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

Benchmark 2 students begin to apply skills to more specific Social Sciences content. Students examine the period of United States History from pre-history through the American Revolution, including focus on the Declaration of Independence. Attention is given to the study of Oregon's tribes. Students study the levels and branches of government at both the state and national levels. In Economics, students continue their study of economic choice to include supply and demand, price, trade, and money. They also study basic concepts of Personal Finance. In geography, students use maps and charts to understand and analyze patterns; compare locations, migration, and population; and to investigate causes of environmental and cultural change. Students extend their work with Social Science Analysis, conducting more sophisticated research, examining primary and secondary sources, establishing cause-and-effect relationships, and drawing conclusions from evidence.

Civics and Government

• Understand the origins, purposes, and functions of U.S. government, including the structure and meaning of the U.S. Constitution.
  • SS.05.CG.01 Identify essential ideas of our republican form of government as expressed in the Declaration of Independence and the Constitution.
    • SS.05.CG.01.01 Know the concept of "rule of law."
• Understand the organization, responsibilities, and interrelationships of local, state, and federal governments in the United States.
  • SS.05.CG.02 Identify the primary functions of federal, state, and local governments.
    • SS.05.CG.02.01 Identify public safety, transportation, education, and recreation as responsibilities of local governments.
    • SS.05.CG.02.02 Know how laws are made.
• Understand the roles of the three branches of government and explain how their powers are distributed and shared.
  • SS.05.CG.03 Understand the roles and responsibilities of the three branches of government.
    • SS.05.CG.03.01 Name and distinguish the primary function of each branch of government at the federal and state levels.
• Understand personal and political rights of citizens in the United States.
  • SS.05.CG.04 Identify the rights of U.S. citizens.
    • SS.05.CG.04.01 Identify basic rights that are given to citizens of the United States.
• Understand participatory responsibilities of citizens in the community (voluntarism) and in the political process (becoming informed about public issues and candidates, joining political parties/interest groups/associations, communicating with public officials, voting, influencing lawmaking through such processes as petitions/initiatives).
  • SS.05.CG.05 Understand how citizens can learn about public issues.
    • SS.05.CG.05.01 Identify and give examples of resources that provide information about public issues.
• Understand how government is influenced and changed by support and dissent of individuals, groups, and international organizations.
  • SS.05.CG.06 Identify and give examples of how individuals can influence the actions of government.
    • SS.05.CG.06.01 Identify and give examples of actions citizens can take to influence government policy and decision-making.
• Understand how nations interact with each other, how events and issues in other countries can affect citizens in the United States, and how actions and concepts of democracy and individual rights of the United States can affect other peoples and nations.
  • SS.05.CG.07 Recognize and give examples of how nations interact with one another through trade, diplomacy, cultural contacts, treaties, and agreements.
    • SS.05.CG.07.01 Know how the United States makes treaties with other nations, including Indian nations.
    • SS.05.CG.07.02 Know how nations demonstrate good will toward other nations in a variety of ways.
• Analyze major political systems of the world.
  • SS.05.CG.08 Understand that there are different ways for governments to be organized.
    • SS.05.CG.08.01 Recognize that governments are organized in different ways.

Economics

• Understand that resources are limited (e.g., scarcity).
  • SS.05.EC.01 Understand that all economic choices have costs and benefits, and compare options in terms of costs and benefits.
    • SS.05.EC.01.01 Know that whenever a choice is made, there is a cost.
• Understand economic trade-offs and how choices result in both costs and benefits to individuals and society.
• SS.05.EC.02 Identify and give examples of the concepts of "trade-off" and "opportunity costs."
  • SS.05.EC.02.01 Identify and give examples of consequences of economic choices in terms of trade- off and opportunity cost.
  • SS.05.EC.02.02 Understand the difference between "needs" and "wants" and their relationship to economic trade-offs.
• Understand how conditions in an economy influence and are influenced by the decisions of consumers, producers, economic institutions, and government.
  • SS.05.EC.03 Understand how supply and demand influence price, and how price increases or decreases influence the decisions of consumers.
    • SS.05.EC.03.01 Understand that prices rise and fall depending on supply and demand.
• Understand the interdependence of the global economy and the role played by the United States.
• SS.05.EC.04 Recognize examples of how nations interact economically.
  • SS.05.EC.04.01 Recognize that nations interact through trade.
• Understand how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services.
  • SS.05.EC.05 Identify the characteristics of money and the advantages of its use over barter.
    • SS.05.EC.05.01 Distinguish between "barter" and "money" and how they facilitate the exchange of goods.
• Apply economic concepts and principles to issues of personal finance.
  • SS.05.EC.06 Understand the processes of earning, saving, spending, budgeting, and record keeping in money management.
    • SS.05.EC.06.01 Recognize that people earn income by exchanging their labor for wages and salaries.
    • SS.05.EC.06.02 Recognize that savings are the part of income not spent on taxes or consumption.
    • SS.05.EC.06.03 Recognize that spending involves exchanging money for goods or services.
    • SS.05.EC.06.04 Recognize that a budget is a record-keeping plan for managing income and spending.
  • SS.05.EC.07 Understand how banks and credit unions serve savers and borrowers.
    • SS.05.EC.07.01 Understand how interest creates incentives for borrowing and saving.

Geography

• Understand the spatial concepts of location, distance, direction, scale, movement, and region.
  • SS.05.GE.01 Define basic geography vocabulary such as concepts of location, direction, distance, scale, movement, and region using appropriate words and diagrams.
    • SS.05.GE.01.01 Know and use basic map elements to answer geographic questions or display geographic information.
• Use maps and other geographic tools and technologies to acquire, process, and report information from a spatial perspective.
  • SS.05.GE.02 Examine and understand how to prepare maps, charts, and other visual representations to locate places and interpret geographic information.
    • SS.05.GE.02.01 Use maps and charts to interpret geographic information.
    • SS.05.GE.02.02 Use other visual representations to locate, identify, and distinguish physical and human features of places and regions.
• Locate major physical and human (cultural) features of the Earth.
  • SS.05.GE.03 Locate and identify on maps the continents of the world, the 50 states of the United States, and the major physical features of Oregon.
    • SS.05.GE.03.01 Identify the names of the continents and their relative size, shape, and location.
    • SS.05.GE.03.02 Identify the names of the fifty states and their location relative to other states.
    • SS.05.GE.03.03 Locate, identify, and know the significance of major mountains, rivers, and land regions of Oregon.
• Compare and analyze physical (e.g., landforms, vegetation, wildlife, climate, and natural hazards) and human (e.g., population, land use, language, and religion) characteristics of places and regions.
  • SS.05.GE.04 Identify physical and human characteristics of regions in the United States and the processes that have shaped them.
    • SS.05.GE.04.01 Identify and locate major landforms, bodies of water, vegetation, and climate found in regions of the United States.
    • SS.05.GE.04.02 Identify the type of economic activity, population distribution, and cities found in regions of the United States.
• Analyze the causes of human migration (e.g., density, food and water supply, transportation and communication systems) and it effects (e.g., impact on physical and human systems).
  • SS.05.GE.05 Identify patterns of migration and cultural interaction in the United States.
    • SS.05.GE.05.01 Understand how physical geography affects the routes, flow, and destinations of migration.
    • SS.05.GE.05.02 Explain how migrations affect the culture of emigrants and native populations.
• Understand economic, cultural, and environmental factors that influence changes in population, and evaluate the consequences of the resulting increases or decreases in population.
  • SS.05.GE.06 Identify and give examples of issues related to population increases and decreases.
    • SS.05.GE.06.01 Identify and give examples of positive and negative impacts of population increases or decreases.
• Understand how people and the environment are interrelated.
  • SS.05.GE.07 Understand how physical environments are affected by human activities.
    • SS.05.GE.07.01 Understand how and why people alter the physical environment.
    • SS.05.GE.07.02 Describe how human activity can impact the environment.
  • SS.05.GE.08 Understand how human activities are affected by the physical environment.
    • SS.05.GE.08.01 Identify constraints on human activity caused by the physical environment.
    • SS.05.GE.08.02 Understand how the physical environment presents opportunities for economic and recreational activity.

History

• Historical Skills: Interpret and reconstruct chronological relationships.
  • SS.05.HS.01 Interpret data and chronological relationships presented in timelines and narratives.
    • SS.05.HS.01.01 Order events found in historical narratives.
    • SS.05.HS.01.02 Calculate time and infer information from timelines.
• Historical Skills: Analyze cause and effect relationships, including multiple causalities.
  • SS.05.HS.02 Identify cause and effect relationships in a sequence of events.
• Historical Skills: Understand, recognize, and interpret change and continuity over time.
  • SS.05.HS.03 Understand how history can be organized using themes, geography, or chronology.
• Historical Skills: Identify and analyze diverse perspectives on and historical interpretation of historical issues and events.
  • SS.05.HS.04 Identify primary and secondary sources.
• U.S. History: Understand and interpret events, issues, and developments within and across eras of U.S. history.
  • SS.05.HS.05 Understand how individuals, issues, and events changed or significantly influenced the course of U.S. history from pre-history through the period of the American Revolution.
    • SS.05.HS.05.01 Identify and understand the groups living in the Western Hemisphere before European exploration, their ways of life, and the empires they developed.
    • SS.05.HS.05.02 Understand the impact of early European exploration on Native Americans and on the land.
    • SS.05.HS.05.03 Understand the impact of individuals through the period of the American Revolution, on ideas, ways of life, or the course of events in U.S. history.
    • SS.05.HS.05.04 Understand the colonial experience and how it led to the American Revolution.
    • SS.05.HS.05.05 Identify and understand the causes, course, and impact of the American Revolution, including the roles of George Washington, Samuel Adams, and Thomas Jefferson.
• State & Local History: Understand and interpret the history of the state of Oregon.
  • SS.05.HS.06 Understand how individuals changed or significantly influenced the course of Oregon state history.
    • SS.05.HS.06.01 Identify significant people in the history of Oregon from pre-history through the period of the American Revolution.
    • SS.05.HS.06.02 Understand the interactions and contributions of the various people and cultures that have lived in or migrated to the area that is now Oregon from pre-history through the period of the American Revolution.
• State & Local History: Understand and interpret events, issues, and developments in the history of one’s family, local community, and culture.
  • SS.05.HS.07 Understand how individuals changed or significantly influenced the course of local history.

Social Science Analysis

• Define and clarify an issue so that its dimensions are well understood.
  • SS.05.SA.01 Examine an event, issue, or problem through inquiry and research.
• Acquire and organize materials from primary and secondary sources.
  • SS.05.SA.02 Gather, use, and document information from multiple sources (e.g. print, electronic, human, primary, secondary).
• Explain various perspectives on an event or issue and the reasoning behind them.
  • SS.05.SA.03 Identify and study two or more points of view of an event, issue, or problem.
• Identify and analyze an issue.
  • SS.05.SA.04 Identify characteristics of an event, issue, or problem, suggesting possible causes and results.
• Select a course of action to resolve an issue.
  • SS.05.SA.05 Identify a response or solution and support why it makes sense, using support from research.

• Strand: History

  Content Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

  • Grade 4 Benchmark I-A—New Mexico:

    Describe how contemporary and historical people and events have influenced New Mexico communities and regions.

    Performance Standards

    1. Identify important issues, events, and individuals from New Mexico pre-history to the present.
    2. Describe the role of contemporary figures and how their contributions and perspectives are creating impact in New Mexico.

  • Grade 4 Benchmark I-B—United States:

    Understand connections among historical events, people, and symbols significant to United States history and cultures.

    Performance Standards

    1. Describe local events and their connections and relationships to national history.

  • Grade 4 Benchmark I-C—World:

    Students will identify and describe similar historical characteristics of the United States and its neighboring countries.

    Performance Standards

    1. Explain how historical events, people, and culture influence present day Canada, Mexico, and the United States (e.g., food, art, shelter, language).

  • Grade 4 Benchmark I-D—Skills:

    Understand time passage and chronology.

    Performance Standards

    1. Describe and explain how historians and archaeologists provide information about people in different time periods.

• Strand: Geography

  Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

  • Grade 4 Benchmark II-A:

    Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments.

    Performance Standards

    1. Apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps.
    2. Translate geographic information into a variety of formats such as graphs, maps, diagrams and charts.
    3. Draw conclusions and make generalizations from geographic information and inquiry.

  • Grade 4 Benchmark II-B:

    Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change.

    Performance Standards

    1. Identify a region as an area with unifying characteristics (e.g., human, weather, agriculture, industry, natural characteristics).
    2. Describe the regions of New Mexico, the United States, and the Western Hemisphere.
    3. Identify ways in which different individuals and groups of people view and relate to places and regions.

  • Grade 4 Benchmark II-C:

    Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present.

    Performance Standards

    1. Explain how geographic factors have influenced people, including settlement patterns and population distribution in New Mexico, past and present.
    2. Describe how environments, both natural and man-made, have influenced people and events over time, and describe how places change.
    3. Understand how visual data (e.g., maps, graphs, diagrams, tables, charts) organizes and presents geographic information.

  • Grade 4 Benchmark II-D:

    Understand how physical processes shape the Earth's surface patterns and biosystems.

    Performance Standards

    1. Explain how the Earth-Sun relationships produce day and night, seasons, major climatic variations, and cause the need for time zones.
    2. Describe the four provinces (plains, mountains, plateau, and basin and range) that make up New Mexicoís land surface (geographic conditions).

  • Grade 4 Benchmark II-E:

    Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict.

    Performance Standards

    1. Describe how cultures change.
    2. Describe how geographic factors influence the location and distribution of economic activities.
    3. Describe types and patterns of settlements.
    4. Identify the causes of human migration.
    5. Describe how and why people create boundaries and describe types of boundaries.

  • Grade 4 Benchmark II-F:

    Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources.

    Performance Standards

    1. Identify the distributions of natural and man-made resources in New Mexico, the Southwest, and the United States.

• Strand: Civics and Government

  Content Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

  • Grade 4 Benchmark III-A:

    Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and national governments.

    Performance Standards

    1. Explain how the organization of New Mexicoís government changed during its early history.
    2. Compare how the State of New Mexico serves national interests and the interests of New Mexicans.
    3. Explain the difference between making laws, carrying out the laws, and determining if the laws have been broken, and identify the government bodies that perform these functions at the local, state, tribal, and national levels.

  • Grade 4 Benchmark III-B:

    Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time.

    Performance Standards

    1. Describe various cultures and the communities they represent, and explain how they have evolved over time.

  • Grade 4 Benchmark III-C:

    Become familiar with the basic purposes of government in New Mexico and the United States.

    Performance Standards

    1. Compare and contrast how the various governments have applied rules/laws, majority rule, ìpublic good,î and protections of the minority in different periods of New Mexicoís history.

  • Grade 4 Benchmark III- D:

    Understand rights and responsibilities of "good citizenship" as members of a family, school and community.

    Performance Standards

    1. Explain the difference between rights and responsibilities, why we have rules and laws, and the role of citizenship in promoting them.
    2. Examine issues of human rights.

• Strand: Economics

  Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments.

  • Grade 4 Benchmark IV-A:

    Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic).

    Performance Standards

    1. Understand when choices are made that those choices impose ìopportunity costs.î
    2. Describe different economic, public, and/or community incentives (wages, business profits, amenities rights for property owners and renters).
    3. Illustrate how resources can be used in alternative ways and, sometimes, allocated to different users.
    4. Explain why there may be unequal distribution of resources (e.g., among people, communities, states, nations).
    5. Understand and explain how conflict may arise between private and public incentives (e.g., new parks, parking structures).

  • Grade 4 Benchmark IV-B:

    Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services.

    Performance Standards

    1. Understand how the characteristics and benefits of the free enterprise system in New Mexico compares to other economic systems in New Mexico (e.g., acequia sytems).
    2. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides.

  • Grade 4 Benchmark IV-C:

    Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities.

    Performance Standards

    1. Identify patterns of work and economic activity in New Mexico and their sustainability over time (e.g., farming, ranching, mining, retail, transportation, manufacturing, tourism, high tech).
    2. Explain how New Mexico, the United States, and other parts of the world are economically interdependent.
    3. Explain that banks handle currency and other forms of money and serve as intermediaries between savers and borrowers.
    4. Explain that money can be used to express the ìmarket valueî of goods and services in the form of prices.
    5. Use data to explain an economic pattern.

In the fourth grade, students will build on these foundational concepts as they learn about the present state of Utah. Students will study history, government, economics, culture, and geography to build their understanding of Utah's past and present, as well as make inferences about Utah's future. Inquiry into current events will help students make connections between the past and the present. Students will enlarge their world connections as they trace the global travels of people from many diverse cultures who now call Utah home.

The most important goal: a well-lived life

Excitement, wonder, inquiry, delight, and puzzlement are central to meaningful learning in social studies. Social studies should be fun and intriguing for all students, and provide opportunities to make important life-long connections between the past, present, and future. Students who appreciate the sacrifices that have been made in the past and understand the challenges that lie ahead can make better decisions in the present.

Core Standards of the Course

Benchmark: Utah's physical geography has a direct impact on the cultures of the various peoples who have inhabited it throughout time. By learning about the physical geography of Utah and how it has changed over time, students will be able to understand the interrelationships between the physical geography of Utah and human cultural development.

• Standard 1

  Students will understand the relationship between the physical geography in Utah and human life.

  • Objective 1

    Classify major physical geographic attributes of Utah.

    • a. Identify Utah's latitude, longitude, hemisphere, climate, natural resources, landforms, and regions using a variety of geographic tools.
    • b. Examine the forces at work in creating the physical geography of Utah (e.g. erosion, seismic activity, climate change).

  • Objective 2

    Analyze how physical geography affects human life in Utah.

    • a. Identify population concentrations in the state and infer causal relationships between population and physical geography.
    • b. Classify the distribution and use of natural resources.
    • c. Compare the development of industry and business in Utah as it relates to its physical geography (e.g. mining, oil, agriculture, tourism).
    • d. Make inferences about the relationships between the physical geography of Utah and the state's communication and transportation systems (e.g. trails, roads, telegraph, rail lines).
    • e. Examine the interactions between physical geography and public health and safety (e.g. inversions, earthquakes, flooding, fire).
    • f. Explain how archaeology informs about the past (e.g. artifacts, ruins, excavations).

  • Objective 3

    Analyze how human actions modify the physical environment.

    • a. Describe how and why humans have changed the physical environment of Utah to meet their needs (e.g. reservoirs, irrigation, climate, transportation systems and cities).
    • b. Explain viewpoints regarding environmental issues (e.g. species protection, land use, pollution controls, mass transit, water rights, trust lands).
    • c. Outline the development of recreation in Utah since 1900 (e.g. sports, tourism, state, and national parks).
    • d. Make data-supported predictions about the future needs of Utahns and the natural resources that will be necessary to meet those needs.

  Social Studies Vocabulary Students Should Know and Use: natural resources, landforms, regions, erosion, seismic activity, tourism, communication, transportation, archaeology, artifacts, excavations

Benchmark: The history of Utah has been shaped by many diverse people, events, challenges, and ideas. People came to the land now known as Utah for many reasons, and from many different places around the world. The story of Utah includes American Indians, the Dominguez- Escalante exploration, explorers, trappers, Latinos, Mormon pioneers, Polynesians, Chinese, Japanese, Greeks, African-Americans, Middle Easterners, and many other groups seeking new homes, work and refuge. As each culture has come to Utah, Utah has changed. These changes have had and will continue to have significant impacts on all the people of Utah.

• Standard 2

  Students will understand how Utah's history has been shaped by many diverse people, events, and ideas.

  • Objective 1

    Describe the historical and current impact of various cultural groups on Utah.

    • a. Chart the routes that diverse cultural groups took from their places of origin to Utah, using maps and other resources.
    • b. Explore points of view about life in Utah from a variety of cultural groups using primary source documents.
    • c. Explore cultural influences from various groups found in Utah today (e.g. food, music, religion, dress, festivals).
    • d. Identify and describe leaders from various cultures who exemplify outstanding character and life skills.
    • e. Explain the importance of preserving cultural prehistory and history, including archaeological sites and other historic sites and artifacts.

  • Objective 2

    Describe ways that Utah has changed over time.

    • a. Identify key events and trends in Utah history and their significance (e.g. American Indian settlement, European exploration, Mormon settlement, westward expansion, American Indian relocation, statehood, development of industry, World War I and II).
    • b. Compare the experiences faced by today's immigrants with those faced by immigrants in Utah's history.

  • Objective 3

    Investigate the development of the economy in Utah.

    • a. Explain the relationship between supply and demand.
    • b. Describe the role of producers and consumers.
    • c. Identify examples of producers and consumers in the local community.
    • d. Research the development of Utah's economy over time.
    • e. Identify the factors which bring about economic changes (e.g. natural resource development, new technologies, new market development, globalization, global conflicts, education).
    • f. Examine how economic development affects communities (e.g. dams, sports, tourism, power plants, mining, etc.).

  Social Studies Vocabulary Students Should Know and Use: immigrant, supply, demand, producer, economy, consumer, technology, globalization

Benchmark: Representative government has developed in Utah. People who live in Utah have rights and responsibilities associated with representative government. People have created systems of power and authority within this government.

• Standard 3

  Students will understand the roles of civic life, politics, and government in the lives of Utah citizens.

  • Objective 1

    Describe the responsibilities and rights of individuals in a representative government as well as in the school and community.

    • a. Identify rights of a citizen (e.g. voting, peaceful assembly, freedom of religion).
    • b. Identify responsibilities of a citizen (e.g. jury duty, obeying the law, paying taxes).
    • c. Determine how and why the rights and responsibilities of various groups have varied over time (e.g. Chinese railroad workers, Greek miners, women, children, Mormons, Japanese-Americans at Topaz, American Indians, African-Americans).
    • d. how the influence and power of individuals is affected when they organize into groups.
    • e. Describe and model ways that citizens can participate in civic responsibilities (e.g. current issue analysis, recycling, volunteering with civic organizations, letter writing).
    • f. Contribute to and practice classroom goals, rules and responsibilities.
    • g. Recognize and demonstrate respect for United States and Utah symbols (i.e. Pledge of Allegiance, flag etiquette).

  • Objective 2

    Analyze the different ways people have organized governments in Utah to meet community needs.

    • a. Identify the forms of government found in Utah in different eras (i.e. historic and current American Indian government, State of Deseret, Utah Territory, statehoodera, present).
    • b. Compare how these governments addressed community needs.
    • c. Compare the roles and responsibilities of state, county, and local officials.

  Social Studies Vocabulary Students Should Know and Use: citizen, civic organizations, allegiance, representative, rights, responsibilities, government

AL.4. Standard: Alabama Studies

Fourth-grade students apply geographic concepts obtained in Grade 3 to a study of their own state and relate geography to history, economics, and politics in Alabama. They examine ways economic and political institutions respond to the needs of Alabamians.

4.1

• 4.1.1 Students will:

  Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps (Economics, Geography, History, Civics and Government).

• 4.1.2 Students will practice:

  Describing types of migrations as they affect the environment, agriculture, economic development, and population changes in Alabama

4.2

• 4.2.1 Students will:

  Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama (Economics, Geography, History, Civics and Government).

• 4.2.2 Students will practice:

  • Locating on maps European settlements in early Alabama, including Fort Condé, Fort Toulouse, and Fort Mims
  • Tracing, on maps and globes, routes of early explorers of the New World, including Juan Ponce de León, Hernando de Soto, and Vasco Núñez de Balboa
  • Explaining reasons for conflicts between Europeans and American Indians in Alabama from 1519 to 1840, including differing beliefs regarding land ownership, religion, and culture

4.3

• 4.3.1 Students will:

  Explain the social, political, and economic impact of the War of 1812, including battles and significant leaders of the Creek War, on Alabama (Economics, Geography, History, Civics and Government).

  • Grade Level Example:

    social—adoption of European culture by American Indians, opening of Alabama land for settlement
    political—forced relocation of American Indians, labeling of Andrew Jackson as a hero and propelling him toward Presidency
    economic—acquisition of tribal land in Alabama by the United States

• 4.3.2 Students will practice:

  Explaining the impact of the Trail of Tears on Alabama American Indians’ lives, rights, and territories

4.4

• 4.4.1 Students will:

  Relate the relationship of the five geographic regions of Alabama to the movement of Alabama settlers during the early nineteenth century (Geography, History).

• 4.4.2 Students will practice:

  • Recognizing natural resources of Alabama during the early nineteenth century
  • Describing human environments of Alabama as they relate to settlement during the early nineteenth century, including housing, roads, and place names

4.5

• 4.5.1 Students will:

  Describe Alabama’s entry into statehood and establishment of its three branches of government and the constitutions. (Geography, History, Civics and Government).

• 4.5.2 Students will practice:

  • Explaining political and geographic reasons for changes in location of Alabama’s state capital
  • Recognizing roles of prominent political leaders during early statehood in Alabama, including William Wyatt Bibb, Thomas Bibb, Israel Pickens, William Rufus King, and John W. Walker

4.6

• 4.6.1 Students will:

  Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople (Economics, Geography, History, Civics and Government).

  • Grade Level Example:

    cultural—housing, education, religion, recreation
    economic—transportation, means of support
    political—inequity of legal codes

• 4.6.2 Students will practice:

  Describing major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys

4.7

• 4.7.1 Students will:

  Explain reasons for Alabama’s secession from the Union, including sectionalism, slavery, states’ rights, and economic disagreements (Economics, History, Civics and Government).

• 4.7.2 Students will practice:

  • Identifying Alabama’s role in the organization of the Confederacy, including hosting the secession convention and the inauguration ceremony for leaders
  • Recognizing Montgomery as the first capital of the Confederacy
  • Interpreting the Articles of the Confederation and the Gettysburg Address

4.8

• 4.8.1 Students will:

  Explain Alabama’s economic and military role during the Civil War (Economics, History).

  • Grade Level Example:

    economic—production of iron products, munitions, textiles, and ships
    military—provision of military supplies through the Port of Mobile, provision of armament center at Selma

• 4.8.2 Students will practice:

  • Recognizing military leaders from Alabama during the Civil War
  • Comparing roles of women during and after the Civil War on the home front and battlefront
  • Explaining economic conditions as a result of the Civil War, including the collapse of the economic structure, destruction of the transportation infrastructure, and high casualty rates

4.9

• 4.9.1 Students will:

  Analyze political and economic issues facing Alabama during Reconstruction for their impact on various social groups (Economics, History, Civics and Government).

  • Grade Level Example:

    political issues—military rule, presence of Freedmen’s Bureau, Alabama’s readmittance to the Union
    economic issues—sharecropping, tenant farming, scarcity of goods and money

• 4.9.2 Students will practice:

  • Interpreting the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution of the United States
  • Identifying African Americans who had an impact on Alabama during Reconstruction in Alabama
  • Identifying major political parties in Alabama during Reconstruction

4.10

• 4.10.1 Students will:

  Analyze social and educational changes during the late nineteenth and early twentieth century for their impact on Alabama (Economics, History, Civics and Government).

  • Grade Level Example:

    social—implementation of the Plessy versus Ferguson ―separate but equal‖ court decision, birth of the National Association for the Advancement of Colored People (NAACP)
    educational—establishment of normal schools and land-grant colleges such as Alabama Agricultural and Mechanical (A&M) University, Auburn University, Tuskegee University, Alabama State University

• 4.10.2 Students will practice:

  • Explaining the development and changing role of industry, trade, and agriculture in Alabama during the late nineteenth and early twentieth centuries, including the rise of Populism
  • Explaining Jim Crow laws
  • Identifying Alabamians who made contributions in the fields of science, education, the arts, politics, and business during the late nineteenth and early twentieth centuries

4.11

• 4.11.1 Students will:

  Describe the impact of World War I on Alabamians, including the migration of African Americans from Alabama to the North and West, utilization of Alabama’s military installations and training facilities, and increased production of goods for the war effort (Geography, History).

4.12

• 4.12.1 Students will:

  Explain the impact the 1920s and Great Depression had on different socioeconomic groups in Alabama (Economics, History).

  • Grade Level Example:

    Impact of the 1920s—increase in availability of electricity, employment opportunities, wages, products, consumption of goods and services; overproduction of goods; stock market crash
    Impact of the Great Depression—overcropping of land, unemployment, poverty, establishment of new federal programs

• 4.12.2 Students will practice:

  Explaining how supply and demand impacted economies of Alabama and the United States during the 1920s and the Great Depression

4.13

• 4.13.1 Students will:

  Describe the economic and social impact of World War II on Alabamians, including the entry of women into the workforce, increase in job opportunities, rationing, utilization of Alabama’s military installations, military recruitment, the draft, and a rise in racial consciousness (Economics, Geography, History).

• 4.13.2 Students will practice:

  • Recognizing Alabama participants in World War II, including the Tuskegee Airmen and women in the military
  • Justifying the strategic placement of military bases in Alabama, including Redstone Arsenal, Fort Rucker, Fort McClellan, and Craig Air Force Base

4.14

• 4.14.1 Students will:

  Analyze the modern Civil Rights Movement to determine the social, political, and economic impact on Alabama (Economics, History, Civics and Government).

• 4.14.2 Students will practice:

  • Recognizing important persons of the modern Civil Rights Movement, including Martin Luther King, Jr., George C. Wallace, Rosa Parks, Fred Shuttlesworth, John Lewis, Malcolm X, Thurgood Marshall, Hugo Black, and Ralph David Abernathy
  • Describing events of the modern Civil Rights Movement, including the Montgomery Bus Boycott, the Sixteenth Street Baptist Church bombing in Birmingham, the Freedom Riders bus bombing, and the Selma-to-Montgomery March
  • Explaining benefits of the Civil Rights Act of 1964, the Voting Rights Act of 1965, and Brown versus Board of Education Supreme Court case of 1954
  • Using vocabulary associated with the modern Civil Rights Movement, including discrimination, prejudice, segregation, integration, suffrage, and rights

4.15

• 4.15. Students will:

  Identify major world events that influenced Alabama since 1950, including the Korean Conflict, the Cold War, the Vietnam War, the Persian Gulf War, and the War on Terrorism. (History).

4.16

• 4.16.1 Students will:

  Determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth century and early twenty-first century (Economics, Geography, History).

• 4.16.2 Students will practice:

  • Describing how technological advancements brought change to Alabamians, including the telephone; refrigerator; automobile; television; and wireless, Internet, and space technologies
  • Relating Alabama’s economy to the influence of foreign-based industry, including the automobile industry