4-3.1. Knowledge And Skills / Essential Question:

  Explain the major political and economic factors leading to the American Revolution, including the French and Indian War, the Stamp Act, the Tea Act, and the Intolerable Acts as well as American resistance to these acts through boycotts, petitions, and congresses.

• 4-3.2. Knowledge And Skills / Essential Question:

  Explain the significance of major ideas and philosophies of government reflected in the Declaration of Independence.

• 4-3.3. Knowledge And Skills / Essential Question:

  Summarize the importance of the key battles of the Revolutionary War and the reasons for American victories including Lexington and Concord, Bunker (Breed’s) Hill, Charleston, Saratoga, Cowpens, and Yorktown.

• 4-3.4. Knowledge And Skills / Essential Question:

  Explain how the American Revolution affected attitudes toward and the future of slavery, women, and Native Americans.

• Social Studies Literacy Skills for the Twenty-First Century:

  1. Establish the chronological order in reconstructing a historical narrative.
  2. List and explain the responsibilities of citizens in the United States of America.
  3. Identify multiple points of view or biases and ask questions that clarify those opinions.
  4. Identify and explain cause-and-effect relationships.
  5. Cite details from a text to support conclusions made from that text.

SC.4-4. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government.

• 4-4.1. Knowledge And Skills / Essential Question:

  Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how powers are now shared between state and national government and how individuals and states are represented in Congress.

• 4-4.2. Knowledge And Skills / Essential Question:

  Explain the structure and function of the legislative, executive, and judicial branches of the federal government.

• 4-4.3. Knowledge And Skills / Essential Question:

  Explain how the United States Constitution and the Bill of Rights placed importance on the active involvement of citizens in government and protected the rights of white male property owners but not those of the slaves, women, and Native Americans.

• 4-4.4. Knowledge And Skills / Essential Question:

  Compare the roles and accomplishments of early leaders in the development of the new nation, including George Washington, John Adams, Thomas Jefferson, Alexander Hamilton, John Marshall, and James Madison.

• 4-4.5. Knowledge And Skills / Essential Question:

  Compare the social and economic policies of the two political parties that were formed in America in the 1790s.

• Social Studies Literacy Skills for the Twenty-First Century:

  1. Cite details from a text to support conclusions made from that text.
  2. Explain his or her relationship to others in American society and culture.
  3. Demonstrate responsible citizenship within local, state, and national communities.
  4. Utilize different types of media to synthesize social studies information from a variety of social studies resources.(4-4)
  (4-4)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

  SC.4-5. Standard / Course: United States Studies to 1865

  The student will demonstrate an understanding of westward expansion of the United States and its impact on the institution of slavery.

  • 4-5.1. Knowledge And Skills / Essential Question:

    Summarize the major expeditions that played a role in westward expansion including those of Daniel Boone, Lewis and Clark, and Zebulon Pike.

  • 4-5.2. Knowledge And Skills / Essential Question:

    Explain the motivations and methods of migrants and immigrants, who moved West, including economic opportunities, the availability of rich land, and the country’s belief in Manifest Destiny.

  • 4-5.3. Knowledge And Skills / Essential Question:

    Explain the purpose, location, and impact of key United States acquisitions in the first half of the nineteenth century, including the Louisiana Purchase, the Florida Purchase, the Oregon Treaty, the annexation of Texas, and the Mexican Cession.

  • 4-5.4. Knowledge And Skills / Essential Question:

    Summarize how territorial expansion, related land policies, and specific legislation affected Native Americans, including the Northwest Ordinance of 1787 and the Indian Removal Act of 1830.

  • 4-5.5. Knowledge And Skills / Essential Question:

    Explain how the Missouri Compromise, the fugitive slave laws, the annexation of Texas, the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision affected the institution of slavery in the United States and its territories.

  • Social Studies Literacy Skills for the Twenty-First Century:

    1. Identify cause-and-effect relationships.
    2. Understand that people make choices based on the scarcity of resources.
    3. Explain the importance of jobs in the fulfillment of personal and social goals.

  SC.4-6. Standard / Course: United States Studies to 1865

  The student will demonstrate an understanding of the causes, the course, and the effects of the American Civil War.

  • 4-6.1. Knowledge And Skills / Essential Question:

    Explain the significant economic and geographic differences between the North and South.

  • 4-6.2. Knowledge And Skills / Essential Question:

    Explain the contributions of abolitionists to the mounting tensions between the North and South over slavery, including William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Harriet Tubman, Harriet Beecher Stowe, and John Brown.

  • 4-6.3. Knowledge And Skills / Essential Question:

    Explain the specific events and issues that led to the Civil War, including sectionalism, slavery in the territories, states’ rights, the presidential election of 1860, and secession.

  • 4-6.4. Knowledge And Skills / Essential Question:

    Summarize significant battles, strategies, and turning points of the Civil War, including the battles of Fort Sumter and Gettysburg, the Emancipation Proclamation, the role of African Americans in the war, the surrender at Appomattox, and the assassination of President Lincoln.

  • 4-6.5. Knowledge And Skills / Essential Question:

    Explain the social, economic, and political effects of the Civil War on the United States.

  • Social Studies Literacy Skills for the Twenty-First Century:

    1. Identify multiple points of view or biases and ask questions that clarify those opinions.
    2. Explain the opportunity cost involved in the allocation of scarce productive resources.
    3. Identify connections between government policies, property rights, and free enterprise.
    4. Identify and explain cause-and-effect relationships.
    5. Interpret visual information to deepen his or her understanding.

CO.1. Standard: History

Prepared Graduates:

1. Develop an understanding of how people view, construct, and interpret history
2. Analyze key historical periods and patterns of change over time within and across nations and cultures

CO.1.1. Concepts and skills students master:

• Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado

Evidence Outcomes

Students can:

• a. Construct a timeline of events showing the relationship of events in Colorado history with events in United States and world history
• b. Analyze primary source historical accounts related to Colorado history to understand cause-and-effect relationships
• c. Explain the cause-and-effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado
• d. Identify and describe how major political and cultural groups have affected the development of the region

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How have past events influenced present day Colorado and the Rocky Mountain region?
2. Why is it important to know the sequence of events and people in Colorado history?
3. How can primary sources help us learn about the past or create more questions
   about our state’s history?
4. What social and economic decisions caused people to locate in various regions of Colorado?

Relevance and Application:

1. Individuals recognize important events and can put them in chronological order to understand cause and effect such as migration west and clashes with Native Americans; discovery of gold and the Gold Rush; the growth of cities and towns and the development of law; the development of the state Constitution; and prohibition of slavery.

Nature of History:

1. Historical thinkers analyze patterns and themes throughout time.
2. Historical thinkers use chronology to organize time and to study cause-and-effect relationships.
3. Historical thinkers use primary sources as references for research.

CO.1.2. Concepts and skills students master:

• The historical eras, individuals, groups, ideas and themes in Colorado history and their relationships to key events in the United States

Evidence Outcomes

Students can:

• a. Analyze various eras in Colorado history and the relationship between these eras and eras in United States history, and the changes in Colorado over time
• b. Describe interactions among people and cultures that have lived in Colorado
• c. Describe the development of the political structure in Colorado history. Topics to include but not limited to an understanding of the Colorado Constitution and the relationship between state and national government
• d. Describe the impact of various technological developments. Topics to include but not limited to the state of Colorado, including changes in mining technology; changes in transportation; early 20th century industrial changes; and mid- to late 20th century nuclear and computer technological changes

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. In what ways have geographic, economic, cultural, and technological changes influenced Colorado today?
2. Why did people of various cultures migrate to and settle in Colorado?
3. To what extent have unity and diversity shaped Colorado?
4. How have various individuals, groups, and ideas affected the development of Colorado?

Relevance and Application:

1. The context and information from the past is used to make connections and inform current decisions. For example, Colorado has had a history of boom and bust cycles that should influence the decisions of city and state planners.
2. Technological developments continue to evolve and affect the present. For example, environmental issues have had an impact on Colorado from the Gold Rush to modern pollution.

Nature of History:

1. Historical thinkers analyze patterns and themes across time periods.
2. Historical thinkers seek accounts of history from multiple perspectives and from multiple sources.

CO.2. Standard: Geography

Prepared Graduates:

1. Develop spatial understanding, perspectives, and personal connections to the world
2. Examine places and regions and the connections among them

CO.2.1. Concepts and skills students master:

• Use several types of geographic tools to answer questions about the geography of Colorado

Evidence Outcomes

Students can:

• a. Answer questions about Colorado regions using maps and other geographic tools
• b. Use geographic grids to locate places on maps and images to answer questions
• c. Create and investigate geographic questions about Colorado in relation to other places
• d. Illustrate, using geographic tools, how places in Colorado have changed and developed over time due to human activity
• e. Describe similarities and differences between the physical geography of Colorado and its neighboring states

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. Which geographic tools are best to locate information about a place?
2. Why did settlements and large cities develop where they did in Colorado?
3. How are the regions of Colorado defined by geography?
4. How does the physical location of Colorado affect its relationship with other regions of the United States and the world?

Relevance and Application:

1. Individuals and businesses learn how to use geographic tools to answer questions about their state and region to make informed choices. For example, a family reads a weather map and researches road conditions to inform their decision to go to the mountains in the winter.
2. Individuals and businesses use geographic tools to collect and analyze data regarding the area where they live.

Nature of Geography:

1. Spatial thinkers gather appropriate tools to formulate and answer questions related to space and place.
2. Spatial thinkers use tools to compare and contrast geographic locations.

CO.2.2. Concepts and skills students master:

• Connections within and across human and physical systems are developed

Evidence Outcomes

Students can:

• a. Describe how the physical environment provides opportunities for and places constraints on human activities
• b. Explain how physical environments influenced and limited immigration into the state
• c. Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment
• d. Describe how places in Colorado are connected by movement of goods and services and technology

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. What physical characteristics led various cultural groups to select the places they did for settlement in Colorado?
2. How did Colorado settlers alter their environment to facilitate communication and transportation?
3. How does the physical environment affect human activity?
4. How does human activity affect the environment?

Relevance and Application:

1. Individuals and businesses consider geographic factors in making settlement decisions. For example, Colorado Springs has a dry climate that is favorable for computer companies, and ski resorts developed in the Rocky Mountains.
2. Individuals and businesses adapt to and modify the environment. For example, businesses and resorts have been created near hot springs throughout the state.

Nature of Geography:

1. Spatial thinkers evaluate how physical features affect the development of a sense of place.

CO.3. Standard: Economics

Prepared Graduates:

1. Understand the allocation of scarce resources in societies through analysis of individual choice, market interaction, and public policy
2. Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)

CO.3.1. Concepts and skills students master:

• People respond to positive and negative incentives

Evidence Outcomes

Students can:

• a. Define positive and negative economic incentives
• b. Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives
• c. Explain how the productive resources – natural, human, and capital – of Colorado have influenced the types of goods produced and services provided

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. Why are different goods and services important at different times in Colorado’s history?
2. How have science and technology changed the economy of Colorado?
3. How have natural, human, and capital resources had both positive and negative impacts on the development of Colorado?

Relevance and Application:

1. Positive incentives influence behavior predictably over time. For example, responsible individuals save for the future and move for better job opportunities.
2. Negative incentives influence behavior predictably over time.For example, people move or refuse to relocate due to poor climate or resource shortages.
3. Groups use both positive and negative incentives to affect behavior. For example, the tourism industry uses incentives to attract tourists and government agencies use tickets to discourage speeding. and fines for not following regulations

Nature of Economics:

1. Economic thinkers consider the influence of changing resources and demand on the productivity of a state economy.
2. Economic thinkers study changes in the relationship between the availabilityof resources and the production of goods and services.

CO.3.2. Concepts and skills students master:

• The relationship between choice and opportunity cost (PFL)

Evidence Outcomes

Students can:

• a. Define choice and opportunity cost
• b. Analyze different choices and their opportunity costs
• c. Give examples of the opportunity costs for individual decisions
• Identify risks that individuals face (PFL)
• Analyze methods of limiting financial
  risk (PFL)

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. What different ways does an individual have to get information when making a decision?
2. How do you know when you’ve made a good decision?
3. How do you know when you’ve made a bad decision?

Relevance and Application:

1. Knowledge of the relationship between choice and opportunity cost leads to good decision-making. For example, a business may have an opportunity to purchase inexpensive land, but the cost may be in the travel time.
2. Decisions are made daily regarding risks such as riding a bicycle, skiing, riding in a car, and spending all of an allowance immediately rather than saving.
3. Businesses make choices about risk.For example, a company locates in a country that has an unstable government or extends credit to individuals.

Nature of Economics:

1. Economic thinkers analyze opportunity costs associated with making decisions.
2. Economic thinkers analyze data to forecast possible outcomes.
3. Financially responsible individuals understand and categorize the components of risk.
4. Financially responsible individuals mitigate and analyze potential risk.

CO.4. Standard: Civics

Prepared Graduates:

1. Analyze origins, structure, and functions of governments and their impacts on societies and citizens
2. Analyze and practice rights, roles, and responsibilities of citizens

CO.4.1. Concepts and skills students master:

• Analyze and debate multiple perspectives on an issue

Evidence Outcomes

Students can:

• a. Give examples of issues faced by the state and develop possible solutions
• b. Provide supportive arguments for both sides of a current public policy debate
• c. Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. How can government answer questions about issues in a state in various ways?
2. How do diverse opinions enrich a community?
3. How does an individual’s experience and background influence perception of an issue?
4. Why is it important to research issues and engage in civil debates?

Relevance and Application:

1. The art of debate, critical reasoning, and active listening are skills that foster informed choices. For example, school boards review the pros and cons of an issue such as dress code and make a policy decision.
2. The ability to critically analyze multiple perspectives for solutions allows for improved problem-solving. For example, members of a social organization review multiple proposals to select a philanthropic cause for the year.
3. Situations may be fairer because of rules such as taking turns on playground equipment.

Nature of Civics:

1. Responsible community members recognize opportunities to study the effectiveness of various ways to influence state public policy or help industry create an environmentally conscious development.
2. Responsible community members understand the relationships between state government and citizens.

CO.4.2. Concepts and skills students master:

• The origins, structure, and functions of the Colorado government

Evidence Outcomes

Students can:

• a. Explain the origins, structure, and functions of the three branches of the state government and the relationships among them
• b. Identify and explain a variety of roles leaders, citizens, and others play in state government
• c. Identify and explain the services state government provides and how those services are funded
• d. Explain the historical foundation and the events that led to the formation of the Colorado government
• e. Describe how the decisions of the state government affect local government and interact with federal law

21st-century Skills and Readiness Competencies

Inquiry Questions:

1. Why is Colorado’s Constitution important to individuals?
2. What would state government look like if one of the branches had more power than the others?
3. What would Colorado be like without a state government?
4. To what extent were various individuals and organizations in the state important in the development of Colorado’s government?

Relevance and Application:

1. Knowledge of the origins, structure, and functions of Colorado’s government provides for participation, influence and benefits. For example, individuals can vote on ballot issues that affect taxes.
2. Technology helps to investigate resources and ask for government support and services. For example, someone wanting to open a restaurant can visit the Department of Health website to get information.

Nature of Civics:

1. Responsible community members understand the structure, function, and origin of the state government.

(Note: By the completion of fourth grade, New Jersey students are expected to master the following standards.)

Social Studies Standard 6.1—U.S. History: America in the World

All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

• A: Civics, Government, and Human Rights

  • Rules and laws are developed to protect peopleís rights and the security and welfare of society.
    • 6.1.4.A.1: Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
  • The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens.
    • 6.1.4.A.2: Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy.
  • American constitutional government is based on principles of limited government, shared authority, fairness, and equality.
    • 6.1.4.A.3: Determine how ìfairness,î ìequality,î and the ìcommon goodî have influenced change at the local and national levels of United States government.
  • There are different branches within the United States government, each with its own structure, leaders, and processes, and each designed to address specific issues and concerns.
    • 6.1.4.A.4: Explain how the United States government is organized and how the United States Constitution defines and limits the power of government.
    • 6.1.4.A.5: Distinguish the roles and responsibilities of the three branches of the national government.
    • 6.1.4.A.6: Explain how national and state governments share power in the federal system of government.
  • In a representative democracy, individuals elect representatives to act on the behalf of the people.
    • 6.1.4.A.7: Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels.
    • 6.1.4.A.8: Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level.
  • The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.
    • 6.1.4.A.9: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.
    • 6.1.4.A.10: Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations.
  • The United States democratic system requires active participation of its citizens.
    • 6.1.4.A.11: Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.
    • 6.1.4.A.12: Explain the process of creating change at the local, state, or national level.
  • Immigrants can become and obtain the rights of American citizens.
    • 6.1.4.A.13: Describe the process by which immigrants become United States citizens.
  • The world is comprised of nations that are similar to and different from the United States.
    • 6.1.4.A.14: Describe how the world is divided into many nations that have their own governments, languages, customs, and laws.
  • In an interconnected world, it important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges.
    • 6.1.4.A.15: Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.
    • 6.1.4.A.16: Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations in need.

• B: Geography, People, and the Environment

  • Spatial thinking and geographic tools can be used to describe and analyze the spatial patterns and organization of people, places, and environments on Earth.
    • 6.1.4.B.1: Compare and contrast information that can be found on different types of maps, and determine when the information may be useful.
    • 6.1.4.B.2: Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.
    • 6.1.4.B.3: Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude.
  • Places are jointly characterized by their physical and human properties.
    • 6.1.4.B.4: Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
  • The physical environment can both accommodate and be endangered by human activities.
    • 6.1.4.B.5: Describe how human interaction impacts the environment in New Jersey and the United States.
  • Regions form and change as a result of unique physical/ecological conditions, economies, and cultures.
    • 6.1.4.B.6: Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism.
  • Patterns of settlement across Earthís surface differ markedly from region to region, place to place, and time to time.
    • 6.1.4.B.7: Explain why some locations in New Jersey and the United States are more suited for settlement than others.
    • 6.1.4.B.8: Compare ways people choose to use and divide natural resources.
  • Advancements in science and technology can have unintended consequences that impact individuals and/or societies.
    • 6.1.4.B.9: Relate advances in science and technology to environmental concerns, and to actions taken to address them.
  • Urban areas, worldwide, share common physical characteristics, but may also have cultural differences.
    • 6.1.4.B.10: Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences.

• C: Economics, Innovation, and Technology

  • People make decisions based on their needs, wants, and the availability of resources.
    • 6.1.4.C.1: Apply opportunity cost to evaluate individualsí decisions, including ones made in their communities.
    • 6.1.4.C.2: Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.
  • Economics is a driving force for the occurrence of various events and phenomena in societies.
    • 6.1.4.C.3: Explain why incentives vary between and among producers and consumers.
    • 6.1.4.C.4: Describe how supply and demand influence price and output of products.
    • 6.1.4.C.5: Explain the role of specialization in the production and exchange of goods and services.
  • Interaction among various institutions in the local, national, and global economies influence policymaking and societal outcomes.
    • 6.1.4.C.6: Describe the role and relationship among households, businesses, laborers, and governments within the economic system.
    • 6.1.4.C.7: Explain how the availability of private and public goods and services is influenced by the global market and government.
    • 6.1.4.C.8: Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community.
  • Availability of resources affects economic outcomes.
    • 6.1.4.C.9: Compare and contrast how access to and use of resources affects people across the world differently.
  • Understanding of financial instruments and outcomes assists citizens in making sound decisions about money, savings, spending, and investment.
    • 6.1.4.C.10: Explain the role of money, savings, debt, and investment in individualsí lives.
    • 6.1.4.C.11: Recognize the importance of setting long-term goals when making financial decisions within the community.
  • Creativity and innovation affect lifestyle, access to information, and the creation of new products and services.
    • 6.1.4.C.12: Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.
    • 6.1.4.C.13: Determine the qualities of entrepreneurs in a capitalistic society.
  • Economic opportunities in New Jersey and other states are related to the availability of resources and technology.
    • 6.1.4.C.14: Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have played in economic opportunities.
    • 6.1.4.C.15: Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.
  • Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products.
    • 6.1.4.C.16: Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
    • 6.1.4.C.17: Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age.
    • 6.1.4.C.18: Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world.

• D: History, Culture, and Perspectives

  • Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation.
    • 6.1.4.D.1: Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.
    • 6.1.4.D.2: Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
    • 6.1.4.D.3: Evaluate the impact of voluntary and involuntary immigration on Americaís growth as a nation, historically and today.
  • Key historical events, documents, and individuals led to the development of our nation.
    • 6.1.4.D.4: Explain how key events led to the creation of the United States and the state of New Jersey.
    • 6.1.4.D.5: Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship.
    • 6.1.4.D.6: Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government.
    • 6.1.4.D.7: Explain the role Governor William Livingston played in the development of New Jersey government.
    • 6.1.4.D.8: Determine the significance of New Jerseyís role in the American Revolution.
    • 6.1.4.D.9: Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.
  • Personal, family, and community history is a source of information for individuals about the people and places around them.
    • 6.1.4.D.10: Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.
    • 6.1.4.D.11: Determine how local and state communities have changed over time, and explain the reasons for changes.
  • The study of American folklore and popular historical figures enables Americans with diverse cultural backgrounds to feel connected to a national heritage.
    • 6.1.4.D.12: Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage.
  • Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people.
    • 6.1.4.D.13: Describe how culture is expressed through and influenced by the behavior of people.
  • American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States.
    • 6.1.4.D.14: Trace how the American identity evolved over time.
  • Cultures struggle to maintain traditions in a changing society.
    • 6.1.4.D.15: Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.
  • Prejudice and discrimination can be obstacles to understanding other cultures.
    • 6.1.4.D.16: Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.
  • Historical symbols and the ideas and events they represent play a role in understanding and evaluating our history.
    • 6.1.4.D.17: Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.
  • The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns.
    • 6.1.4.D.18: Explain how an individualís beliefs, values, and traditions may reflect more than one culture.
  • People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view.
    • 6.1.4.D.19: Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.
    • 6.1.4.D.20: Describe why it is important to understand the perspectives of other cultures in an interconnected world.

Social Studies Standard 6.3—Active Citizenship in the 21st Century

All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

• Active citizens in the 21st century:

  1. Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences.
  2. Identify stereotyping, bias, prejudice, and discrimination in their lives and communities.
  3. Are aware of their relationships to people, places, and resources in the local community and beyond.
  4. Make informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions.
  5. Develop strategies to reach consensus and resolve conflict.
  6. Demonstrate understanding of the need for fairness and take appropriate action against unfairness.

• A: Civics, Government, and Human Rights

  • 6.3.4.A.1: Evaluate what makes a good rule or law.
  • 6.3.4.A.2: Contact local officials and community members to acquire information and/or discuss local issues.
  • 6.3.4.A.3: Select a local issue and develop a group action plan to inform school and/or community members about the issue.
  • 6.3.4.A.4: Communicate with students from various countries about common issues of public concern and possible solutions.

• B: Geography, People, and the Environment

  • 6.3.4.B.1: Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions.

• C: Economics, Innovation, and Technology

  • 6.3.4.C.1: Develop and implement a group initiative that addresses an economic issue impacting children.

• D: History, Culture, and Perspectives

  • 6.3.4.D.1: Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.

Social Studies Skills

Essential Question:

What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a public policy question?

• Construct timelines of the events occurring during major eras.
• Explain how major events are related to one another in time.
• Select and use various geographic representations to compare information about people, places, regions, and environments.
• Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and political systems.
• Compare and contrast differing interpretations of current and historical events.
• Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.
• Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.

Theme: Ohio in the United States

The fourth-grade year focuses on the early development of Ohio and the United States. Students learn about the history, geography, government and economy of their state and nation. Foundations of U.S. history are laid as students study prehistoric Ohio cultures, early American life, the U.S. Constitution, and the development and growth of Ohio and the United States. Students begin to understand how ideas and events from the past have shaped Ohio and the United States today.

• History Strand

  • Historical Thinking and Skills

    • 1. The order of significant events in Ohio and the United States can be shown on a timeline.
    • 2. Primary and secondary sources can be used to create historical narratives.

  • Heritage

    • 3. Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers and immigrants. Interactions among these groups have resulted in both cooperation and conflict.
    • 4. The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the American Revolution and to form a new nation.
    • 5. The Northwest Ordinance established a process for the creation of new states and specified democratic ideals to be incorporated in the states of the Northwest Territory.
    • 6. The inability to resolve standing issues with Great Britain and ongoing conflicts with American Indians led the United States into the War of 1812. Victory in the Battle of Lake Erie contributed to American success in the war.
    • 7. Sectional issues divided the United States after the War of 1812. Ohio played a key role in these issues, particularly with the anti-slavery movement and the Underground Railroad.
    • 8. Many technological innovations that originated in Ohio benefited the United States.

• Geography Strand

  • Spatial Thinking and Skills

    • 9. A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.

  • Places and Regions

    • 10. The economic development of the United States continues to influence and be influenced by agriculture, industry and natural resources in Ohio.
    • 11. The regions of the United States known as the North, South and West developed in the early 1800s largely based on their physical environments and economies.

  • Human Systems

    • 12. People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying the environment in Ohio and the United States.
    • 13. The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohioís population has become increasingly reflective of the cultural diversity of the United States.
    • 14. Ohioís location and its transportation systems continue to influence the movement of people, products and ideas in the United States.

• Government Strand

  • Civic Participation and Skills

    • 15. Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have both rights and responsibilities in Ohio and the United States.
    • 16. Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.
    • 17. Effective participants in a democratic society engage in compromise.

  • Rules and Laws

    • 18. Laws can protect rights, provide benefits and assign responsibilities.
    • 19. The U.S. Constitution establishes a system of limited government and protects citizensí rights; five of these rights are addressed in the First Amendment.

  • Roles and Systems of Government

    • 20. A constitution is a written plan for government. Democratic constitutions provide the framework for government in Ohio and the United States.
    • 21. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.

• Economics Strand

  • Economic Decision Making and Skills

    • 22. Tables and charts help people to understand information and issues. Tables organize information in columns and rows. Charts organize information in a variety of visual formats (pictures, diagrams, graphs).

  • Production and Consumption

    • 23. Entrepreneurs organize productive resources and take risks to make a profit and compete with other producers.

  • Financial Literacy

    • 24. Saving a portion of income contributes to an individualës financial well-being. Individuals can reduce spending to save more of their income.

(Note: By the completion of fourth grade, Vermont students are expected to master the following standards.)

Vermont Academic Content Standards: History and Social Sciences

• Inquiry

  • H&SS3-4:1—Social and Historical Questioning

    Students initiate an inquiry by:

    • Asking relevant and focusing questions based on what they have seen, what they have read, what they have listened to, and/or what they have researched (e.g., Why was the soda machine taken out of the school? Why is the number of family farms in Vermont growing smaller?).

  • H&SS3-4:2—Hypothesis/Research Statement

    Students develop a hypothesis, thesis, or research statement by:

    • Using prior knowledge to predict results or proposing a choice about a possible action (e.g., using experience from a field trip to the nature center, propose a way to preserve Vermont’s natural habitats).

  • H&SS3-4:3—Research Plan

    Students design research by:

    • Identifying resources for finding answers to their questions (e.g., books, videos, people, and the Internet).
    • Identifying tasks and how they will be completed, including a plan for citing sources (e.g., I will interview the principal about why the soda machine was taken out of the school).
    • Planning how to organize information so it can be shared.

  • H&SS3-4:4—Conducting Research

    Students conduct research by:

    • Referring to and following a plan for an inquiry.
    • Locating relevant materials such as print, electronic, and human resources.
    • Describing evidence and recording observations using notecards, videotape, tape recorders, journals, or databases (e.g., taking notes while interviewing the principal).
    • Citing sources.

  • H&SS3-4:5

    Students develop reasonable explanations that support the research statement by:

    • Organizing and displaying information in a manner appropriate to the research statement through tables, graphs, maps, dioramas, charts, narratives, and/or posters.
    • Classifying information and justifying groupings based upon observations, prior knowledge, and/or research.
    • Using appropriate methods for interpreting information such as comparing and contrasting.

  • H&SS3-4:6

    Students make connections to research by:

    • Explaining the relevance of their findings to the research question.
    • Proposing solutions to problems and asking other questions.
    • Identifying what was easy or difficult about following the research plan.

  • H&SS3-4:7

    Students communicate their findings by:

    • Giving an oral, written, or visual presentation that summarizes their findings.

• History

  • H&SS3-4:8

    Students connect the past with the present by:

    • Explaining differences between historic and present day objects in Vermont, and identifying how the use of the object and the object itself changed over time (e.g., evaluating how the change from taps and buckets to pipelines has changed the maple sugaring industry).
    • Describing ways that life in the community and Vermont has both changed and stayed the same over time (e.g., general stores and shopping centers).
    • Examining how events, people, problems and ideas have shaped the community and Vermont (e.g., Ann Story’s role in the American Revolution).

  • H&SS3-4:9

    Students show understanding of how humans interpret history by:

    • Identifying and using various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others.
    • Differentiating among fact, opinion, and interpretation in various events.

  • H&SS3-4:10

    Students show understanding of past, present, and future time by:

    • Grouping historical events in the history of the local community and state by broadly defined eras.
    • Constructing time lines of significant historical developments in the community and state, and identifying the dates at which each occurred.
    • Interpreting data presented in time lines.
    • Measuring calendar time by days, weeks, months, years, decades, and centuries (e.g., How old is your town?).
    • Making predictions and/or decisions based on an understanding of the past and the present (e.g., What was farming in Vermont like in the past? What is it like now? What will it be like in the future?).
    • Identifying an important event in their communities and/or Vermont, and describing a cause and an effect of that event (e.g., Excessive rain caused the flood of 1927, and as a result communication systems have changed to warn people.).

• Physical and Cultural Geography

  • H&SS3-4:11

    Students interpret geography and solve geographic problems by:

    • Identifying characteristics of surrounding towns and the state
      of Vermont using resources such as road signs, landmarks,
      models, maps, photographs and mental mapping.
    • Observing, comparing, and analyzing patterns of local and state land use (e.g., agriculture, forestry, industry) to understand why particular locations are used for certain human activities.
    • Locating the physical and political regions of Vermont (e.g., six regions, towns, counties).
    • Locating countries and major cities in North America.
    • Locating major global physical divisions, such as continents, oceans, poles, equator, tropics, Arctic and Antarctic Circles, tropical, mid-latitude and polar regions.
    • Creating effective geographic representations using appropriate elements to demonstrate an understanding of relative location, location, size, and shape of the local community, Vermont, the U.S., and locations worldwide (e.g., create a representation of a globe, including continents, oceans, and major parallels).
    • Identifying and using basic elements of the map (e.g., cardinal directions and key).
    • Using grid systems to locate places on maps and globes (e.g., longitude and latitude)..
    • Asking appropriate geographic questions and using geographic resources to answer them (e.g., what product is produced in a region and why; atlas, globe, wall maps, reference books).

  • H&SS3-4:12

    Students show understanding of human interaction with the environment over time by:

    • Describing how people have changed the environment in Vermont for specific purposes (e.g., clear-cutting, sheepraising, interstate highways, farming, ski resorts).
    • Identifying and participating in ways they can contribute to preserving natural resources (e.g., creating a class or school recycling center).
    • Describing a community or state environmental issue (e.g., creating a slide show describing the environmental issues surrounding Lake Champlain).
    • Describing how patterns of human activities (for example, housing, transportation, food consumption, or employment) relate to natural resource distribution (e.g., how population concentrations in Vermont developed around fertile lowlands, French/English/Indian conflict for furs in northern Vermont.)
    • Recognizing patterns of voluntary and involuntary migration in Vermont (e.g., use maps and place names to hypothesize about movements of people).

  • H&SS3-4:13

    Students analyze how and why cultures continue and change over time by:

    • Identifying expressions of culture in Vermont and the U.S., such as language, social institutions, beliefs and customs, economic activities, behaviors, material goods, food, clothing, buildings, tools, and machines (e.g., discovering how Abenaki oral tradition reflects and influences their society).
    • Describing the contributions of various cultural groups to Vermont and the U.S. (e.g., describing French cultural diffusion in Vermont).
    • Identifying ways in which culture in Vermont has changed (e.g., Colonists learning maple sugaring from the Indians, Indians acquiring metal tools in exchange for furs).

• Civics, Government and Society

  • H&SS3-4:14

    Students act as citizens by:

    • Identifying the rights and responsibilities of citizenship in a school and local community (e.g., the right to use town roads and speak one’s mind at town meeting, the responsibility to pay town taxes).
    • Demonstrating positive interaction with group members (e.g., working with a group of people to complete a task).
    • Identifying problems, planning and implementing solutions in the classroom, school or community.
    • Explaining their own point of view on issues that affect themselves and society (e.g., forming an opinion about a social or environmental issue in Vermont, then writing a letter to a legislator to try to influence change).
    • Demonstrating the role of individuals in the election processes (e.g., voting in class or mock elections).
    • Describing the roots of American culture, its development and many traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.
    • Participating in setting, following and changing the rules of the group and school.

  • H&SS3-4:15

    Students show understanding of various forms of government by:

    • Comparing similarities of rules and laws (e.g., how are bike helmet and seatbelt laws similar?).
    • Knowing where to locate written rules and laws for school and community.
    • Explaining what makes a just rule or law (e.g., provides protection for members of the group).
    • Describing how characteristics of good leadership and fair decision-making affect others (e.g., cooperative group behavior).

  • H&SS3-4:16

    Students examine how different societies address issues of human interdependence by:

    • Explaining how a community promotes human rights.
    • Identifying and describing ways regional, ethnic, and national cultures influence individuals’ daily lives (e.g., reading myths and legends to learn about the origins of culture).
    • Defining their own rights and needs—and the rights and needs of others—in the classroom, school, and community (e.g., establishing a clothing drive/swap for the needy; creating a park for roller blades).
    • Giving examples of ways that she or he is similar to and different from others (e.g. gender, race, religion, ethnicity.).
    • Citing examples, both past and present, of how diversity has led to change (e.g., Native Americans moving to reservations).
    • Identifying examples of interdependence among individuals and groups. (e.g., buyers and sellers; performers and audience).
    • Identifying behaviors that foster cooperation among individuals.
    • Identifying different types of conflict among individuals and groups (e.g., girls and boys, religion, material goods).
    • Explaining different ways in which conflict has been resolved, and different ways in which conflicts and their resolutions have affected people (e.g., reservations and Indian schools; Green Mountain Boys; treaties).

  • H&SS3-4:17

    Students examine how access to various institutions affects justice, reward, and power by:

    • Describing ways in which local institutions promote the common
      good (e.g., state police, library, recreation programs).

• Economics

  • H&SS3-4:18

    Students show an understanding of the interaction/interdependence between humans, the environment, and the economy by:

    • Tracing the production, distribution, and consumption of goods in Vermont (e.g., after visiting a sugar house, tracing the distribution of locally-produced maple syrup).
    • Describing how producers in Vermont have used natural, human, and capital resources to produce goods and services (e.g., describing the natural, human, and capital resources needed to produce maple syrup).
    • Describing the causes and effects of economic activities on the environment in Vermont (e.g., granite industry).

  • H&SS3-4:19

    Students show understanding of the interconnectedness between government and the economy by:

    • Identifying goods and services provided by local and state governments (e.g., firefighters, highways, museums).
    • Explaining the relationship between taxation and governmental goods and services in Vermont (e.g., town taxes provide for road upkeep).
    • Describing and discussing the advantages and disadvantages of using currency vs. bartering in the exchange of goods and services (e.g., an advantage of bartering is that one doesn’t need money, a disadvantage is determining fairness).

  • H&SS3-4:20

    Students make economic decisions as a consumer, producer, saver, investor, and citizen by:

    • Examining factors that influence supply and demand (e.g., Why is Vermont considering investing in wind energy?).
    • Explaining ways people meet their basic needs and wants (e.g., people buy oil because they need heat; people buy video games because they want entertainment).
    • Comparing prices of goods and services.
    • Explaining how people save (e.g., by giving up something you want, by saving your allowance, by putting money in the bank).

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.

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

• HI.SS.4.1. Content Standard / Course: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
  • SS.4.1.1. Content Standard / Performance Indicator: Historical Change and Continuity Describe both change and continuity of aspects of Hawaiian culture (including religion, land use, and social systems)
• HI.SS.4.2. Content Standard / Course: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
  • SS.4.2.1. Content Standard / Performance Indicator: Historical Perspectives and Interpretations Categorize sources of information as primary or secondary and as providing historical fact or opinion
• HI.SS.4.3. Content Standard / Course: History PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems, and ideas that were significant in pre-contact Hawaiian history
  • SS.4.3.1. Content Standard / Performance Indicator: Early Hawaiian Society Explain the origins and culture of early Hawaiians
  • SS.4.3.2. Content Standard / Performance Indicator: Early Hawaiian Society Explain the history of Hawaii's early economy
  • SS.4.3.3. Content Standard / Performance Indicator: Early Hawaiian Society Describe the cultural contributions of different groups to the development of Hawaii
  • SS.4.3.4. Content Standard / Performance Indicator: Exploration, Migration, and Settlement Describe the theories of early migrations from parts of Polynesia to Hawaii, including migration myths and legends
  • SS.4.3.5. Content Standard / Performance Indicator: Exploration, Migration, and Settlement Identify reasons that early explorers, settlers, and immigrants came to Hawaii (including the influence of Pa'ao) or the Polynesian region and describe what their lives and experiences were like
  • SS.4.3.6. Content Standard / Performance Indicator: Exploration, Migration, and Settlement Illustrate patterns and changes in population in Hawaii over a period of time
  • SS.4.3.7. Content Standard / Performance Indicator: Exploration, Migration, and Settlement Describe the interactions (including economic exchanges and wars) among different cultural and ethnic groups in early Hawaii
  • SS.4.3.8. Content Standard / Performance Indicator: Hawaiian State Government Explain the evolution of Hawaii state government
  • SS.4.3.9. Content Standard / Performance Indicator: Events in Hawaiian History Place key events in pre-contact Hawaiian history in chronological order (including volcanic origins, migrations, and Captain Cook's arrival)
  • SS.4.3.10. Content Standard / Performance Indicator: Events in Hawaiian History Describe how significant people, including those of legend (including Papa and Wakea, Pele, and Pa'ao) affected pre-contact Hawaii
• HI.SS.4.4. Content Standard / Course: Political Science/Civics GOVERNANCE AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of the Hawaiian kapu system, and the similarities and differences in government across cultural perspectives
  • SS.4.4.1. Content Standard / Performance Indicator: Governance, Power, and Authority Evaluate the kapu system in the context of the time
• HI.SS.4.5. Content Standard / Course: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of the Ali'i, Kahuna, Maka'ainana and Kaua classes and how they participated in civic life
  • SS.4.5.1. Content Standard / Performance Indicator: Civic Participation Describe the roles, rights, and responsibilities of each class in pre-contact Hawaii
• HI.SS.4.6. Content Standard / Course: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
  • SS.4.6.1. Content Standard / Performance Indicator: Cultural Systems and Practices Explain how language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture and contribute to the preservation of culture
  • SS.4.6.2. Content Standard / Performance Indicator: Cultural Dynamics/Change and Continuity Describe how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a
  • SS.4.6.3. Content Standard / Performance Indicator: Cultural Dynamics/Change and Continuity Describe the changes in Hawaiian culture through contact with Westerners
• HI.SS.4.7. Content Standard / Course: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
  • SS.4.7.1. Content Standard / Performance Indicator: Places and Regions Identify the major geographic characteristics and demographics of the pre-contact Hawaiian archipelago, including its relative location to other major land masses
  • SS.4.7.2. Content Standard / Performance Indicator: World In Spatial Terms Collect, organize, and analyze data to interpret and construct geographic representations
  • SS.4.7.3. Content Standard / Performance Indicator: Environment and Society Analyze the consequences of human modification of the physical environment in Hawaii using geographic representations (including lo'i kalo and loko i'a)
• HI.SS.4.8. Content Standard / Course: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
  • SS.4.8.1. Content Standard / Performance Indicator: Economic Interdependence Describe the economic interdependence among those living in the ''ahupua'a

• IN.1. Standard: History Students will trace the historical periods, places, people, events and movements that have led to the development of Indiana as a state.
  • 4.1.1. Proficiency Statement: Historical Knowledge American Indians and the Arrival of Europeans to 1770: Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans. (Individuals, Society and Culture)
  • 4.1.2. Proficiency Statement: Historical Knowledge American Indians and the Arrival of Europeans to 1770: Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment. (Individuals, Society and Culture)
  • 4.1.3. Proficiency Statement: Historical Knowledge The American Revolution and the Indiana Territory: 1770s to 1816: Explain the importance of the Revolutionary War and other key events and people that influenced Indiana's development.
  • 4.1.4. Proficiency Statement: Historical Knowledge The American Revolution and the Indiana Territory: 1770s to 1816: Summarize and explain the significance of key documents in Indiana's development from a United States territory to statehood.
  • 4.1.5. Proficiency Statement: Historical Knowledge Statehood: 1816 to 1851: Identify the causes of removal of Native American Indian groups in the state and their resettlement during the 1830s. (Individuals, Society and Culture)
  • 4.1.6. Proficiency Statement: Historical Knowledge Statehood: 1816 to 1851: Explain how key individuals and events influenced the early growth of and changes in Indiana.
  • 4.1.7. Proficiency Statement: Historical Knowledge The Civil War Era and Later Development: 1850 to 1900: Explain the roles of various individuals, groups and movements in the social conflicts leading to the Civil War. (Individuals, Society and Culture)
  • 4.1.8. Proficiency Statement: Historical Knowledge The Civil War Era and Later Development: 1850 to 1900: Summarize the impact of Abraham Lincoln's presidency on Indiana and describe the participation of Indiana citizens in the Civil War.
  • 4.1.9. Proficiency Statement: Historical Knowledge The Civil War Era and Later Development: 1850 to 1900: Give examples of Indiana's increasing agricultural, industrial, political and business development in the nineteenth century.
  • 4.1.10. Proficiency Statement: Historical Knowledge 1900 to 1950: Describe the participation of Indiana citizens in World War I and World War II.
  • 4.1.11. Proficiency Statement: Historical Knowledge 1900 to 1950: Identify and describe important events and movements that changed life in Indiana in the early twentieth century.
  • 4.1.12. Proficiency Statement: Historical Knowledge 1900 to 1950: Describe the transformation of Indiana through immigration and through developments in agriculture, industry and transportation. (Individuals, Society and Culture)
  • 4.1.13. Proficiency Statement: Historical Knowledge Contemporary Indiana: 1950 - Present: Identify and describe important events and movements that changed life in Indiana from the mid-twentieth century to the present.
  • 4.1.14. Proficiency Statement: Historical Knowledge Contemporary Indiana: 1950 - Present: Research Indiana's modern growth emphasizing manufacturing, new technologies, transportation and global connections.
  • 4.1.15. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana. (Individuals, Society and Culture)
  • 4.1.16. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Distinguish fact from opinion and fact from fiction in historical documents and other information resources and identify the central question each narrative addresses.
  • 4.1.17. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Using primary and secondary sources and online source materials, construct a brief narrative about an event in Indiana history.
  • 4.1.18. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Research and describe the contributions of important Indiana artists and writers to the state's cultural landscape. (Individuals, Society and Culture)
• IN.2. Standard: Civics and Government Students will describe the components and characteristics of Indiana's constitutional form of government; explain the levels and three branches of Indiana's government; understand citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills.
  • 4.2.1. Proficiency Statement: Foundations of Government Explain the major purposes of Indiana's Constitution as stated in the Preamble.
  • 4.2.2. Proficiency Statement: Foundations of Government Describe individual rights, such as freedom of speech, freedom of religion and the right to public education that people have under Indiana's Bill of Rights (Article I of the Constitution).
  • 4.2.3. Proficiency Statement: Functions of Government Identify and explain the major responsibilities of the legislative, executive and judicial branches of state government as written in the Indiana Constitution.
  • 4.2.4. Proficiency Statement: Functions of Government Identify major state offices, the duties and powers associated with them, and how they are chosen, such as by election or appointment.
  • 4.2.5. Proficiency Statement: Roles of Citizens Give examples of how citizens can participate in their state government and explain the right and responsibility of voting.
  • 4.2.6. Proficiency Statement: Roles of Citizens Define and provide examples of civic virtues in a democracy.
  • 4.2.7. Proficiency Statement: Roles of Citizens Use a variety of information resources to take a position or recommend a course of action on a public issue relating to Indiana's past or present.
• IN.3. Standard: Geography Students will explain how the Earth/sun relationship influences the climate of Indiana; identify the components of Earth's physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how people have adapted to and modified their environment, past and present; and identify regions of Indiana.
  • 4.3.1. Proficiency Statement: The World in Spatial Terms Use latitude and longitude to identify physical and human features of Indiana.
  • 4.3.2. Proficiency Statement: The World in Spatial Terms Estimate distances between two places on a map, using a scale of miles, and use cardinal and intermediate directions when referring to relative location.
  • 4.3.3. Proficiency Statement: Places and Regions Locate Indiana on a map as one of the 50 United States. Identify and describe the location of the state capital, major cities and rivers in Indiana, and place these on a blank map of the state.
  • 4.3.4. Proficiency Statement: Places and Regions Map and describe the physical regions of Indiana and identify major natural resources and crop regions.
  • 4.3.5. Proficiency Statement: Physical Systems Explain how glaciers shaped Indiana's landscape and environment.
  • 4.3.6. Proficiency Statement: Physical Systems Describe Indiana's landforms (lithosphere), water features (hydrosphere), and plants and animals (biosphere).
  • 4.3.7. Proficiency Statement: Physical Systems Explain the effect of the Earth/sun relationship on the climate of Indiana.
  • 4.3.8. Proficiency Statement: Physical Systems Identify the challenges in the physical landscape of Indiana to early settlers and modern day economic development. (Individuals, Society and Culture)
  • 4.3.9. Proficiency Statement: Human Systems Explain the importance of major transportation routes, including rivers, in the exploration, settlement and growth of Indiana and in the state's location as a crossroad of America.
  • 4.3.10. Proficiency Statement: Human Systems Identify immigration patterns and describe the impact diverse ethnic and cultural groups have had on Indiana. (Individuals, Society and Culture)
  • 4.3.11. Proficiency Statement: Environment and Society Create maps of Indiana at different times in history showing regions and major physical and cultural features; give examples of how people in Indiana have modified their environment over time.
  • 4.3.12. Proficiency Statement: Environment and Society Read and interpret thematic maps - such as transportation, population and products - to acquire information about Indiana in the present and the past.
• IN.4. Standard: Economics Students will study and compare the characteristics of Indiana's changing economy in the past and present.
  • 4.4.1. Proficiency Statement: Give examples of the kinds of goods and services produced in Indiana in different historical periods.
  • 4.4.2. Proficiency Statement: Define productivity and provide examples of how productivity has changed in Indiana during the past 100 years.
  • 4.4.3. Proficiency Statement: Explain how both parties can benefit from trade and give examples of how people in Indiana engaged in trade in different time periods.
  • 4.4.4. Proficiency Statement: Explain that prices change as a result of changes in supply and demand for specific products.
  • 4.4.5. Proficiency Statement: Describe Indiana's emerging global connections.
  • 4.4.6. Proficiency Statement: List the functions of money and compare and contrast things that have been used as money in the past in Indiana, the United States and the world.
  • 4.4.7. Proficiency Statement: Identify entrepreneurs who have influenced Indiana and the local community.
  • 4.4.8. Proficiency Statement: Define profit and describe how profit is an incentive for entrepreneurs.
  • 4.4.9. Proficiency Statement: Identify important goods and services provided by state and local governments by giving examples of how state and local tax revenues are used.
  • 4.4.10. Proficiency Statement: Explain how people save, and develop a savings plan in order to make a future purchase.

ß113.15. Social Studies, Grade 4, Beginning with School Year 2011-2012

Introduction

1. In Grade 4, students examine the history of Texas from the early beginnings to the present within the context of influences of North America. Historical content focuses on Texas history, including the Texas Revolution, establishment of the Republic of Texas, and subsequent annexation to the United States. Students discuss important issues, events, and individuals of the 19th, 20th, and 21st centuries. Students conduct a thorough study of regions in Texas and North America resulting from human activity and from physical features. The location, distribution, and patterns of economic activities and settlement in Texas further enhance the concept of regions. Students describe how early American Indians in Texas and North America met their basic economic needs. Students identify motivations for European exploration and colonization and reasons for the establishment of Spanish settlements and missions. Students explain how American Indians governed themselves and identify characteristics of Spanish colonial and Mexican governments in Texas. Students recite and explain the meaning of the Pledge to the Texas Flag. Students identify the contributions of people of various racial, ethnic, and religious groups to Texas and describe the impact of science and technology on life in the state. Students use critical-thinking skills to identify cause-and-effect relationships, compare and contrast, and make generalizations and predictions.
2. To support the teaching of the essential knowledge and skills, the use of a variety of rich material such as nonfiction texts, primary sources, biographies, folklore, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, online tours, and local and state preservation societies.
3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
   • Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
   • Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills