Massachusetts: 4th-Grade Standards

Article Body

  • MA.1. Domain / General Standard: North American Geography with Optional Standards for One Early Civilization

    In grade 4, students study the geography and people of the United States today. Students learn geography by addressing standards that emphasize political and physical geography and embed five major concepts: location, place, human interaction with the environment, movement, and regions.

    • 4.1. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. (G)

    • 4.2. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Interpret a map using information from its title, compass rose, scale, and legend. (G)

    • 4.3. Learning Standard / Outcome: Concepts and Skills

      History and Geography: Observe and describe national historic sites and describe their function and significance. (H, C)

    • 4.4. Learning Standard / Outcome: Concepts and Skills

      Civics and Government: Give examples of the major rights that immigrants have acquired as citizens of the United States (e.g., the right to vote, and freedom of religion, speech, assembly, and petition). (C)

    • 4.5. Learning Standard / Outcome: Concepts and Skills

      Civics and Government: Give examples of the different ways immigrants can become citizens of the United States. (C)

    • 4.6. Learning Standard / Outcome: Concepts and Skills

      Economics: Define and give examples of natural resources in the United States. (E)

    • 4.7. Learning Standard / Outcome: Concepts and Skills

      Economics: Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things. (E)

    • 4.8. Learning Standard / Outcome: Concepts and Skills

      Economics: Give examples of how the interaction of buyers and sellers influences the prices of goods and services in markets. (E)

    • 4.9. Learning Standard / Outcome: Learning Standards

      Optional Standards for Ancient China, c. 3000-200 BC/BCE: On a map of Asia, locate China, the Huang He (Yellow) River and Chang Jiang (Yangtze) Rivers, and the Himalayan Mountains. (G)

    • 4.10. Learning Standard / Outcome: Learning Standards

      Optional Standards for Ancient China, c. 3000-200 BC/BCE: Describe the topography and climate of eastern Asia, including the importance of mountain ranges and deserts, and explain how geography influenced the growth of Chinese civilization. (G, E)

    • 4.11. Learning Standard / Outcome: Learning Standards

      Optional Standards for Ancient China, c. 3000-200 BC/BCE: Describe the ideographic writing system used by the Chinese (characters, which are symbols for concepts/ideas) and how it differs from an alphabetic writing system. (H)

    • 4.12. Learning Standard / Outcome: Learning Standards

      Optional Standards for Ancient China, c. 3000-200 BC/BCE: Describe important technologies of China such as bronze casting, silk manufacture, and gunpowder. (H, E)

    • 4.13. Learning Standard / Outcome: Learning Standards

      Optional Standards for Ancient China, c. 3000-200 BC/BCE: Identify who Confucius was and describe his writings on good government, codes of proper conduct, and relationships between parent and child, friend and friend, husband and wife, and subject and ruler. (H, C)

    • 4.14. Learning Standard / Outcome: Learning Standards

      Optional Standards for Ancient China, c. 3000-200 BC/BCE: Describe how the First Emperor unified China by subduing warring factions, seizing land, centralizing government, imposing strict rules, and creating with the use of slave labor large state building projects for irrigation, transportation, and defense (e.g., the Great Wall). (H, C, E)

    • 4.15. Learning Standard / Outcome: Learning Standards

      Optional Standards for Ancient China, c. 3000-200 BC/BCE: After visiting a museum, listening to a museum educator in school, or conducting research in the library, describe an animal, person, building, or design depicted in an ancient Chinese work of art. (H, G)

    • 4.16. Learning Standard / Outcome: Learning Standards

      Regions of the United States: On a map of the world, locate North America. On a map of North America, locate the United States, the Atlantic and Pacific Oceans, Gulf of Mexico, Mississippi and Rio Grande Rivers, the Great Lakes, Hudson Bay, and the Rocky and Appalachian Mountain ranges. (G)

    • 4.17. Learning Standard / Outcome: Learning Standards

      Regions of the United States: On a map of North America, locate the current boundaries of the United States (including Alaska and Hawaii). Locate the New England, Middle Atlantic, Atlantic Coast/Appalachian, Southeast/Gulf, South Central, Great Lakes, Plains, Southwest Desert, and Pacific states and the Commonwealth of Puerto Rico.

    • 4.18. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Identify the states, state capitals, and major cities in each region. (G)

    • 4.19. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Describe the climate, major physical features, and major natural resources in each region. (G)

    • 4.20. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Identify and describe unique features of the United States (e.g., the Everglades, the Grand Canyon, Mount Rushmore, the Redwood Forest, Yellowstone National Park, and Yosemite National Park). (G)

    • 4.21. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Identify major monuments and historical sites in and around Washington, D.C. (e.g., the Jefferson and Lincoln Memorials, the Smithsonian Museums, the Library of Congress, the White House, the Capitol, the Washington Monument, the National Archives, Arlington National Cemetery, the Vietnam Veterans Memorial, the Iwo Jima Memorial, and Mount Vernon). (G)

    • 4.22. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Identify the five different European countries (France, Spain, England, Russia, and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored and describe how their influence can be traced to place names, architectural features, and language. (H, G)

    • 4.23. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: Several indigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuits). (H, G)

    • 4.24. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: African Americans, including an explanation of their early concentration in the South because of slavery and the Great Migration to northern cities in the twentieth century, and recent African immigrant groups (e.g., Ethiopian) and where thy tended to settle in large numbers. (H, G)

    • 4.25. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians). (H, G)

    • 4.26. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: major Spanish-speaking (e.g., Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant groups who have come to America in the nineteenth and twentieth centuries, locating their countries of origin and where they tended to settle in large numbers. (H, G)

    • 4.27. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: African Americans, including an explanation of their early concentration in the South because of slavery and the Great Migration to northern cities in the 20th century, and recent African immigrant groups (e.g., Ethiopian) and where they tended to settle in large numbers. (H, G)

    • 4.28. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: Major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians). (H, G)

    • 4.29. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: Major Spanish-speaking (e.g., Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers. (H, G)

    • 4.30. Learning Standard / Outcome: Learning Standards

      Regions of the United States: Identify major immigrant groups that live in Massachusetts and where they now live in large numbers (e.g., English, Irish, Italians, French Canadians, Armenians, Greeks, Portuguese, Haitians, and Vietnamese). (H, G)

    • 4.31. Learning Standard / Outcome: Learning Standards

      Canada: On a map of North America, locate Canada, its provinces, and major cities. (G)

    • 4.32. Learning Standard / Outcome: Learning Standards

      Canada: Describe the climate, major physical characteristics, and major natural resources of Canada and explain their relationship to settlement, trade, and the Canadian economy. (G, E)

    • 4.33. Learning Standard / Outcome: Learning Standards

      Canada: Describe the major ethnic and religious groups of modern Canada. (G, H, C, E)

    • 4.34. Learning Standard / Outcome: Learning Standards

      Canada: Identify when Canada became an independent nation and explain how independence was achieved. (H, G)

    • 4.35. Learning Standard / Outcome: Learning Standards

      Canada: Identify the location of at least two Native American tribes in Canada (e.g., Kwakiutl and Micmac) and the Inuit nation and describe their major social features. (H, G)

    • 4.36. Learning Standard / Outcome: Learning Standards

      Canada: Identify the major language groups in Canada, their geographic location, and the relations among them. (H, G)

    • 4.37. Learning Standard / Outcome: Learning Standards

      Mexico: On a map of North America, locate Mexico and its major cities. (G)

    • 4.38. Learning Standard / Outcome: Learning Standards

      Mexico: Describe the climate, major physical characteristics, and major natural resources of Mexico and explain their relationship to the Mexican economy. (G)

    • 4.39. Learning Standard / Outcome: Learning Standards

      Mexico: Identify the language, major religion, and peoples of Mexico. (H)

    • 4.40. Learning Standard / Outcome: Learning Standards

      Mexico: Identify when Mexico became an independent nation and describe how independence was achieved. (H, G)

    • 4.41. Learning Standard / Outcome: Learning Standards

      Optional Standards for Central America and the Caribbean Islands: On a map of North and South America, locate the Isthmus of Panama which divides North from South America. Use a map key to locate islands, countries, and major cities of Central America and the Caribbean Islands. (G, E)

    • 4.42. Learning Standard / Outcome: Learning Standards

      Optional Standards for Central America and the Caribbean Islands: Describe the climate and major natural resources of Central America and the Caribbean Islands and explain their relationship to the economy of those regions. (G, E)

    • 4.43. Learning Standard / Outcome: Learning Standards

      Optional Standards for Central America and the Caribbean Islands: Identify the different languages used in different countries in the Caribbean region today (e.g., Spanish in Cuba, French in Haiti, English in Barbados and Jamaica). (H)

    • 4.44. Learning Standard / Outcome: Learning Standards

      Optional Standards for Central America and the Caribbean Islands: Identify when the countries in the Caribbean and in Central America became independent nations and explain how independence was achieved. (H, G)

Maryland: 4th-Grade Standards

Article Body

  • MD.1.0. Strand / Topic / Standard: Political Science

    Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

    • 1.A. Topic / Indicator:

      The foundations and function of government

      • 1.A.1. Indicator / Proficiency Level:

        Trace how the political structure in early Maryland developed and changed over time

        • 1.A.1.a. Objective:

          Describe how the colony of Maryland was established and governed including the establishment of rule of law and power with authority, such as proprietorships, royal governor, and early general assembly

        • 1.A.1.b. Objective:

          Explain the importance of the office of the governor and the court of appeals

        • 1.A.1.c. Objective:

          Outline the structure and function of the Maryland general assembly and the roles of state senators and delegates

      • 1.A.2. Indicator / Proficiency Level:

        Analyze the documents, and democratic ideas that developed in the Maryland colony

        • 1.A.2.a. Objective:

          Analyze how colonial law influenced individuals in Maryland and other colonies, such as indentured servants contracts, tolerance acts of 1649, Maryland charter of 1632

        • 1.A.2.b. Objective:

          Describe how the Maryland state Constitution includes democratic principles and values

      • 1.A.3. Indicator / Proficiency Level:

        Analyze the role of Maryland government regarding public policy and issues

        • 1.A.3.a. Objective:

          Analyze perspectives and policies in Maryland regarding historic and current public issues

        • 1.A.3.b. Objective:

          Explain the effect that regional interests have on shaping government policy in and around Maryland, such as Chesapeake Bay issues, availability of land for mining, land use

    • 1.B. Topic / Indicator:

      Individual and group participation in the political system

      • 1.B.1. Indicator / Proficiency Level:

        Analyze how individuals and groups contributed to the political system in Maryland

        • 1.B.1.a. Objective:

          Describe the contributions of 17th century English settlers who influenced the early political structure

        • 1.B.1.b. Objective:

          Research the role of Marylanders who influenced the building of our new nation, such as the sons of liberty, William Paca, Charles Carroll, Thomas Stone, and Samuel Chase

      • 1.B.2. Indicator / Proficiency Level:

        Defend the importance of civic participation as a citizen of Maryland

        • 1.B.2.a. Objective:

          Identify various sources of information that are available to citizens to make political decisions

        • 1.B.2.b. Objective:

          Analyze ways people can participate in the political process including voting, petitioning elected officials, and volunteering

    • 1.C. Topic / Indicator:

      Protecting rights and maintaining order

      • 1.C.1. Indicator / Proficiency Level:

        Describe rights and responsibilities of being a citizen in Maryland

        • 1.C.1.a. Objective:

          Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important

        • 1.C.1.b. Objective:

          Describe the role of Maryland state judiciary system

      • 1.C.2. Indicator / Proficiency Level:

        Explain how Maryland government protects the rights of individuals and groups

        • 1.C.2.a. Objective:

          Describe the rule of law and explain how it impacts individuals and groups

        • 1.C.2.b. Objective:

          Describe the balance between private life and government in providing order and protecting rights

  • MD.2.0. Strand / Topic / Standard: Peoples of the Nation and World

    Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the world through both a multicultural and historic perspective.

    • 2.A. Topic / Indicator:

      Elements of culture

      • 2.A.1. Indicator / Proficiency Level:

        Describe the various cultures of early societies of Maryland

        • 2.A.1.a. Objective:

          Define how culture influences people

        • 2.A.1.b. Objective:

          Describe the social, political and religious character of the earliest colonies

        • 2.A.1.c. Objective:

          Examine and describe the unique and diverse cultures of early Native American societies

        • 2.A.1.d. Objective:

          Compare the early cultures of the Native Americans with the European settlers and their influences on each other

    • 2.B. Topic / Indicator:

      Cultural diffusion

      • 2.B.1. Indicator / Proficiency Level:

        Analyze how Maryland society was influenced by the contributions of people and groups

        • 2.B.1.a. Objective:

          Describe the contributions of past Maryland leaders

        • 2.B.1.b. Objective:

          Describe the contribution of individuals and groups

      • 2.B.2. Indicator / Proficiency Level:

        Describe cultural characteristics of various groups of people in Maryland

        • 2.B.2.a. Objective:

          Describe the similarities and differences of religious, ethnic, and economic groups in colonial and contemporary times

        • 2.B.2.b. Objective:

          Site example of how various cultures borrow and share traditions

    • 2.C. Topic / Indicator:

      Conflict and compromise

      • 2.C.1. Indicator / Proficiency Level:

        Evaluate how various perspectives of Marylanders can cause compromise and/or conflict

        • 2.C.1.a. Objective:

          Describe the differing historical conflicts such as between the patriots and loyalists

        • 2.C.1.b. Objective:

          Investigate the causes of contemporary conflict and compromises

  • MD.3.0. Strand / Topic / Standard: Geography

    Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

    • 3.A. Topic / Indicator:

      Using geographic tools

      • 3.A.1. Indicator / Proficiency Level:

        Use geographic tools to locate places and describe the human and physical characteristics of those places

        • 3.A.1.a. Objective:

          Construct and interpret a variety of maps using map elements

        • 3.A.1.b. Objective:

          Use photographs, maps, charts, graphs, and atlases to describe geographic characteristics of Maryland/United States

        • 3.A.1.c. Objective:

          Identify and locate natural/physical features and human-made features of Maryland such as Appalachian Mountains, Piedmont Plateau, and Atlantic Coastal Plain

        • 3.A.1.d. Objective:

          Identify and locate natural/physical features and human-made features of the United States

    • 3.B. Topic / Indicator:

      Geographic characteristics of places and regions

      • 3.B.1. Indicator / Proficiency Level:

        Describe similarities and differences of regions by using geographic characteristics

        • 3.B.1.a. Objective:

          Compare physical characteristics of different places and regions of Maryland and the United States including natural/physical features, weather and climate, soil, vegetation, minerals and animal life

        • 3.B.1.b. Objective:

          Compare human characteristics of different places and regions of Maryland the United States, including human-made features, language, religions, political systems, economic activity, and population distribution

        • 3.B.1.c. Objective:

          Describe how geographic characteristics of a place or region change over time and affect the way people live and work

    • 3.C. Topic / Indicator:

      Movement of people, goods and ideas

      • 3.C.1. Indicator / Proficiency Level:

        Describe and analyze population growth, migration, and settlement patterns in Maryland and regions of the United States

        • 3.C.1.a. Objective:

          Explain how geographic characteristics influenced settlement patterns in Maryland and the United States

        • 3.C.1.b. Objective:

          Explain how changes in transportation and communication led to the growth and development of towns and cities in Maryland and United States

        • 3.C.1.c. Objective:

          Describe the transportation and communication networks for the movement of people, goods, and ideas to, from and within Maryland such as Bay Bridge, National Road, B & O Railroad, the Port of Baltimore, and C & O Canal

        • 3.C.1.d. Objective:

          Identify the reasons for the movement of peoples to, from, and within Maryland and the United States

    • 3.D. Topic / Indicator:

      Modifying and adapting to the environment

      • 3.D.1. Indicator / Proficiency Level:

        Describe how people adapt to, modify and impact the natural environment

        • 3.D.1.a. Objective:

          Compare ways Native American societies in Maryland used the natural environment for food, clothing, and shelter

        • 3.D.1.b. Objective:

          Describe ways and reasons people in Maryland and the United States modify the natural environment and the consequences of modifications

        • 3.D.1.c. Objective:

          Explain how the growth of communities and suburbs have had consequences on the environment, loss of farmland, and pollution

        • 3.D.1.d. Objective:

          Describe how land use and urban growth are influenced by governmental decisions

  • MD.4.0. Strand / Topic / Standard: Economics

    Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

    • 4.A. Topic / Indicator:

      Scarcity and economic decision-making

      • 4.A.1. Indicator / Proficiency Level:

        Explain that people must make choices because resources are limited relative to economic wants for goods and services in Maryland, past and present

        • 4.A.1.a. Objective:

          Identify opportunity cost of economic decisions made by individuals, businesses, and governments

      • 4.A.2. Indicator / Proficiency Level:

        Explain how limited economic resources are used to produce goods and services to satisfy economic wants in Maryland

        • 4.A.2.a. Objective:

          Describe how scarcity and the availability of economic resources determine what is produced and the effects on consumers

      • 4.A.3. Indicator / Proficiency Level:

        Explain how technological changes have affected production and consumption in Maryland

        • 4.A.3.a. Objective:

          Describe how changes in technology, such as refrigeration, impacted the lives of consumers

        • 4.A.3.b. Objective:

          Describe how entrepreneurship inspired technological changes and affected business productivity

      • 4.A.4. Indicator / Proficiency Level:

        Describe regional economic specialization in Maryland and the ways people live and work

        • 4.A.4.a. Objective:

          Explain how available resources determine which careers are more common in one region such as waterman on the eastern shore

        • 4.A.4.b. Objective:

          Describe how specialization results in the interdependence of people

    • 4.B. Topic / Indicator:

      Economic systems and the role of government in the economy

      • 4.B.1. Indicator / Proficiency Level:

        Describe the types of economic systems in Maryland

        • 4.B.1.a. Objective:

          Provide examples of tradition in the Maryland economy, such as businesses and skills that are handed down through families

        • 4.B.1.b. Objective:

          Give examples of the kinds of goods and services produced in Maryland during different historical periods

      • 4.B.2. Indicator / Proficiency Level:

        Describe the role of government in regulating economic activity and providing goods and services

        • 4.B.2.a. Objective:

          Give examples of how governments' decision making affect economic growth and the ability to provide jobs and provide services

        • 4.B.2.b. Objective:

          Explain how local and state governments in Maryland provide goods and services and are paid for by taxes

        • 4.B.2.c. Objective:

          Give examples of government's rules and laws that affect how people in businesses work such as, requiring licenses to drive and regulating resources

      • 4.B.3. Indicator / Proficiency Level:

        Examine the progression from a barter system to a money economy in Colonial America

        • 4.B.3.a. Objective:

          Give examples of barter exchanges of goods and services in Maryland

        • 4.B.3.b. Objective:

          Give examples of contemporary money exchanges

  • MD.5.0. Strand / Topic / Standard: History

    Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.

    • 5.A. Topic / Indicator:

      Individuals and societies change over time

      • 5.A.1. Indicator / Proficiency Level:

        Analyze the chronology and significance of key historical events leading to early settlement in Maryland

        • 5.A.1.a. Objective:

          Explain how and why the Maryland colony was established, including political and economic motives for coming to the new world

        • 5.A.1.b. Objective:

          Compare the development of places and regions, such as St. Mary's City, western Maryland, Kent Island, and Annapolis

        • 5.A.1.c. Objective:

          Describe the establishment of slavery and how it shaped life in Maryland

      • 5.A.2. Indicator / Proficiency Level:

        Compare Native American societies in Maryland before and after European colonization

        • 5.A.2.a. Objective:

          Identify the development of indigenous societies from the pale- Indians to the woodland Indians

        • 5.A.2.b. Objective:

          Describe Native American societies indigenous to Maryland after European contact

    • 5.C. Topic / Indicator:

      Conflict between ideas and institutions

      • 5.C.1. Indicator / Proficiency Level:

        Examine the consequences of interactions among groups and cultures in Maryland

        • 5.C.1.a. Objective:

          Describe Maryland colonists' reactions to changing economic policies from England using events that led to the American Revolutionary war

        • 5.C.1.b. Objective:

          Explain the interactions between colonists and the British during the pre-revolutionary period

      • 5.C.2. Indicator / Proficiency Level:

        Explain the political, cultural, economic and social changes in Maryland during the early 1800s

        • 5.C.2.a. Objective:

          Describe Maryland's role in the war of 1812

        • 5.C.2.b. Objective:

          Describe the importance of changes in industry, transportation, education, rights and freedoms in Maryland, such as roads and canals, slavery, B&O Railroad, the National Road, immigration, public schools, and religious freedoms

        • 5.C.2.c. Objective:

          Conflict between ideas and institutions

      • 5.C.3. Indicator / Proficiency Level:

        Analyze regional differences in the Civil War and its effects on people in Maryland

        • 5.C.3.a. Objective:

          Describe the economic interests in Maryland, such as agricultural v. Industrial and slave v. Non-slave

        • 5.C.3.b. Objective:

          Explain why loyalties to the north and the south were divided in Maryland

      • 5.C.4. Indicator / Proficiency Level:

        Analyze how the institution of slavery impacted individuals and groups in Maryland

        • 5.C.4.a. Objective:

          Compare the lives of slave families and free blacks

        • 5.C.4.b. Objective:

          Describe the anti-slavery movement in Maryland

        • 5.C.4.c. Objective:

          Describe the growth of the Underground Railroad

  • MD.6.0. Strand / Topic / Standard: Social Studies Skills and Processes

    Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

    • 6.A. Topic / Indicator:

      Read to learn and construct meaning about social studies

      • 6.A.1. Indicator / Proficiency Level:

        Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

        • 6.A.1.a. Objective:

          Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources

        • 6.A.1.b. Objective:

          Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences

        • 6.A.1.c. Objective:

          Use context clues to understand new social studies vocabulary

        • 6.A.1.d. Objective:

          Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

      • 6.A.2. Indicator / Proficiency Level:

        Use strategies to prepare for reading (before reading)

        • 6.A.2.a. Objective:

          Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features

        • 6.A.2.b. Objective:

          Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons

        • 6.A.2.c. Objective:

          Set a purpose for reading the text

        • 6.A.2.d. Objective:

          Ask questions and make predictions about the text

        • 6.A.2.e. Objective:

          Make connections to the text using prior knowledge and experiences

      • 6.A.3. Indicator / Proficiency Level:

        Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

        • 6.A.3.a. Objective:

          Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning

        • 6.A.3.b. Objective:

          Reread slowly and carefully, restate, or read on and revisit difficult parts

        • 6.A.3.c. Objective:

          Use a graphic organizer or another note-taking technique to record important ideas or information

        • 6.A.3.d. Objective:

          Look back through the text to search for connections between and among ideas

        • 6.A.3.e. Objective:

          Make, confirm, or adjust predictions about the text

        • 6.A.3.f. Objective:

          Periodically summarize or paraphrase important ideas while reading

        • 6.A.3.g. Objective:

          Visualize what was read for deeper meaning

        • 6.A.3.h. Objective:

          Explain personal connections to the ideas or information in the text

      • 6.A.4. Indicator / Proficiency Level:

        Use strategies to demonstrate understanding of the text (after reading)

        • 6.A.4.a. Objective:

          Identify and explain what is directly stated in the text

        • 6.A.4.b. Objective:

          Identify, paraphrase, or summarize the main idea of the text

        • 6.A.4.c. Objective:

          Determine and explain the author's purpose

        • 6.A.4.d. Objective:

          Distinguish between facts and opinions

        • 6.A.4.e. Objective:

          Explain whether or not the author's opinion is presented fairly

        • 6.A.4.f. Objective:

          Explain what is not directly stated in the text by drawing inferences

        • 6.A.4.g. Objective:

          Confirm or refute predictions made about the text to form new ideas

        • 6.A.4.h. Objective:

          Connect the text to prior knowledge or personal experiences

        • 6.A.4.i. Objective:

          Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge

    • 6.B. Topic / Indicator:

      Write to learn and communicate social studies understandings

      • 6.B.1. Indicator / Proficiency Level:

        Use informal writing strategies, such as journal writing, note taking, quick writes, and graphic organizers to clarify, organize, remember and/or express new understandings

        • 6.B.1.a. Objective:

          Identify key ideas

        • 6.B.1.b. Objective:

          Connect key ideas to prior knowledge (personal experience, text, and world)

      • 6.B.2. Indicator / Proficiency Level:

        Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters and summaries to inform

        • 6.B.2.a. Objective:

          Identify form, audience, topic, and purpose before writing

        • 6.B.2.b. Objective:

          Organize facts and/or data to support a topic

        • 6.B.2.c. Objective:

          Provide introduction, body, and conclusion

        • 6.B.2.d. Objective:

          Cite sources of information

      • 6.B.3. Indicator / Proficiency Level:

        Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade

        • 6.B.3.a. Objective:

          Identify form audience, topic and purpose

        • 6.B.3.b. Objective:

          State a clear opinion or position

        • 6.B.3.c. Objective:

          Support the opinion or position with facts and/or data

      • 6.B.4. Indicator / Proficiency Level:

        Use timed, on-demand writing to demonstrate understanding on assessments (constructed responses)

        • 6.B.4.a. Objective:

          Address the topic

        • 6.B.4.b. Objective:

          Provide accurate information

        • 6.B.4.c. Objective:

          Support topic with appropriate details

        • 6.B.4.d. Objective:

          Incorporate social studies knowledge

    • 6.C. Topic / Indicator:

      Ask social studies questions

      • 6.C.1. Indicator / Proficiency Level:

        Identify a topic that requires further study

        • 6.C.1.a. Objective:

          Identify prior knowledge about the topic

        • 6.C.1.b. Objective:

          Pose questions the about the topic

        • 6.C.1.c. Objective:

          Formulate research questions

        • 6.C.1.d. Objective:

          Develop a plan for how to answer questions about the topic

      • 6.C.2. Indicator / Proficiency Level:

        Identify a problem/situation that requires further study

        • 6.C.2.a. Objective:

          Define the problem/situation

        • 6.C.2.b. Objective:

          Identify prior knowledge about the problem/situation

        • 6.C.2.c. Objective:

          Pose questions about the problem/ situation from a variety of perspectives

        • 6.C.2.d. Objective:

          Pose questions that elicit higher order thinking responses

        • 6.C.2.e. Objective:

          Formulate simple research questions

        • 6.C.2.f. Objective:

          Develop a plan for how to answer questions about the problem/situation

    • 6.D. Topic / Indicator:

      Acquire social studies information

      • 6.D.1. Indicator / Proficiency Level:

        Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

        • 6.D.1.a. Objective:

          Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites

        • 6.D.1.b. Objective:

          Read and obtain information from texts representing diversity in content, culture, authorship, and perspective

        • 6.D.1.c. Objective:

          Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, interviews, and oral histories

      • 6.D.2. Indicator / Proficiency Level:

        Engage in field work that relates to the topic/ situation/problem being studied

        • 6.D.2.a. Objective:

          Gather data

        • 6.D.2.b. Objective:

          Make and record observations

        • 6.D.2.c. Objective:

          Design and conduct surveys and oral histories

    • 6.E. Topic / Indicator:

      Organize social studies information

      • 6.E.1. Indicator / Proficiency Level:

        Organize information from non-print sources

        • 6.E.1.a. Objective:

          Prioritize information gathered according to importance and relevance

        • 6.E.1.b. Objective:

          Distinguish factual from fictional information

        • 6.E.1.c. Objective:

          Find relationships between gathered information

        • 6.E.1.d. Objective:

          Display information on various types of graphic organizers, maps, and charts

        • 6.E.1.e. Objective:

          Categorize information obtained from surveys and field work

      • 6.E.2. Indicator / Proficiency Level:

        Organize information from print sources

        • 6.E.2.a. Objective:

          Prioritize information gathered according to importance and relevance

        • 6.E.2.b. Objective:

          Distinguish factual from fictional information

        • 6.E.2.c. Objective:

          Find relationships between gathered information

        • 6.E.2.d. Objective:

          Construct various types of graphic organizers, maps, and charts to display information

    • 6.F. Topic / Indicator:

      Analyze social studies information

      • 6.F.1. Indicator / Proficiency Level:

        Interpret information from primary and secondary sources

        • 6.F.1.a. Objective:

          Interpret information in maps, charts and graphs

        • 6.F.1.b. Objective:

          Interpret information from field studies and surveys

        • 6.F.1.c. Objective:

          Analyze a document to determine point of view

        • 6.F.1.d. Objective:

          Analyze the perspective of the author

        • 6.F.1.e. Objective:

          Identify the bias and prejudice

      • 6.F.2. Indicator / Proficiency Level:

        Evaluate information from a variety of sources

        • 6.F.2.a. Objective:

          Compare information from a variety of sources

        • 6.F.2.b. Objective:

          Compare information to prior knowledge

        • 6.F.2.c. Objective:

          Determine the reliability of the document

      • 6.F.3. Indicator / Proficiency Level:

        Synthesize information from a variety of sources

        • 6.F.3.a. Objective:

          Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

    • 6.G. Topic / Indicator:

      Answer social studies questions

      • 6.G.1. Indicator / Proficiency Level:

        Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

        • 6.G.1.a. Objective:

          Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits

        • 6.G.1.b. Objective:

          Engage in civic participation and public discourse

      • 6.G.2. Indicator / Proficiency Level:

        Use historic contexts to answer questions

        • 6.G.2.a. Objective:

          Use historically accurate resources to answer questions, make predictions, and support ideas

        • 6.G.2.b. Objective:

          Explain why historic interpretations vary and are subject to change

        • 6.G.2.c. Objective:

          Construct a sound historical interpretation

      • 6.G.3. Indicator / Proficiency Level:

        Use current events/issues to answer questions

        • 6.G.3.a. Objective:

          Summarize the main points of an issue explaining different viewpoints

        • 6.G.3.b. Objective:

          Make a decision based on the analysis of issues and evaluate the consequences of these decisions

        • 6.G.3.c. Objective:

          Identify and formulate a position on a course of action or an issue

        • 6.G.3.d. Objective:

          Propose and justify solutions to social studies problems

Maine: 4th-Grade Standards

Article Body

  • ME.A. Content Standard: Applications of Social Studies Processes, Knowledge, and Skills

    Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.

    • A.1. Performance Indicator: Researching and Developing Positions on Current Social Studies Issues

      Students identify and answer research questions related to social studies, by locating and selecting information and presenting findings.

      • A.1.a. Grade Level Example:

        Identify research questions related to social studies - seeking multiple perspectives from varied sources.

      • A.1.b. Grade Level Example:

        Identify key words and concepts related to research questions, making adjustments when necessary.

      • A.1.c. Grade Level Example:

        Locate and access information by using text features.

      • A.1.d. Grade Level Example:

        Collect, evaluate, and organize for a specific purpose.

      • A.1.e. Grade Level Example:

        Communicate findings from a variety of print and non-print sources.

      • A.1.f. Grade Level Example:

        Describe plagiarism and demonstrate appropriate citation.

      • A.1.g. Grade Level Example:

        Distinguish between facts and opinions/interpretations in sources.

    • A.2. Performance Indicator: Making Decisions Using Social Studies Knowledge and Skills

      Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.

      • A.2.a. Grade Level Example:

        Contribute equitably to collaborative discussions, examine alternative ideas, and work cooperatively to share ideas, and individually and collaboratively develop a decision or plan.

      • A.2.b. Grade Level Example:

        Make a real or simulated decision related to the classroom, school, community, or civic organization by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information.

    • A.3. Performance Indicator: Taking Action Using Social Studies Knowledge and Skills

      Students select, plan, and participate in a civic action or service-learning project based on a classroom, school or local community asset or need, and describe evidence of the project's effectiveness and civic contribution.

  • ME.B. Content Standard: Civics and Government

    Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.

    • B.1. Performance Indicator: Knowledge, Concepts, Themes, and Patterns of Civics/Government

      Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States.

      • B.1.a. Grade Level Example:

        Explain that the study of government includes how governments are organized and how citizens participate.

      • B.1.b. Grade Level Example:

        Explain and provide examples of democratic ideals and constitutional principles to include the rule of law, legitimate power, and common good.

      • B.1.c. Grade Level Example:

        Explain and give examples of governmental structures including the legislative, executive, and judicial branches and the local, State, and national levels of government.

      • B.1.d. Grade Level Example:

        Explain how leaders are elected and how laws are made and implemented.

      • B.1.e. Grade Level Example:

        Explain that the structures and processes of government are described in documents, including the Constitutions of Maine and the United States.

    • B.2. Performance Indicator: Rights, Duties, Responsibilities, and Citizen Participation in Government

      Students understand the basic rights, duties, responsibilities, and roles of citizens in a democracy.

      • B.2.a. Grade Level Example:

        Identify the rights, duties, and responsibilities of citizens within the class, school, or community.

      • B.2.b. Grade Level Example:

        Identify and describe the United States Constitution and Bill of Rights as documents that establish government and protect the rights of the individual United States citizen.

      • B.2.c. Grade Level Example:

        Provide examples of how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.

    • B.3. Performance Indicator: Individual, Cultural, International, and Global Connections in Civics and Government

      Students understand civic aspects of unity and diversity in the daily life of various cultures in the United States and the world, including Maine Native Americans.

      • B.3.a. Grade Level Example:

        Identify examples of unity and diversity in the United States that relate to how laws protect individuals or groups to support the common good.

      • B.3.b. Grade Level Example:

        Describe civic beliefs and activities in the daily life of diverse cultures, including Maine Native Americans and various cultures in the United States and the world.

  • ME.C. Content Standard: Economics

    Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States, and world.

    • C.1. Performance Indicator: Economic Knowledge, Concepts, Themes, and Patterns

      Students understand personal economics and the basis of the economies of the community, Maine, the United States, and various regions of the world.

      • C.1.a. Grade Level Example:

        Explain that economics includes the study of scarcity which leads to economic choices about what goods and services will be produced, how they will be distributed, and for whom they will be produced.

      • C.1.b. Grade Level Example:

        Explain how entrepreneurs and other producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

      • C.1.c. Grade Level Example:

        Describe situations in which personal choices are related to the use of financial resources and financial institutions including the use of money, consumption, savings, investment, and banking.

    • C.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Economics

      Students understand economic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.

      • C.2.a. Grade Level Example:

        Describe economic similarities and differences within the community, Maine, and the United States.

      • C.2.b. Grade Level Example:

        Identify economic processes, economic institutions, and economic influences related to Maine Native Americans and various cultures in the United States and the world.

  • ME.D. Content Standard: Geography

    Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.

    • D.1. Performance Indicator: Geographic Knowledge, Concepts, Themes, and Patterns

      Students understand the geography of the community, Maine, the United States, and various regions of the world.

      • D.1.a. Grade Level Example:

        Explain that geography includes the study of Earth's physical features including climate and the distribution of plant, animal, and human life.

      • D.1.b. Grade Level Example:

        Create visual representations of the world, showing a basic understanding of the geographic grid, including the equator and prime meridian.

      • D.1.c. Grade Level Example:

        Identify the Earth's major geographic features such as continents, oceans, major mountains, and rivers using a variety of geographic tools.

      • D.1.d. Grade Level Example:

        Explain examples of changes in the Earth's physical features and their impact on communities and regions.

    • D.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Geography

      Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.

      • D.2.a. Grade Level Example:

        Identify examples of how geographic features unify communities and regions as well as support diversity.

      • D.2.b. Grade Level Example:

        Describe impacts of geographic features on the daily life of various cultures, including Maine Native Americans and other cultures in the United States and the world.

  • ME.E. Content Standard: History

    Students draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

    • E.1. Performance Indicator: Historical Knowledge, Concepts, Themes, and Patterns

      Students understand various major eras in the history of the community, Maine, and the United States.

      • E.1.a. Grade Level Example:

        Explain that history includes the study of past human experience based on available evidence from a variety of sources.

      • E.1.b. Grade Level Example:

        Identify various major historical eras, major enduring themes, turning points, events, consequences, persons, and timeframes, in the history of the community, Maine, and the United States.

      • E.1.c. Grade Level Example:

        Trace and explain how the history of democratic principles is preserved in historic symbols, monuments and traditions important in the community, Maine, and the United States.

    • E.2. Performance Indicator: Individual, Cultural, International, and Global Connections in History

      Students understand historical aspects of unity and diversity in the community, Maine, and the United States, including Maine Native American communities.

      • E.2.a. Grade Level Example:

        Describe examples in the history of the United States of diverse and shared values and traditions.

      • E.2.b. Grade Level Example:

        Describe various cultural traditions and contributions of Maine Native Americans and various historical and recent immigrant groups in the community, Maine, and the United States.

Louisiana: 4th-Grade Standards

Article Body

  • LA.G-E. Content Standard: Geography

    Physical and Cultural Systems: Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.

    • G-1A-E1. Benchmark / Gle: The World in Spatial Terms

      identifying and describing the characteristics and uses of geographic representations, such as various types of maps, globes, graphs, diagrams, photographs, and satellite-produced images. (1, 3, 4)

    • G-1A-E2. Benchmark / Gle: The World in Spatial Terms

      locating and interpreting geographic features and places on maps and globes. (1, 2, 3, 4)

    • G-1A-E3. Benchmark / Gle: The World in Spatial Terms

      constructing maps, graphs, charts, and diagrams to describe geographical information and to solve problems. (1, 3, 4)

    • G-1B-E1. Benchmark / Gle: Places and Religions

      describing and comparing the physical characteristics of places, including land forms, bodies of water, soils, vegetation, and climate. (1, 3, 4)

    • G-1B-E2. Benchmark / Gle: Places and Religions

      identifying and describing the human characteristics of places, including population distributions and culture. (1, 3, 4)

    • G-1B-E3. Benchmark / Gle: Places and Religions

      describing how the physical and human characteristics of places change over time. (1, 3, 4)

    • G-1B-E4. Benchmark / Gle: Places and Religions

      defining and differentiating regions by using physical characteristics, such as climate and land forms, and by using human characteristics, such as economic activity and language. (1, 3, 4)

    • G-1C-E1. Benchmark / Gle: Physical and Human Systems

      describing how physical processes help to shape features and patterns on Earth's surface. (1, 3, 4)

    • G-1C-E2. Benchmark / Gle: Physical and Human Systems

      describing and comparing the types of settlement and patterns of land use in local communities, the United States, and world regions. (1, 2, 3, 4)

    • G-1C-E3. Benchmark / Gle: Physical and Human Systems

      describing and explaining the characteristics, distribution, and migration of human populations. (1, 3, 4)

    • G-1C-E4. Benchmark / Gle: Physical and Human Systems

      identifying and comparing the cultural characteristics of different regions and people. (1, 2, 3, 4)

    • G-1C-E5. Benchmark / Gle: Physical and Human Systems

      locating and explaining the spatial distribution of economic activities. (1, 3, 4)

    • G-1C-E6. Benchmark / Gle: Physical and Human Systems

      identifying and describing types of territorial units, such as parishes or counties, states, and countries. (1, 3, 4, 5)

    • G-1D-E1. Benchmark / Gle: Environment and Society

      identifying and explaining ways in which people depend upon and modify the physical environment. (1, 2, 3, 4)

    • G-1D-E2. Benchmark / Gle: Environment and Society

      describing how humans adapt to variations in the physical environment. (1, 2, 3, 4)

    • G-1D-E3. Benchmark / Gle: Environment and Society

      describing the locations, causes, and effects of natural disasters on the environment and society. (1, 2, 3, 4)

    • G-1D-E4. Benchmark / Gle: Environment and Society

      describing the use, distribution, and importance of natural resources. (1, 2, 3, 4, 5)

    • GLE-E-1. Benchmark / Gle: Grade Level Expectation

      The World in Spatial Terms: Interpret different kinds of maps using a map key/legend, compass rose, cardinal and intermediate directions, and distance scale (G-1A-E1)

    • GLE-E-2. Benchmark / Gle: Grade Level Expectation

      The World in Spatial Terms: Use a variety of images or other spatial graphics (e.g., aerial photographs, satellite images) to locate major physical and human characteristics (G-1A-E1)

    • GLE-E-3. Benchmark / Gle: Grade Level Expectation

      The World in Spatial Terms: Locate and label places on a map or globe: the seven continents, the United States and its major land forms, major bodies of water and waterways, referring to the poles, the equator, latitude, longitude and meridians (G-1A-E2)

    • GLE-E-4. Benchmark / Gle: Grade Level Expectation

      The World in Spatial Terms: Identify all U.S. states by shapes and position on map (G-1A-E2)

    • GLE-E-5. Benchmark / Gle: Grade Level Expectation

      The World in Spatial Terms: Draw, complete, and add features to a map (including such map elements as a title, compass rose, legend, and scale), based on given information (G-1A-E3)

    • GLE-E-6. Benchmark / Gle: Grade Level Expectation

      Places and Regions: Describe and compare the distinguishing characteristics of various land forms, bodies of water, climates, and forms of vegetation in the United States (G-1B-E1)

    • GLE-E-7. Benchmark / Gle: Grade Level Expectation

      Places and Regions: Identify the best place for human settlement based on a map showing physical characteristics of an area (G-1B-E1)

    • GLE-E-8. Benchmark / Gle: Grade Level Expectation

      Places and Regions: Explain physical and human developments in a region of the United States since it was first settled based on given information (G-1B-E3)

    • GLE-E-9. Benchmark / Gle: Grade Level Expectation

      Places and Regions: Identify, define, and compare regions of the United States using physical and human characteristics (e.g., land forms and use, cultural diversity) (G-1B-E4)

    • GLE-E-10. Benchmark / Gle: Grade Level Expectation

      Physical and Human Systems: Identify physical processes that change Earth's surface and create physical features suddenly or over time (e.g., what physical processes created the Grand Canyon, the Great Lakes, the Hawaiian Islands) (G-1C-E1)

    • GLE-E-11. Benchmark / Gle: Grade Level Expectation

      Physical and Human Systems: Identify geographical/physical reasons for regional variations that influence patterns of settlement and land use in the United States and the world, past and present (G-1C-E2)

    • GLE-E-12. Benchmark / Gle: Grade Level Expectation

      Physical and Human Systems: Describe characteristics of the human population in a given area (e.g., cultural diversity, population size or growth) (G-1C-E3)

    • GLE-E-13. Benchmark / Gle: Grade Level Expectation

      Physical and Human Systems: Explain and compare the cultural identities of various U.S. regions and how a region is influenced by past events and the heritage of its people (G-1C-E4)

    • GLE-E-14. Benchmark / Gle: Grade Level Expectation

      Physical and Human Systems: Locate economic activities that use natural resources in the local region, state, and nation and describe the importance of the activities to these areas (G-1C-E5)

    • GLE-E-15. Benchmark / Gle: Grade Level Expectation

      Physical and Human Systems: Differentiate between countries, states, parishes, and cities (G-1C-E6)

    • GLE-E-16. Benchmark / Gle: Grade Level Expectation

      Environment and Society: Identify ways in which people in the United States depend upon and modify the physical environment (G-1D-E1)

    • GLE-E-17. Benchmark / Gle: Grade Level Expectation

      Environment and Society: Identify natural disasters, their causes, areas prone to them, and how those disasters affect people and the environment (G-1D-E3)

    • GLE-E-18. Benchmark / Gle: Grade Level Expectation

      Environment and Society: Describe the importance of specific natural resources to human survival and human endeavors (G-1D-E4)

    • GLE-E-19. Benchmark / Gle: Grade Level Expectation

      Environment and Society: Describe the use, distribution, and importance of natural resources in different regions of the United States using geographic tools such as maps (G-1D-E4)

  • LA.C-E. Content Standard: Civics

    Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.

    • C-1A-E1. Benchmark / Gle: Structure and Purposes of Government

      describing government in terms of the people and groups who make, apply, and enforce rules and laws in the home, school, community, and nation. (1, 3, 4, 5)

    • C-1A-E2. Benchmark / Gle: Structure and Purposes of Government

      explaining the necessity and basic purposes of government. (1, 5)

    • C-1A-E3. Benchmark / Gle: Structure and Purposes of Government

      comparing limited governments to unlimited governments. (1, 3)

    • C-1A-E4. Benchmark / Gle: Structure and Purposes of Government

      identifying and describing some of the major responsibilities of local, state, and national governments. (1, 3, 5)

    • C-1A-E5. Benchmark / Gle: Structure and Purposes of Government

      identifying key members of government at the local, state, and national levels and describing their powers and the limits on their powers. (1, 3, 5)

    • C-1A-E6. Benchmark / Gle: Structure and Purposes of Government

      explaining how officials in government acquire the authority to exercise political power. (1, 5)

    • C-1A-E7. Benchmark / Gle: Structure and Purposes of Government

      explaining the purposes and importance of rules and laws. (1, 2, 3, 5)

    • C-1B-E1. Benchmark / Gle: Foundations of the American Political System

      identifying basic principles of American constitutional democracy and explaining how the constitutions of the United States and Louisiana reflect these principles. (1, 3, 4, 5)

    • C-1B-E2. Benchmark / Gle: Foundations of the American Political System

      discussing the importance of citizens' sharing and supporting the principles of American constitutional democracy. (1, 3, 4, 5)

    • C-1C-E1. Benchmark / Gle: International Relationships

      explaining that the world is divided into different nations and describing the major ways that these nations interact. (1, 3, 4, 5)

    • C-1D-E1. Benchmark / Gle: Roles of the Citizen

      explaining the meaning of citizenship and the means by which individuals become citizens of the United States. (1, 3, 5)

    • C-1D-E2. Benchmark / Gle: Roles of the Citizen

      describing the rights and responsibilities of citizenship in a democratic society. (1, 5)

    • C-1D-E3. Benchmark / Gle: Roles of the Citizen

      identifying and discussing civic traits that are important to the preservation and improvement of American constitutional democracy. (1, 4, 5)

    • C-1D-E4. Benchmark / Gle: Roles of the Citizen

      describing the many ways that citizens can participate in and contribute to their communities and to American society. (1, 2, 4, 5)

    • C-1D-E5. Benchmark / Gle: Roles of the Citizen

      discussing issues related to citizenship and public service. (1, 3, 5)

    • GLE-E-20. Benchmark / Gle: Grade Level Expectation

      Structure and Purposes of Government: Identify the necessity or basic purposes of government in such terms as establishing order, providing security, managing conflict, and providing services (C-1A-E2)

    • GLE-E-21. Benchmark / Gle: Grade Level Expectation

      Structure and Purposes of Government: Distinguish between limited government and unlimited government (C-1A-E3)

    • GLE-E-22. Benchmark / Gle: Grade Level Expectation

      Structure and Purposes of Government: Explain the role of government and the rights of citizens (C-1A-E3)

    • GLE-E-23. Benchmark / Gle: Grade Level Expectation

      Structure and Purposes of Government: Identify the three branches of the federal government and describe their major responsibilities (C-1A-E4)

    • GLE-E-24. Benchmark / Gle: Grade Level Expectation

      Structure and Purposes of Government: Identify key government positions at the national level, their respective powers, and limits on their powers (C-1A-E5)

    • GLE-E-25. Benchmark / Gle: Grade Level Expectation

      Structure and Purposes of Government: Distinguish between elected and appointed officials and give examples of each at the local, state, and national levels (C-1A-E6)

    • GLE-E-26. Benchmark / Gle: Grade Level Expectation

      Structure and Purposes of Government: Identify the purpose and importance of a rule or a law (C-1A-E7)

    • GLE-E-27. Benchmark / Gle: Grade Level Expectation

      Foundations of the American Political System: Describe the significance of the Declaration of Independence, the U.S. Constitution and its principles of democracy, and the Bill of Rights (e.g., basic freedoms) (C-1B-E1)

    • GLE-E-28. Benchmark / Gle: Grade Level Expectation

      Foundations of the American Political System: Explain the similarities between the Louisiana and U.S. Constitutions (C-1B-E1)

    • GLE-E-29. Benchmark / Gle: Grade Level Expectation

      International Relationships: Explain the concept of nation with reference to countries, governments, and peoples (C-1C-E1)

    • GLE-E-30. Benchmark / Gle: Grade Level Expectation

      International Relationships: Identify ways nations interact and why interactions are important (e.g., treaties, diplomacy) (C-1C-E1)

    • GLE-E-31. Benchmark / Gle: Grade Level Expectation

      International Relationships: Identify the United Nations and its role in international peace keeping (C-1C-E1)

    • GLE-E-32. Benchmark / Gle: Grade Level Expectation

      Roles of the Citizen: Identify the means by which individuals become U.S. citizens (C-1D-E1)

    • GLE-E-33. Benchmark / Gle: Grade Level Expectation

      Roles of the Citizen: Identify the rights and responsibilities of citizenship in making the nation a better place to live (C-1D-E2)

    • GLE-E-34. Benchmark / Gle: Grade Level Expectation

      Roles of the Citizen: Discuss civic traits of good citizenship that are important to the preservation and improvement of American constitutional democracy, using an excerpt from a speech, address, or essay which illustrates those traits (C-1D-E3) (C-1D-E4)

    • GLE-E-35. Benchmark / Gle: Grade Level Expectation

      Roles of the Citizen: Identify a national issue and describe how good citizenship can help solve the problem (C-1D-E5)

  • LA.E-E. Content Standard: Economics

    Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.

    • E-1A-E1. Benchmark / Gle: Fundamental Economic Concepts

      recognizing that limited resources require people to make decisions. (1, 2, 4)

    • E-1A-E2. Benchmark / Gle: Fundamental Economic Concepts

      identifying what is gained and lost when individuals or groups make decisions. (1, 3, 4, 5)

    • E-1A-E3. Benchmark / Gle: Fundamental Economic Concepts

      demonstrating how economic wants affect decisions about using goods and services. (1, 2, 4)

    • E-1A-E4. Benchmark / Gle: Fundamental Economic Concepts

      discussing and determining the process for making economic decisions;

    • E-1A-E5. Benchmark / Gle: Fundamental Economic Concepts

      explaining the relationships among producers and consumers. (1, 4)

    • E-1A-E6. Benchmark / Gle: Fundamental Economic Concepts

      describing how natural resources, human resources, and capital (human-made) resources have been used and are combined in the production of goods and services. (1, 3, 4)

    • E-1A-E7. Benchmark / Gle: Fundamental Economic Concepts

      describing how specialization affects productivity and contributes to the need for interdependence among producers and consumers. (1, 4)

    • E-1A-E8. Benchmark / Gle: Fundamental Economic Concepts

      determining how the development of skills and knowledge relates to career opportunity and economic well-being. (1, 4, 5)

    • E-1A-E9. Benchmark / Gle: Fundamental Economic Concepts

      identifying different methods for the distribution of goods and services, including the concept of markets. (1, 4, 5)

    • E-1A-E10. Benchmark / Gle: Fundamental Economic Concepts

      identifying some of the economic institutions, such as households and banks, that make up the economy. (1, 4)

    • E-1A-E11. Benchmark / Gle: Fundamental Economic Concepts

      explaining and demonstrating why people participate in voluntary exchanges and how money helps in the process. (1, 2, 4, 5)

    • E-1B-E1. Benchmark / Gle: Individuals, Households, Businesses, and Governments

      describing how prices are determined by the interactions of buyers and sellers. (1, 3, 4)

    • E-1B-E2. Benchmark / Gle: Individuals, Households, Businesses, and Governments

      explaining how the changes in prices affect incentives to produce, consume, and save. (1, 3, 4)

    • E-1B-E3. Benchmark / Gle: Individuals, Households, Businesses, and Governments

      identifying and explaining economic concepts, such as profit as an incentive for people to take economic risk. (1, 2, 4)

    • E-1B-E4. Benchmark / Gle: Individuals, Households, Businesses, and Governments

      explaining why some goods and services are provided by the government through taxing, charging user fees, and borrowing. (1, 3, 4, 5)

    • E-1B-E5. Benchmark / Gle: Individuals, Households, Businesses, and Governments

      identifying the major goods and services produced in the local community and state. (1, 3, 5)

    • GLE-E-36. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Demonstrate that limited resources necessitate choices and decisions (E-1A-E1)

    • GLE-E-37. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Explain the factors, including trade-offs, involved in a choice or decision (e.g., discuss the choices and decisions involved in developing a personal budget) (E-1A-E4)

    • GLE-E-38. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Identify the four basic questions all producers must answer (i.e., What will be produced? How will it be produced? For whom will it be produced? How much will be produced?) (E-1A-E5)

    • GLE-E-39. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Describe the combination of natural, human, and capital resources needed to produce a given good (e.g., a candy bar) or given service (e.g., recycling paper) (E-1A-E6)

    • GLE-E-40. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Define some effects of division of labor and specialization in a given context, such as a simple assembly line (e.g., greater labor productivity/output per hour) (E-1A-E7)

    • GLE-E-41. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Describe the benefits of increasing one's skill/knowledge and various ways to do so (E-1A-E8)

    • GLE-E-42. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Describe the basic concept of a market (e.g., exchange of goods/services between buyers and sellers) and identify ways of transporting goods (E-1A-E9)

    • GLE-E-43. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Identify the roles of banks, governments, businesses, and households in the economy (E-1A-E10)

    • GLE-E-44. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Identify the relationship between money, writing checks, and credit cards (E-1A-E11)

    • GLE-E-45. Benchmark / Gle: Grade Level Expectation

      Fundamental Economic Concepts: Explain why people engage in voluntary exchange/barter/direct trading (E-1A-E11)

    • GLE-E-46. Benchmark / Gle: Grade Level Expectation

      Individuals, Households, Businesses, and Governments: Describe how supply and demand affect the price of a good or service in a given situation (E-1B-E1)

    • GLE-E-47. Benchmark / Gle: Grade Level Expectation

      Individuals, Households, Businesses, and Governments: Explain how a rise or fall in prices affects personal, family, and government budgets (E-1B-E2)

    • GLE-E-48. Benchmark / Gle: Grade Level Expectation

      Individuals, Households, Businesses, and Governments: Identify the terms profit and risk and give examples of risk that businesses take to make a profit (E-1B-E3)

    • GLE-E-49. Benchmark / Gle: Grade Level Expectation

      Individuals, Households, Businesses, and Governments: Define tax and explain how government pays for goods and services through taxes and fees (E-1B-E4)

  • LA.H-E. Content Standard: History

    Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

    • H-1A-E1. Benchmark / Gle: Historical Thinking Skills

      demonstrating an understanding of the concepts of time and chronology. (1, 3, 4)

    • H-1A-E2. Benchmark / Gle: Historical Thinking Skills

      recognizing that people in different times and places view the world differently. (1, 3, 4)

    • H-1A-E3. Benchmark / Gle: Historical Thinking Skills

      identifying and using primary and secondary historical sources to learn about the past. (1, 3, 4)

    • H-1B-E1. Benchmark / Gle: Families and Communities

      describing and comparing family life in the present and the past. (1, 2, 3, 4)

    • H-1B-E2. Benchmark / Gle: Families and Communities

      relating the history of the local community and comparing it to other communities of long ago. (1, 2, 3, 4)

    • H-1C-E1. Benchmark / Gle: Louisiana and United States History

      describing the people, events, and ideas that were significant to the growth and development of our state and nation. (1, 3, 4)

    • H-1C-E2. Benchmark / Gle: Louisiana and United States History

      identifying the development of democratic principles and discussing how these principles have been exemplified by historic figures, events, and symbols. (1, 3, 4, 5)

    • H-1C-E3. Benchmark / Gle: Louisiana and United States History

      describing the causes and nature of various movements of large groups of people into and within Louisiana and the United States throughout history. (1, 3, 4)

    • H-1C-E4. Benchmark / Gle: Louisiana and United States History

      recognizing how folklore and other cultural elements have contributed to our local, state, and national heritage. (1, 3, 4)

    • H-1D-E1. Benchmark / Gle: World History

      identifying the characteristics and historical development of selected societies throughout the world. (1, 3, 4)

    • H-1D-E2. Benchmark / Gle: World History

      describing the social and economic impact of major scientific and technological advancements. (1, 3, 4)

    • H-1D-E3. Benchmark / Gle: World History

      discussing the impact of significant contributions made by historic figures from different regions of the world. (1, 3, 4)

    • GLE-E-50. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Interpret data presented in a timeline or construct a historical timeline (e.g., events in history, historical figure's life and accomplishments) (H-1A-E1)

    • GLE-E-51. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Compare how a person today might view an issue or event differently from a person living in an earlier time (H-1A-E2)

    • GLE-E-52. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Describe the point of view of an historical figure or group, drawing on given stimulus material (e.g., views expressed in the 'I Have a Dream' speech) (H-1A-E2)

    • GLE-E-53. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Interpret historical information in a map, table, or graph (H-1A-E3)

    • GLE-E-54. Benchmark / Gle: Grade Level Expectation

      Historical Thinking Skills: Compare and contrast primary and secondary sources (H-1A-E3)

    • GLE-E-55. Benchmark / Gle: Grade Level Expectation

      Families and Communities: Describe beliefs, customs, and traditions of family life in the past and present (H-1B-E1)

    • GLE-E-56. Benchmark / Gle: Grade Level Expectation

      Louisiana and United States History: Identify and describe major early explorers and explorations in North America (H-1C-E1)

    • GLE-E-57. Benchmark / Gle: Grade Level Expectation

      Louisiana and United States History: Identify leaders and their influence in the early development of America (H-1C-E1)

    • GLE-E-58. Benchmark / Gle: Grade Level Expectation

      Louisiana and United States History: Describe the importance of events and ideas significant to our nation's development (H-1C-E1)

    • GLE-E-59. Benchmark / Gle: Grade Level Expectation

      Louisiana and United States History: Identify a document/speech/address significant to the development of the nation from an excerpt (e.g., Preamble to the U.S. Constitution), and identify the author/speaker of a particular document/speech/address (H-1C-E1)

    • GLE-E-60. Benchmark / Gle: Grade Level Expectation

      Louisiana and United States History: Describe American democratic principles as exemplified by major historic events, groups of people, and leaders (e.g., American Revolution, Civil War, Civil Rights Movement) (H-1C-E2)

    • GLE-E-61. Benchmark / Gle: Grade Level Expectation

      Louisiana and United States History: Identify the causes and effects of the major historical (voluntary and involuntary) migrations to and within America (H-1C-E3) (G-1C-E3)

    • GLE-E-62. Benchmark / Gle: Grade Level Expectation

      Louisiana and United States History: Identify and explain cultural elements that have contributed to our national heritage (H-1C-E4)

    • GLE-E-63. Benchmark / Gle: Grade Level Expectation

      World History: Identify how dance, music, and arts of various cultures around the world reflect the history, daily life, and beliefs of the people (H-1D-E1)

    • GLE-E-64. Benchmark / Gle: Grade Level Expectation

      World History: Identify significant historical achievements of various cultures of the world (e.g., building of the pyramids, founding of the Olympics) (H-1D-E1)

    • GLE-E-65. Benchmark / Gle: Grade Level Expectation

      World History: Identify and describe inventions that have affected people's lives or altered their view of the world (H-1D-E2)

    • GLE-E-66. Benchmark / Gle: Grade Level Expectation

      World History: Identify the chronological order of major scientific or technological advancements (H-1D-E2)

    • GLE-E-67. Benchmark / Gle: Grade Level Expectation

      World History: Identify important historic figures from around the world and explain the impact of their contributions (e.g., Galileo, Madame Curie, Guttenberg) (H-1D-E3)

Kentucky: 4th-Grade Standards

Article Body

  • KY.PS. Category: Program of Studies 2006

    • SS-4-GC. Goal / Understandings / Subdomain: Big Idea

      Government and Civics - The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Academic Expectations 2.14, 2.15)

      • SS-4-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the government of Kentucky was formed to establish order, provide security and accomplish common goals.

      • SS-4-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the Constitution of Kentucky establishes a government of limited powers that are shared among different levels and branches.

      • SS-4-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that all citizens of Kentucky have rights and responsibilities as members of a democratic society, including civic participation.

      • SS-4-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that fundamental values and principles of American democracy are expressed in Kentucky's Constitution.

      • SS-4-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will demonstrate an understanding of the nature of government:

        • SS-4-GC-S- Standard:

          Explore basic functions of state government (e.g., to establish order, to provide security and to accomplish common goals)

        • SS-4-GC-S- Standard:

          Explain and give examples of services state governments provide (e.g., state police and fire protection, state parks, highway maintenance, snow removal)

        • SS-4-GC-S- Standard:

          Describe how the state government provides services to its citizens (e.g., collecting taxes)

        • SS-4-GC-S- Standard:

          Describe the structure of state government (e.g., the executive, legislative and judicial branches) and explain why power is shared among different branches

        • SS-4-GC-S- Standard:

          Investigate and give examples of state laws and explain their purpose

      • SS-4-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will explore rights and responsibilities:

        • SS-4-GC-S- Standard:

          Describe, give examples, and compare rights and responsibilities

        • SS-4-GC-S- Standard:

          Describe the benefits of citizenship and find examples of citizenship in current events/news media

      • SS-4-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) to explain basic democratic principles (life, liberty, pursuit of happiness) found in Kentucky's Constitution

    • SS-4-CS. Goal / Understandings / Subdomain: Big Idea

      Cultures and Societies - Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World and that issues and challenges unite and divide them. (Academic Expectations 2.16, 2.17)

      • SS-4-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society's culture, individuals learn the relationships, structures, patterns and processes to be members of the society.

      • SS-4-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs.

      • SS-4-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture.

      • SS-4-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that a variety of factors promote cultural diversity in the state of Kentucky.

      • SS-4-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that an appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today.

      • SS-4-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will develop an understanding of the nature of culture:

        • SS-4-CS-S- Standard:

          Explore and compare cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups (e.g., Native Americans and early settlers) in the early settlement of Kentucky

        • SS-4-CS-S- Standard:

          Examine the influences/contributions of diverse groups in Kentucky

      • SS-4-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will investigate social institutions (e.g., family, government, economy, education, religion) in Kentucky and explain their functions

      • SS-4-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will describe conflicts that occurred between diverse groups (e.g., Native Americans and the early settlers) in the settlement of Kentucky

      • SS-4-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will investigate and compare culture/cultural events of diverse groups in Kentucky today with the past using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental)

    • SS-4-E. Goal / Understandings / Subdomain: Big Idea

      Economics - Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others and the nation as a whole. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments. (Academic Expectations 2.18)

      • SS-4-E-U-1 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the basic economic problem confronting individuals and groups in Kentucky today is scarcity; as a result of scarcity, economic choices and decisions must be made.

      • SS-4-E-U-2 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that a variety of fundamental economic concepts impact individuals and groups.

      • SS-4-E-U-3 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that economic institutions are created to help individuals, groups and businesses accomplish common goals.

      • SS-4-E-U-4 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that markets enable buyers and sellers to exchange goods and services.

      • SS-4-E-U-5 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that production and distribution of goods and services have changed over time in Kentucky.

      • SS-4-E-U-6 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that individuals, groups and businesses demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services.

      • SS-4-E-S-1 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will develop an understanding of the nature of limited resources and scarcity:

        • SS-4-E-S-1 Standard:

          Use a variety of sources to research and give examples of productive resources (e.g., natural, human, capital) found in regions of Kentucky

        • SS-4-E-S-1 Standard:

          Explain why individuals, groups, and businesses must make economic decisions due to the scarcity of resources

        • SS-4-E-S-1 Standard:

          Investigate banks in Kentucky; explain and give examples of the roles banks play (e.g., loan money, save money) in helping people deal with scarcity

        • SS-4-E-S-1 Standard:

          Investigate and give examples of markets (past and present); and explain how goods and services were/are exchanged

      • SS-4-E-S-2 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will use a variety of sources to investigate and trace change over time (e.g., draw, chart, map, timeline) in the production, distribution, and consumption of goods and services (e.g., products made in Kentucky)

      • SS-4-E-S-3 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will investigate and give examples of specialization and explain how it promotes trade between places and regions of the United States (e.g., Kentucky imports and exports, Midwest exports corn, South exports citrus)

    • SS-4-G. Goal / Understandings / Subdomain: Big Idea

      Geography - Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. (Academic Expectations 2.19)

      • SS-4-G-U-1 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues.

      • SS-4-G-U-2 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that patterns emerge as humans move, settle and interact on Earth's surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

      • SS-4-G-U-3 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups.

      • SS-4-G-U-4 Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that people depend on, adapt to, or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of Kentucky.

      • SS-4-G-S-1 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will demonstrate an understanding of patterns on the Earth's surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):

        • SS-4-G-S-1 Standard:

          Locate and describe major landforms, bodies of water and natural resources located in regions of Kentucky and the United States

        • SS-4-G-S-1 Standard:

          Locate, in absolute and relative terms, major landforms and bodies of water in regions of Kentucky and the United States

        • SS-4-G-S-1 Standard:

          Analyze and compare patterns of movement and settlement in Kentucky

        • SS-4-G-S-1 Standard:

          Explain and give examples of how physical factors (e.g., rivers, mountains) impacted human activities during the early settlement of Kentucky

      • SS-4-G-S-2 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) to investigate regions of Kentucky:

        • SS-4-G-S-2 Standard:

          Compare regions in Kentucky by their human characteristics (e.g., settlement patterns, languages, and religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

        • SS-4-G-S-2 Standard:

          Describe patterns of human settlement in regions of Kentucky and explain relationships between these patterns and the physical characteristics (e.g., climate, landforms, bodies of water) of the region

        • SS-4-G-S-2 Standard:

          Explain the influence of the physical characteristics of regions (e.g., climates, landforms, bodies of water) on decisions that were made about where to locate things (e.g., factories stores, bridges)

        • SS-4-G-S-2 Standard:

          Analyze how advances in technology (e.g., dams, roads, irrigation) have allowed people to settle in places previously inaccessible (Kentucky)

      • SS-4-G-S-3 Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will investigate interactions among human activities and the physical environment in regions of Kentucky:

        • SS-4-G-S-3 Standard:

          Explain how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs

        • SS-4-G-S-3 Standard:

          Describe how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and/or restricted human activities (e.g., exploration, migration, trade, settlement, development) and land use in Kentucky

    • SS-4-HP. Goal / Understandings / Subdomain: Big Idea

      Historical Perspective - History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States, and the World. (Academic Expectations 2.20)

      • SS-4-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that history is an account of human activities that is interpretive in nature and a variety of tools (e.g., primary and secondary sources) are needed to analyze and understand historical events.

      • SS-4-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the history of Kentucky can be analyzed by examining the connected events shaped by multiple cause-effect relationships, tying past to present.

      • SS-4-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

        Understandings - Students will understand that the history of Kentucky has been impacted by significant individuals, groups and advances in technology.

      • SS-4-HP-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will demonstrate an understanding of the nature of history using a variety of tools (e.g., primary and secondary sources):

        • SS-4-HP-S- Standard:

          Investigate and chronologically describe (e.g., timelines, charts) significant events in Kentucky history, from early development as a territory to development as a state

        • SS-4-HP-S- Standard:

          Interpret and describe events in Kentucky's history in terms of their importance

        • SS-4-HP-S- Standard:

          Examine cause and effect relationships that influenced Kentucky's history

        • SS-4-HP-S- Standard:

          Explain reasons that different groups of people explored and settled in Kentucky

        • SS-4-HP-S- Standard:

          Investigate the influences/contributions of diverse groups to the culture of Kentucky today

      • SS-4-HP-S- Ae / Skills & Concepts / Organizer: Program of Studies

        Skills and Concepts - Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

        • SS-4-HP-S- Standard:

          Examine and compare factual and fictional accounts of historical events in Kentucky's history

        • SS-4-HP-S- Standard:

          Describe the significance of historical documents, symbols, and songs related to Kentucky's history (e.g., Kentucky's Constitution, state flag, state song)

        • SS-4-HP-S- Standard:

          Investigate change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in Kentucky's history

  • KY.AE. Category: Academic Expectation

    • AE.1. Goal / Understandings / Subdomain:

      Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

      • 1.1. Ae / Skills & Concepts / Organizer:

        Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

      • 1.2. Ae / Skills & Concepts / Organizer:

        Students make sense of the variety of materials they read.

      • 1.3. Ae / Skills & Concepts / Organizer:

        Students make sense of the various things they observe.

      • 1.4. Ae / Skills & Concepts / Organizer:

        Students make sense of the various messages to which they listen.

      • 1.5-1.9. Ae / Skills & Concepts / Organizer:

        Students use mathematical ideas and procedures to communicate, reason, and solve problems.

      • 1.10. Ae / Skills & Concepts / Organizer:

        Students organize information through development and use of classification rules and systems.

      • 1.11. Ae / Skills & Concepts / Organizer:

        Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

      • 1.12. Ae / Skills & Concepts / Organizer:

        Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

      • 1.13. Ae / Skills & Concepts / Organizer:

        Students make sense of ideas and communicate ideas with the visual arts.

      • 1.14. Ae / Skills & Concepts / Organizer:

        Students make sense of ideas and communicate ideas with music.

      • 1.15. Ae / Skills & Concepts / Organizer:

        Students make sense of and communicate ideas with movement.

      • 1.16. Ae / Skills & Concepts / Organizer:

        Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

    • AE.2. Goal / Understandings / Subdomain:

      Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

      • 2.14. Ae / Skills & Concepts / Organizer: Social Studies

        Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

      • 2.15. Ae / Skills & Concepts / Organizer: Social Studies

        Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

      • 2.16. Ae / Skills & Concepts / Organizer: Social Studies

        Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

      • 2.17. Ae / Skills & Concepts / Organizer: Social Studies

        Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

      • 2.18. Ae / Skills & Concepts / Organizer: Social Studies

        Students understand economic principles and are able to make economic decisions that have consequences in daily living.

      • 2.19. Ae / Skills & Concepts / Organizer: Social Studies

        Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

      • 2.2. Ae / Skills & Concepts / Organizer: Social Studies

        Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

  • KY.CC. Category: Core Content for Assessment v.4.1.

    • SS-04-1. Goal / Understandings / Subdomain: Government and Civics

      The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

      • SS-04-1.1. Ae / Skills & Concepts / Organizer:

        Formation of Governments

        • SS-04-1.1. Standard:

          Students will describe the basic purposes of Kentucky government (to establish order, provide security and accomplish common goals); give examples of the services that state governments provide (e.g., state police, state highways, state parks, public schools) and identify how the government of Kentucky pays for these services (e.g., sales taxes, state income taxes). DOK 2

        • SS-04-1.1. Standard:

          Students will explain how state governments function (by making, enacting and enforcing laws) to protect the rights and property of citizens. DOK 2

      • SS-04-1.2. Ae / Skills & Concepts / Organizer:

        Constitutional Principles

        • SS-04-1.2. Standard:

          Students will identify the three branches of Kentucky government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial-interpret the laws) and identify important state offices/ leaders, (Governor, Lieutenant Governor, General Assembly, Senate, House, representatives, senators, Kentucky Supreme Court, judges) associated with each branch. DOK 2

        • SS-04-1.2. Standard:

          Students will explain how power is shared among the different branches (executive, legislative, judicial) of state government.

      • SS-04-1.3. Ae / Skills & Concepts / Organizer:

        Rights and Responsibilities

        • SS-04-1.3. Standard:

          Students will identify the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in Kentucky's Constitution and explain why they are important to citizens today. DOK 2

        • SS-04-1.3. Standard:

          Students will describe specific rights and responsibilities individuals have as citizens of Kentucky (e.g., voting in statewide elections, participating in state service projects, obeying state laws) and explain why civic engagement is necessary to preserve a democratic society. DOK 2

    • SS-04-2. Goal / Understandings / Subdomain: Cultures and Societies

      Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

      • SS-04-2.1. Ae / Skills & Concepts / Organizer:

        Elements of Culture

        • SS-04-2.1. Standard:

          Students will identify early cultures (Native American, Appalachian, pioneers) in Kentucky and explain their similarities and differences. DOK 2

      • SS-04-2.2. Ae / Skills & Concepts / Organizer:

        Social Institutions

        • SS-04-2.2. Standard:

          Students will describe social institutions (government, economy, education, religion, family) in Kentucky and how they respond to the needs of the people.

      • SS-04-2.3. Ae / Skills & Concepts / Organizer:

        Interactions Among Individuals and Groups

        • SS-04-2.3. Standard:

          Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred during the early settlement of Kentucky between diverse groups (Native Americans, early settlers). DOK 2

        • SS-04-2.3. Standard:

          Students will give examples of conflicts between individuals or groups today and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication) to use.

    • SS-04-3. Goal / Understandings / Subdomain: Economics

      Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

      • SS-04-3.1. Ae / Skills & Concepts / Organizer:

        Scarcity

        • SS-04-3.1. Standard:

          Students will describe scarcity and explain how scarcity requires people in Kentucky to make economic choices (e.g., use of productive resources - natural, human, capital) and incur opportunity costs. DOK 2

      • SS-04-3.2. Ae / Skills & Concepts / Organizer:

        Economic Systems and Institutions

        • SS-04-3.2. Standard:

          Students will explain how profit motivates individuals/businesses to take risks in producing goods and services.

      • SS-04-3.3. Ae / Skills & Concepts / Organizer:

        Markets

        • SS-04-3.3. Standard:

          Students will give examples of markets; explain how they function and how the prices of goods and services are determined by supply and demand. DOK 2

        • SS-04-3.3. Standard:

          Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world.

      • SS-04-3.4. Ae / Skills & Concepts / Organizer:

        Production, Distribution, and Consumption

        • SS-04-3.4. Standard:

          Students will describe production, distribution and consumption of goods and services in regions of Kentucky and the U.S. DOK 2

        • SS-04-3.4. Standard:

          Students will describe how new knowledge, technology/tools and specialization increases productivity and promotes trade between regions of Kentucky and the United States (e.g., Midwest - corn, South - citrus).

        • SS-04-3.4. Standard:

          Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

    • SS-04-4. Goal / Understandings / Subdomain: Geography

      Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

      • SS-04-4.1. Ae / Skills & Concepts / Organizer:

        The Use of Geographic Tools

        • SS-04-4.1. Standard:

          Students will use geographic tools (e.g., maps, charts, graphs) to identify and describe natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) in regions of Kentucky and the United States. DOK 2

        • SS-04-4.1. Standard:

          Students will use geographic tools to locate major landforms, bodies of water, places and objects in Kentucky by their absolute and relative locations.

        • SS-04-4.1. Standard:

          Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in Kentucky.

      • SS-04-4.2. Ae / Skills & Concepts / Organizer:

        Regions

        • SS-04-4.2. Standard:

          Students will compare regions in Kentucky and the United States by their human characteristics (e.g., language, settlement patterns, beliefs) and physical characteristics (e.g., climate, landforms, bodies of water). DOK 2

      • SS-04-4.3. Ae / Skills & Concepts / Organizer:

        Patterns

        • SS-04-4.3. Standard:

          Students will describe patterns of human settlement in regions of Kentucky and explain how these patterns were/are influenced by physical characteristics (e.g., climate, landforms, bodies of water). DOK 2

        • SS-04-4.3. Standard:

          Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in Kentucky. DOK 2

      • SS-04-4.4. Ae / Skills & Concepts / Organizer:

        Human-Environment Interaction

        • SS-04-4.4. Standard:

          Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of Kentucky and explain its impact on the environment today. DOK 3

        • SS-04-4.4. Standard:

          Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of Kentucky. DOK 2

    • SS-04-5. Goal / Understandings / Subdomain: Historical Perspective

      History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

      • SS-04-5.1. Ae / Skills & Concepts / Organizer:

        The Factual and Interpretive Nature of History

        • SS-04-5.1. Standard:

          Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, timelines) to describe significant events in the history of Kentucky and interpret different perspectives. DOK 2

      • SS-04-5.2. Ae / Skills & Concepts / Organizer:

        The History of the United States

        • SS-04-5.2. Standard:

          Students will identify significant historical documents, symbols, songs and selected readings (e.g., state flag, United We Stand, Divided We Fall, My Old Kentucky Home,) specific to Kentucky and explain their historical significance. DOK 2

        • SS-04-5.2. Standard:

          Students will identify and compare the cultures of diverse groups and explain why people explored and settled in Kentucky. DOK 2

        • SS-04-5.2. Standard:

          Students will compare change over time in communication, technology, transportation and education in Kentucky. DOK 3

Kansas: 4th-Grade Standards

Article Body

  • KS.1. Standard: Civics-Government

    The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.

    • 1.1. Benchmark:

      The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.

      • 1.1.1. Indicator / Proficiency Level: (A) The student evaluates rules and laws using two basic criteria

        the law or rule serves the common good, the law or rule must be possible to follow.

    • 1.2. Benchmark:

      The student understands the shared ideals and diversity of American society and political culture.

      • 1.2.1. Indicator / Proficiency Level:

        (A) The student defines shared ideals across regions in the United States (e.g., the right to vote, freedom of religion and speech, concern for general welfare, consent of the governed).

    • 1.3. Benchmark:

      The student understands how the United States Constitution allocates power and responsibility in the government.

      • 1.3.1. Indicator / Proficiency Level:

        (K) The student recognizes the United States Constitution as the document that defines the rights and responsibilities of citizens in the United States.

    • 1.4. Benchmark:

      The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

      • 1.4.1. Indicator / Proficiency Level:

        (K) The student determines how people can participate in government and why it is important (e.g., jury duty, voting, running for office, community service).

      • 1.4.2. Indicator / Proficiency Level:

        (K) The student recognizes how individuals have a civic responsibility for meeting the needs of communities (e.g., responding to disasters with donations and volunteering, recycling).

    • 1.5. Benchmark:

      The student understands various systems of governments and how nations and international organizations interact.

      • 1.5.1. Indicator / Proficiency Level:

        (K) The student describes the function of state governments (e.g., establish law for the state, provide public service, provide public safety).

      • 1.5.2. Indicator / Proficiency Level:

        (K) The student defines capital as the location of state and national government.

      • 1.5.3. Indicator / Proficiency Level:

        (K) The student defines capitol as the building in which government is located.

  • KS.2. Standard: Economics

    The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

    • 2.1. Benchmark:

      The student understands how limited resources require choices.

      • 2.1.1. Indicator / Proficiency Level:

        (K) The student knows that every spending and saving decision has an opportunity cost.

      • 2.1.2. Indicator / Proficiency Level:

        (A) The student identifies examples of how natural, capital, and human resources are used in production of goods and services (e.g., land resources [natural] are used to produce wheat [goods] that is harvested by skilled farmers [human] using combines [capital]).

      • 2.1.3. Indicator / Proficiency Level:

        (A) The student traces the production, distribution, and consumption of a particular good in the state or region.

      • 2.1.4. Indicator / Proficiency Level:

        (A) The student gives an example of economic specialization that leads to trade between regions of the United States (e.g., Kansas produces wheat and beef and trades with other regions, Michigan produces automobiles, the Southeast produces rice, the Northwest produces paper).

    • 2.2. Benchmark:

      The student understands how the market economy works in the United States.

      • 2.2.1. Indicator / Proficiency Level:

        (K) The student defines the characteristics of an entrepreneur and gives an example of someone who shows those characteristics (e.g., risk taker, innovator, gets together all resources needed to produce a product).

    • 2.3. Benchmark:

      The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

      • 2.3.1. Indicator / Proficiency Level:

        (K) The student defines market economy as an economic system in which buyers and sellers make major decisions about production and distribution, based on supply and demand.

    • 2.4. Benchmark:

      The student analyzes the role of the government in the economy.

      • 2.4.1. Indicator / Proficiency Level:

        This benchmark will be taught at another grade level.

    • 2.5. Benchmark:

      The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

      • 2.5.1. Indicator / Proficiency Level:

        (A) The student discusses ways workers can improve their ability to earn income by gaining new knowledge, skills, and experience.

      • 2.5.2. Indicator / Proficiency Level:

        (A) The student analyzes the costs and benefits of making a choice.

  • KS.3. Standard: Geography

    The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

    • 3.1. Benchmark: Geographic Tools and Location

      The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

      • 3.1.1. Indicator / Proficiency Level:

        (A) The student applies geographic tools, including grid systems, symbols, legends, scales, and a compass rose to construct and interpret maps.

      • 3.1.2. Indicator / Proficiency Level:

        (A) The student uses a data source as a tool (e.g., graphs, charts, tables).

      • 3.1.3. Indicator / Proficiency Level:

        (A) The student identifies and give examples of the difference between political and physical features within a region.

      • 3.1.4. Indicator / Proficiency Level:

        (K) The student identifies major landforms and bodies of water in regions of the United States (e.g., mountains, plains, islands, peninsulas, rivers, oceans).

      • 3.1.5. Indicator / Proficiency Level:

        (K) The student locates major physical and political features of regions from memory (e.g., Appalachian Mountains, the Great Lakes, 50 States, Kansas River, Arkansas River, Atlanta, Grand Canyon, Gulf of California, Mt. McKinley, Puerto Rico, Prime Meridian, International Dateline, Arctic Circle, Antarctic Circle, San Francisco, Dallas, Phoenix, Seattle, Everglades, Yellowstone National Park, Niagara Falls, Mississippi River).

    • 3.2. Benchmark: Places and Regions

      The student analyzes the human and physical features that give places and regions their distinctive character.

      • 3.2.1. Indicator / Proficiency Level:

        (A) The student identifies and compares the physical characteristics of eastern to western Kansas and regions of the United States (e.g., rainfall, location, land and water features, climate, vegetation, natural resources).

      • 3.2.2. Indicator / Proficiency Level:

        (K) The student identifies the human characteristics of Kansas and regions of the United States (e.g., people, religions, languages, customs, economic activities, housing, foods).

    • 3.3. Benchmark: Physical Systems

      The student understands Earth's physical systems and how physical processes shape Earth's surface.

      • 3.3.1. Indicator / Proficiency Level:

        (K) The student identifies and describes the physical components of Earth's atmosphere, land, water, biomes (e.g., temperature, precipitation, wind, climate, mountains, plains, islands, oceans, lakes, rivers, aquifers, plants, animals, habitats).

      • 3.3.2. Indicator / Proficiency Level:

        (A) The student explains features and patterns of Earth's surface in terms of physical processes (e.g., weathering, erosion, water cycle, soil formation, mountain building).

      • 3.3.3. Indicator / Proficiency Level:

        (A) The student explains the functions and relationships of ecosystems in Kansas and across the United States (e.g., food chains, water, link between flora and fauna and the environment).

    • 3.4. Benchmark: Human Systems

      The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

      • 3.4.1. Indicator / Proficiency Level:

        (K) The student describes the types and characteristics of political units (e.g., city, county, state, country).

      • 3.4.2. Indicator / Proficiency Level:

        (K) The student identifies conditions that determine the location of human activities (e.g., resources, population, transportation, and technology).

    • 3.5. Benchmark: Human-Environment Interactions

      The student understands the effects of interaction between human and physical systems.

      • 3.5.1. Indicator / Proficiency Level:

        (A) The student examines natural resource challenges and ways people have developed solutions as they use renewable and nonrenewable resources (e.g., lack of water, eroding soil, lack of land, limitations of fossil fuels).

  • KS.4. Standard: History (Kansas, United States, and World History)

    The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

    • 4.1. Benchmark:

      The student understands the significances of important individuals and major developments in history.

      • 4.1.1. Indicator / Proficiency Level:

        (A) The student researches the contributions made by notable Kansans in history (e.g., Dwight David Eisenhower, Alf Landon, Amelia Earhart, George Washington Carver, Robert Dole, William Allen White, Langston Hughes, Carry A. Nation, Black Bear Bosin, Gordon Parks, Clyde Cessna, Charles Curtis, Walter Chrysler, Wyatt Earp).

      • 4.1.2. Indicator / Proficiency Level:

        (K) The student uses traditional stories from regions of the United States to help define the region.

      • 4.1.3. Indicator / Proficiency Level:

        (K) The student describes the observations of the explorers who came to what was to become Kansas (e.g., Francisco Coronado, Meriwether Lewis and William Clark, Zebulon Pike, Stephen H. Long).

      • 4.1.4. Indicator / Proficiency Level:

        (K) The student describes how communication and transportation systems connect Kansas to other regions, past and present (e.g., trails, Pony Express, telegraph, steamboats, railroad lines, highway systems, air transportation, Internet).

      • 4.1.5. Indicator / Proficiency Level:

        (A) The student compares and contrasts the purposes of the Santa Fe and Oregon-California Trails (e.g., commercial vs. migration).

      • 4.1.6. Indicator / Proficiency Level:

        (K) The student describes life on the Santa Fe and Oregon-California Trails (e.g., interactions between different cultural groups, hardships such as lack of water, mountains and rivers to cross, weather, need for medical care, size of wagon).

    • 4.2. Benchmark:

      The student understands the importance of experiences of groups of people who have contributed to the richness of heritage.

      • 4.2.1. Indicator / Proficiency Level:

        (A) The student compares the various reasons several immigrant groups settled in Kansas (e.g., English, German, German-Russian, French, Swedish, Czechoslovakian, Croatian, Serbian, Mexican, African American, Vietnamese, Cambodian, Laotian).

      • 4.2.2. Indicator / Proficiency Level:

        (K) The student explains the economic and cultural contributions made by immigrant groups in Kansas (e.g., jobs, agriculture, mining, arts, customs, celebrations).

    • 4.3. Benchmark:

      The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.

      • 4.3.1. Indicator / Proficiency Level:

        (K) The student explains the origin of the name 'Kansas.'

      • 4.3.2. Indicator / Proficiency Level:

        (K) The student describes the history of the Kansas state song, 'Home on the Range.'

    • 4.4. Benchmark:

      The student engages in historical thinking skills.

      • 4.4.1. Indicator / Proficiency Level:

        (A) The student creates and uses historical timelines (e.g., time periods, eras, decades, centuries).

      • 4.4.2. Indicator / Proficiency Level:

        (A) The student develops a thesis statement around a historical question.

      • 4.4.3. Indicator / Proficiency Level:

        (K) The student understands the difference between inferred information and observed information.

      • 4.4.4. Indicator / Proficiency Level:

        (A) The student identifies and compares information from primary and secondary sources (e.g., photographs, diaries/journals, newspapers, historical maps).

      • 4.4.5. Indicator / Proficiency Level:

        (A) The student uses research skills to interpret an historical person or event in history and notes the source(s) of information (e.g., discusses ideas; formulates broad and specific questions; determines a variety of sources; locates, evaluates, organizes, records and shares relevant information in both oral and written form).

Illinois: 4th-Grade Standards

Article Body

  • IL.14. State Goal / Strand: Political Systems

    Understand political systems, with an emphasis on the United States.

    • 14.A. State Goal / Learning Standard:

      Understand and explain basic principles of the United States government.

      • 14.A.2. Learning Standard / Performance Descriptor:

        Explain the importance of fundamental concepts expressed and implied in major documents including the Declaration of Independence, the United States Constitution and the Illinois Constitution.

    • 14.B. State Goal / Learning Standard:

      Understand the structures and functions of the political systems of Illinois, the United States and other nations.

      • 14.B.2. Learning Standard / Performance Descriptor:

        Explain what government does at local, state and national levels.

    • 14.C. State Goal / Learning Standard:

      Understand election processes and responsibilities of citizens.

      • 14.C.2. Learning Standard / Performance Descriptor:

        Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law).

    • 14.D. State Goal / Learning Standard:

      Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.

      • 14.D.2. Learning Standard / Performance Descriptor:

        Explain ways that individuals and groups influence and shape public policy.

    • 14.E. State Goal / Learning Standard:

      Understand United States foreign policy as it relates to other nations and international issues.

      • 14.E.2. Learning Standard / Performance Descriptor:

        Determine and explain the leadership role of the United States in international settings.

    • 14.F. State Goal / Learning Standard:

      Understand the development of United States political ideas and traditions.

      • 14.F.2. Learning Standard / Performance Descriptor:

        Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights).

  • IL.15. State Goal / Strand: Economics

    Understand economic systems, with an emphasis on the United States.

    • 15.A. State Goal / Learning Standard:

      Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

      • 15.A.2a. Learning Standard / Performance Descriptor:

        Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them.

      • 15.A.2b. Learning Standard / Performance Descriptor:

        Describe how incomes reflect choices made about education and careers.

      • 15.A.2c. Learning Standard / Performance Descriptor:

        Describe unemployment.

    • 15.B. State Goal / Learning Standard:

      Understand that scarcity necessitates choices by consumers.

      • 15.B.2a. Learning Standard / Performance Descriptor:

        Identify factors that affect how consumers make their choices.

      • 15.B.2b. Learning Standard / Performance Descriptor:

        Explain the relationship between the quantity of goods/services purchased and their price.

      • 15.B.2c. Learning Standard / Performance Descriptor:

        Explain that when a choice is made, something else is given up.

    • 15.C. State Goal / Learning Standard:

      Understand that scarcity necessitates choices by producers.

      • 15.C.2a. Learning Standard / Performance Descriptor:

        Describe the relationship between price and quantity supplied of a good or service.

      • 15.C.2b. Learning Standard / Performance Descriptor:

        Identify and explain examples of competition in the economy.

      • 15.C.2c. Learning Standard / Performance Descriptor:

        Describe how entrepreneurs take risks in order to produce goods or services.

    • 15.D. State Goal / Learning Standard:

      Understand trade as an exchange of goods or services.

      • 15.D.2a. Learning Standard / Performance Descriptor:

        Explain why people and countries voluntarily exchange goods and services.

      • 15.D.2b. Learning Standard / Performance Descriptor:

        Describe the relationships among specialization, division of labor, productivity of workers and interdependence among producers and consumers.

    • 15.E. State Goal / Learning Standard:

      Understand the impact of government policies and decisions on production and consumption in the economy.

      • 15.E.2a. Learning Standard / Performance Descriptor:

        Explain how and why public goods and services are provided.

      • 15.E.2b. Learning Standard / Performance Descriptor:

        Identify which public goods and services are provided by differing levels of government.

  • IL.16. State Goal / Strand: History

    Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

    • 16.A. State Goal / Learning Standard:

      Apply the skills of historical analysis and interpretation.

      • 16.A.2a. Learning Standard / Performance Descriptor:

        Read historical stories and determine events which influenced their writing.

      • 16.A.2b. Learning Standard / Performance Descriptor:

        Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.

      • 16.A.2c. Learning Standard / Performance Descriptor:

        Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.

    • 16.B. State Goal / Learning Standard:

      Understand the development of significant political events.

      • 16.B.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe how the European colonies in North America developed politically.

      • 16.B.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

        Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin.

      • 16.B.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

        Identify presidential elections that were pivotal in the formation of modern political parties.

      • 16.B.2d. Learning Standard / Performance Descriptor: Local, State, and United States History

        Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.

      • 16.B.2e. Learning Standard / Performance Descriptor: World History

        Describe the historical development of monarchies, oligarchies and city-states in ancient civilizations.

      • 16.B.2f. Learning Standard / Performance Descriptor: World History

        Describe the origins of Western political ideas and institutions (e.g. Greek democracy, Roman republic, Magna Carta and Common Law, the Enlightenment).

    • 16.C. State Goal / Learning Standard:

      Understand the development of economic systems.

      • 16.C.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe how slavery and indentured servitude influenced the early economy of the United States.

      • 16.C.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

        Explain how individuals, including John Deere, Thomas Edison, Robert McCormack, George Washington Carver and Henry Ford, contributed to economic change through ideas, inventions and entrepreneurship.

      • 16.C.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial development era to the present.

      • 16.C.2d. Learning Standard / Performance Descriptor: World History

        Describe the economic consequences of the first agricultural revolution, 4000 BCE-1000 BCE.

      • 16.C.2e. Learning Standard / Performance Descriptor: World History

        Describe the basic economic systems of the world's great civilizations including Mesopotamia, Egypt, Aegean/Mediterranean and Asian civilizations, 1000 BCE - 500 CE.

      • 16.C.2f. Learning Standard / Performance Descriptor: World History

        Describe basic economic changes that led to and resulted from the manorial agricultural system, the industrial revolution, the rise of the capitalism and the information/communication revolution.

    • 16.D. State Goal / Learning Standard:

      Understand Illinois, United States and world social history.

      • 16.D.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe the various individual motives for settling in colonial America.

      • 16.D.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe the ways in which participation in the westward movement affected families and communities.

      • 16.D.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.

      • 16.D.2d. Learning Standard / Performance Descriptor: World History

        Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa).

    • 16.E. State Goal / Learning Standard:

      Understand Illinois, United States and world environmental history.

      • 16.E.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

        Identify environmental factors that drew settlers to the state and region.

      • 16.E.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

        Identify individuals and events in the development of the conservation movement including John Muir, Theodore Roosevelt and the creation of the National Park System.

      • 16.E.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe environmental factors that influenced the development of transportation and trade in Illinois.

      • 16.E.2d. Learning Standard / Performance Descriptor: World History

        Describe how people in hunting and gathering and early pastoral societies adapted to their respective environments.

      • 16.E.2e. Learning Standard / Performance Descriptor: World History

        Identify individuals and their inventions (e.g., Watt/steam engine, Nobel/TNT, Edison/electric light) which influenced world environmental history.

  • IL.17. State Goal / Strand: Geography

    Understand world geography and the effects of geography on society, with an emphasis on the United States.

    • 17.A. State Goal / Learning Standard:

      Locate, describe and explain places, regions and features on the Earth.

      • 17.A.2a. Learning Standard / Performance Descriptor:

        Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards.

      • 17.A.2b. Learning Standard / Performance Descriptor:

        Use maps and other geographic representations and instruments to gather information about people, places and environments.

    • 17.B. State Goal / Learning Standard:

      Analyze and explain characteristics and interactions on the Earth's physical systems.

      • 17.B.2a. Learning Standard / Performance Descriptor:

        Describe how physical and human processes shape spatial patterns including erosion, agriculture and settlement.

      • 17.B.2b. Learning Standard / Performance Descriptor:

        Explain how physical and living components interact in a variety of ecosystems including desert, prairie, flood plain, forest, tundra.

    • 17.C. State Goal / Learning Standard:

      Understand relationships between geographic factors and society.

      • 17.C.2a. Learning Standard / Performance Descriptor:

        Describe how natural events in the physical environment affect human activities.

      • 17.C.2b. Learning Standard / Performance Descriptor:

        Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications).

      • 17.C.2c. Learning Standard / Performance Descriptor:

        Explain how human activity affects the environment.

    • 17.D. State Goal / Learning Standard:

      Understand the historical significance of geography.

      • 17.D.2a. Learning Standard / Performance Descriptor:

        Describe how physical characteristics of places influence people's perceptions and their roles in the world over time.

      • 17.D.2b. Learning Standard / Performance Descriptor:

        Identify different settlement patterns in Illinois and the United States and relate them to physical features and resources.

  • IL.18. State Goal / Strand: Social Systems

    Understand social systems, with an emphasis on the United States.

    • 18.A. State Goal / Learning Standard:

      Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

      • 18.A.2. Learning Standard / Performance Descriptor:

        Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.

    • 18.B. State Goal / Learning Standard:

      Understand the roles and interactions of individuals and groups in society.

      • 18.B.2a. Learning Standard / Performance Descriptor:

        Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

      • 18.B.2b. Learning Standard / Performance Descriptor:

        Describe the ways in which institutions meet the needs of society.

    • 18.C. State Goal / Learning Standard:

      Understand how social systems form and develop over time.

      • 18.C.2. Learning Standard / Performance Descriptor:

        Describe how changes in production (e.g., hunting and gathering, agricultural, industrial) and population caused changes in social systems.

Georgia: 4th-Grade Standards

Article Body

  • GA.SS4H. Strand/topic: United States History to 1860

    Historical Understandings

    • SS4H1. Standard:

      The student will describe how early Native American cultures developed in North America.

      • SS4H1.a. Element:

        Locate where the American Indians settled with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole).

      • SS4H1.b. Element:

        Describe how the American Indians used their environment to obtain food, clothing, and shelter.

    • SS4H2. Standard:

      The student will describe European exploration in North America.

      • SS4H2.a. Element:

        Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.

      • SS4H2.b. Element:

        Describe examples of cooperation and conflict between Europeans and Native Americans.

    • SS4H3. Standard:

      The student will explain the factors that shaped British colonial America.

      • SS4H3.a. Element:

        Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.

      • SS4H3.b. Element:

        Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.

    • SS4H4. Standard:

      The student will explain the causes, events, and results of the American Revolution.

      • SS4H4.a. Element:

        Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan 'no taxation without representation,' the activities of the Sons of Liberty, and the Boston Tea Party.

      • SS4H4.b. Element:

        Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.

      • SS4H4.c. Element:

        Describe the major events of the Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord and Yorktown.

      • SS4H4.d. Element:

        Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.

    • SS4H5. Standard:

      The student will analyze the challenges faced by the new nation.

      • SS4H5.a. Element:

        Identify the weaknesses of the government established by the Articles of Confederation.

      • SS4H5.b. Element:

        Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.

      • SS4H5.c. Element:

        Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states.

      • SS4H5.d. Element:

        Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.

      • SS4H5.e. Element:

        Describe the causes of the War of 1812; include burning of the Capitol and the White House.

    • SS4H6. Standard:

      The student will explain westward expansion of America between 1801 and 1861.

      • SS4H6.a. Element:

        Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

      • SS4H6.b. Element:

        Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.

    • SS4H7. Standard:

      The student will examine the main ideas of the abolitionist and suffrage movements.

      • SS4H7.a. Element:

        Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.

      • SS4H7.b. Element:

        Explain the significance of Sojourner Truth's address ('Ain't I a Woman?' 1851) to the Ohio Women's Rights Convention.

  • GA.SS4G. Strand/topic: United States History to 1860

    Geographic Understandings

    • SS4G1. Standard:

      The student will be able to locate important physical and man-made features in the United States.

      • SS4G1.a. Element:

        Locate major physical features of the United States; include the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes.

      • SS4G1.b. Element:

        Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal.

    • SS4G2. Standard:

      The student will describe how physical systems affect human systems.

      • SS4G2.a. Element:

        Explain why each of the native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not.

      • SS4G2.b. Element:

        Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.

      • SS4G2.c. Element:

        Explain how the physical geography of each colony helped determine economic activities practiced therein.

      • SS4G2.d. Element:

        Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c).

      • SS4G2.e. Element:

        Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).

  • GA.SS4CG. Strand/topic: United States History to 1860

    Government/Civic Understandings

    • SS4CG1. Standard:

      The student will describe the meaning of

      • SS4CG1.a. Element:

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

      • SS4CG1.b. Element:

        We the people' from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.

      • SS4CG1.c. Element:

        The federal system of government in the U.S.

    • SS4CG2. Standard:

      The student will explain the importance of freedom of expression as written in the First Amendment to the U. S. Constitution.

    • SS4CG3. Standard:

      The student will describe the functions of government.

      • SS4CG3.a. Element:

        Explain the process for making and enforcing laws.

      • SS4CG3.b. Element:

        Explain managing conflicts and protecting rights.

      • SS4CG3.c. Element:

        Describe providing for the defense of the nation.

      • SS4CG3.d. Element:

        Explain limiting the power of people in authority.

      • SS4CG3.e. Element:

        Explain the fiscal responsibility of government.

    • SS4CG4. Standard:

      The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.

      • SS4CG4.a. Element:

        Explain the necessity of respecting the rights of others and promoting the common good.

      • SS4CG4.b. Element:

        Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, communicating with public officials).

    • SS4CG5. Standard:

      The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).

  • GA.SS4E. Strand/topic: United States History to 1860

    Economic Understandings

    • SS4E1. Standard:

      The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

      • SS4E1.a. Element:

        Describe opportunity costs and their relationship to decision-making across time (such as decisions to send expeditions to the New World).

      • SS4E1.b. Element:

        Explain how price incentives affect people's behavior and choices (such as colonial decisions about what crops to grow and products to produce).

      • SS4E1.c. Element:

        Describe how specialization improves standards of living (such as how specific economies in the three colonial regions developed).

      • SS4E1.d. Element:

        Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America).

      • SS4E1.e. Element:

        Describe how trade promotes economic activity (such as how trade activities in the early nation were managed differently under the Articles of Confederation and the Constitution).

      • SS4E1.f. Element:

        Give examples of technological advancements and their impact on business productivity during the development of the United States.

    • SS4E2. Standard:

      The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.

Florida: 4th-Grade Standards

Article Body

  • FL.SS.A.1. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

    The student understands historical chronology and the historical perspective.

    • SS.A.1.2.1 Benchmark / Big Idea:

      The student understands how individuals, ideas, decisions, and events can influence history.

      • SS.A.1.2.1 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.1.-7.).

    • SS.A.1.2.2 Benchmark / Big Idea:

      The student uses a variety of methods and sources to understand history (e.g., interpreting diaries, letters, newspapers; and reading maps and graphs) and knows the difference between primary and secondary sources.

      • SS.A.1.2.2 Benchmark / Descriptor:

        The student knows different types of primary and secondary sources (for example, artifacts, diaries, letters, photographs, art, documents, newspapers, books, Internet sites about Florida history).

    • SS.A.1.2.3 Benchmark / Big Idea:

      The student understands broad categories of time in years, decades, and centuries.

      • SS.A.1.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.1-7.)

  • FL.SS.A.2. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

    The student understands the world from its beginnings to the time of the Renaissance.

    • SS.A.2.2.1 Benchmark / Big Idea:

      The student knows the significant scientific and technological achievements of various societies (e.g., the invention of paper in China, Mayan calendars, mummification and the use of cotton in Egypt, astronomical discoveries in the Moslem world, and the Arabic number system).

      • SS.A.2.2.1 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third grade.

    • SS.A.2.2.2 Benchmark / Big Idea:

      The student understands developments in transportation and communication in various societies (e.g., the development of extensive road systems in various cultures, the difficulties of travel and communication encountered by people of various culture, the origins and changes in writing and how these changes made communication between people more effective).

      • SS.A.2.2.2 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third grade.

    • SS.A.2.2.3 Benchmark / Big Idea:

      The student understands various aspects of family life, structures, and roles in different cultures and in many eras (e.g., pastoral and agrarian families of early civilizations, families of ancient times, and medieval families).

      • SS.A.2.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third grade.

    • SS.A.2.2.4 Benchmark / Big Idea:

      The student understands the emergence of different laws and systems of government (e.g., monarchy and republic).

      • SS.A.2.2.4 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third grade.

    • SS.A.2.2.5 Benchmark / Big Idea:

      The student understands significant achievements in the humanities to the time of the Renaissance (e.g., Roman architecture and Greek art).

      • SS.A.2.2.5 Benchmark / Descriptor:

        No grade level expectation - Content covered in third grade.

    • SS.A.2.2.6 Benchmark / Big Idea:

      The student knows how trade led to exploration in other regions of the world (e.g., the explorations of Marco Polo and the Vikings).

      • SS.A.2.2.6 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third grade.

    • SS.A.2.2.7 Benchmark / Big Idea:

      The student understands how developments in the Middle Ages contributed to modern life (e.g., the development of social institutions and organizations, the rise of cities, the formation of guilds, the rise of commerce, the influence of the church, and the rise of universities).

      • SS.A.2.2.7 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third grade.

  • FL.SS.A.3. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

    The student understands Western and Eastern civilization since the Renaissance.

    • SS.A.3.2.1 Benchmark / Big Idea:

      The student knows significant people and their contributions in the field of communication and technology (e.g., inventors of various non-electronic and electronic communication devices such as the steam engine and the television) and the impact of these devices on society.

      • SS.A.3.2.1 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A. 6.2.1-7).

    • SS.A.3.2.2 Benchmark / Big Idea:

      The student knows developments in the humanities since the Renaissance (e.g., Renaissance architecture, Japanese and Chinese influences on art, the impact of literary and theatrical development during the Renaissance, changes in music including opera and ballet, and major movements in the arts in 19th -century Europe).

      • SS.A.3.2.2 Benchmark / Descriptor:

        No grade level expectation - Content addressed third grade.

    • SS.A.3.2.3 Benchmark / Big Idea:

      The student understands the types of laws and government systems that have developed since the Renaissance (e.g., the development of democracy, the rise of totalitarian governments and dictatorships, communism and absolutism).

      • SS.A.3.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third and fifth grades.

    • SS.A.3.2.4 Benchmark / Big Idea:

      The student understands the post-Renaissance consequences of exploration that occurred during the Age of Discovery (e.g., European colonization in North America and British imperial efforts in India and other countries).

      • SS.A.3.2.4 Benchmark / Descriptor:

        No grade level expectation - Content covered in third grade and in Florida history (SS.A.6.2.1-3).

  • FL.SS.A.4. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

    The student understands United States history to 1880.

    • SS.A.4.2.1 Benchmark / Big Idea:

      The student understands the geographic, economic, political, and cultural factors that characterized early exploration of the Americas.

      • SS.A.4.2.1 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.1-3).

    • SS.A.4.2.2 Benchmark / Big Idea:

      The student understands why Colonial America was settled in regions.

      • SS.A.4.2.2 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.3).

    • SS.A.4.2.3 Benchmark / Big Idea:

      The student knows significant social and political events that led to and characterized the American Revolution.

      • SS.A.4.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

    • SS.A.4.2.4 Benchmark / Big Idea:

      The student knows significant historical documents and the principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of Rights).

      • SS.A.4.2.4 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

    • SS.A.4.2.5 Benchmark / Big Idea:

      The student understands geographic, economic, and technological features of the growth and change that occurred in America from 1801 to 1861.

      • SS.A.4.2.5 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.1-7).

    • SS.A.4.2.6 Benchmark / Big Idea:

      The student knows the causes, key events, and effects of the Civil War and Reconstruction.

      • SS.A.4.2.6 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.3).

  • FL.SS.A.5. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

    The student understands United States history from 1880 to the present day.

    • SS.A.5.2.1 Benchmark / Big Idea:

      The student knows that after the Civil War, massive immigration, big business, and mechanized farming transformed American life.

      • SS.A.5.2.1 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.3).

    • SS.A.5.2.2 Benchmark / Big Idea:

      The student knows the social and political consequences of industrialization and urbanization in the United States after 1880.

      • SS.A.5.2.2 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.3).

    • SS.A.5.2.3 Benchmark / Big Idea:

      The student knows the political causes and outcomes of World War I.

      • SS.A.5.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

    • SS.A.5.2.4 Benchmark / Big Idea:

      The student understands social and cultural transformations of the 1920s and 1930s.

      • SS.A.5.2.4 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.3).

    • SS.A.5.2.5 Benchmark / Big Idea:

      The student understands the social and economic impact of the Great Depression on American society.

      • SS.A.5.2.5 Benchmark / Descriptor:

        No grade level expectation - Content addressed in SS.A.6.2.

    • SS.A.5.2.6 Benchmark / Big Idea:

      The student understands the political circumstances leading to the involvement of the United States in World War II and the significant military events and personalities that shaped the course of the war.

      • SS.A.5.2.6 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.3).

    • SS.A.5.2.7 Benchmark / Big Idea:

      The student knows the economic, political, and social transformations that have taken place in the United States since World War II.

      • SS.A.5.2.7 Benchmark / Descriptor:

        No grade level expectation - Content addressed in Florida history (SS.A.6.2.3).

    • SS.A.5.2.8 Benchmark / Big Idea:

      The student knows the political and military aspects of United States foreign relations since World War II.

      • SS.A.5.2.8 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

  • FL.SS.A.6. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

    The student understands the history of Florida and its people.

    • SS.A.6.2.1 Benchmark / Big Idea:

      The student understands reasons that immigrants came to Florida and the contributions of immigrants to the state's history.

      • SS.A.6.2.1 Benchmark / Descriptor:

        The student understands reasons that immigrants came to Florida (for example, fleeing oppression, economic opportunity, health reasons).

      • SS.A.6.2.1 Benchmark / Descriptor:

        The student knows contributions of immigrants to Florida's history, including Hispanics.

    • SS.A.6.2.2 Benchmark / Big Idea:

      The student understands the influence of geography on the history of Florida.

      • SS.A.6.2.2 Benchmark / Descriptor:

        The student knows selected physical features of Florida (for example, bodies of water, climate, elevation).

      • SS.A.6.2.2 Benchmark / Descriptor:

        The student understands ways geographic features influenced the exploration, colonization, and expansion of Florida.

    • SS.A.6.2.3 Benchmark / Big Idea:

      The student knows the significant individuals, events, and social, political, and economic characteristics of different periods in Florida's history.

      • SS.A.6.2.3 Benchmark / Descriptor:

        The student knows people and events related to the early exploration of Florida.

      • SS.A.6.2.3 Benchmark / Descriptor:

        The student knows significant events in the colonial period of Florida.

      • SS.A.6.2.3 Benchmark / Descriptor:

        The student knows key events leading to Florida becoming a state.

      • SS.A.6.2.3 Benchmark / Descriptor:

        The student knows causes, key events, and effects of the Civil War and Reconstruction in Florida.

      • SS.A.6.2.3 Benchmark / Descriptor:

        The student understands selected aspects of migration and immigration to Florida after the Civil War (for example, reasons, obstacles, important contributions).

      • SS.A.6.2.3 Benchmark / Descriptor:

        The student understands some ways industrialization and urbanization have affected Florida (for example, the growth of railroads and highways, the development of large population centers, tourism).

      • SS.A.6.2.3 Benchmark / Descriptor:

        The student understands ways Florida changed during the 1920's and 1930's and understands ways everyday life was impacted in Florida by the Great Depression (for example, economic boom and bust).

      • SS.A.6.2.3 Benchmark / Descriptor:

        The student knows selected economic, political, and social transformations that have taken place in Florida since World War II (for example, civil rights movement, space program).

      • SS.A.6.2.3 Benchmark / Descriptor:

        The student understands the contributions of selected significant men and women, including African Americans and Hispanics, on the development of Florida (for example, Ponce De Leon, Henry Flagler, Mary Bethune Cookman, Chief Osceola, Governor Bob Martinez).

    • SS.A.6.2.4 Benchmark / Big Idea:

      The student understands the perspectives of diverse cultural, ethnic, and economic groups with regard to past and current events in Florida's history.

      • SS.A.6.2.4 Benchmark / Descriptor:

        The student understands the unique and diverse cultural make-up of Florida (for example, Caucasian, Hispanic, Haitian-Creole, African-American).

    • SS.A.6.2.5 Benchmark / Big Idea:

      The student knows how various cultures contributed to the unique social, cultural, economic, and political features of Florida.

      • SS.A.6.2.5 Benchmark / Descriptor:

        The student knows ways various cultures contributed to the unique social, cultural, economic, and political features of Florida.

    • SS.A.6.2.6 Benchmark / Big Idea:

      The student understands the cultural, social, and political features of Native American tribes in Florida's history.

      • SS.A.6.2.6 Benchmark / Descriptor:

        The student understands selected aspects of the cultural, social, and political features of Native American tribes in the history of Florida.

    • SS.A.6.2.7 Benchmark / Big Idea:

      The student understands the unique historical conditions that influenced the formation of the state and how statehood was granted.

      • SS.A.6.2.7 Benchmark / Descriptor:

        The student understands some unique historical conditions that influenced the formation of the state and how statehood was granted.

  • FL.SS.B.1. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

    The student understands the world in spatial terms.

    • SS.B.1.2.1 Benchmark / Big Idea:

      The student uses maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns.

      • SS.B.1.2.1 Benchmark / Descriptor:

        The student uses maps, globes, charts, graphs and other geographic tools to gather and interpret data and draw conclusions about physical patterns (for example, in Florida).

    • SS.B.1.2.2 Benchmark / Big Idea:

      The student knows how regions are constructed according to physical criteria and human criteria.

      • SS.B.1.2.2 Benchmark / Descriptor:

        The student knows how regions in Florida are constructed according to physical criteria and human criteria.

    • SS.B.1.2.3 Benchmark / Big Idea:

      The student locates and describes the physical and cultural features of major world political regions.

      • SS.B.1.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third grade.

    • SS.B.1.2.4 Benchmark / Big Idea:

      The student knows how changing transportation and communication technology have affected relationships between locations.

      • SS.B.1.2.4 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third and fifth grades.

    • SS.B.1.2.5 Benchmark / Big Idea:

      The student knows ways in which people view and relate to places and regions differently.

      • SS.B.1.2.5 Benchmark / Descriptor:

        No grade level expectation - Content addressed at third and fifth grades.

  • FL.SS.B.2. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

    The student understands the interactions of people and the physical environment.

    • SS.B.2.2.1 Benchmark / Big Idea:

      The student understands why certain areas of the world are more densely populated than others.

      • SS.B.2.2.1 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third and fifth grades.

    • SS.B.2.2.2 Benchmark / Big Idea:

      The student understands how the physical environment supports and constrains human activities.

      • SS.B.2.2.2 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third and fifth grades.

    • SS.B.2.2.3 Benchmark / Big Idea:

      The student understands how human activity affects the physical environment.

      • SS.B.2.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third and fifth grades.

    • SS.B.2.2.4 Benchmark / Big Idea:

      The student understands how factors such as population growth, human migration, improved methods of transportation and communication, and economic development affect the use and conservation of natural resources.

      • SS.B.2.2.4 Benchmark / Descriptor:

        No grade level expectation - Content addressed in SS.B.2.2.3.

  • FL.SS.C.1. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

    The student understands the structure, functions, and purpose of government and how the principles and values of American democracy are reflected in American constitutional government.

    • SS.C.1.2.1 Benchmark / Big Idea:

      The student identifies the structure and function of local, state, and federal governments under the framework of the Constitutions of Florida and the United States.

      • SS.C.1.2.1 Benchmark / Descriptor:

        The student understands the functions of government under the framework of the Florida Constitution.

      • SS.C.1.2.1 Benchmark / Descriptor:

        The student knows the branches of Florida state government.

    • SS.C.1.2.2 Benchmark / Big Idea:

      The student understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of governments and understands how all three branches of government promote the common good and protect individual rights.

      • SS.C.1.2.2 Benchmark / Descriptor:

        The student understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of Florida government.

      • SS.C.1.2.2 Benchmark / Descriptor:

        The student understands ways all three branches of government promote the common good and protect individual rights.

    • SS.C.1.2.3 Benchmark / Big Idea:

      The student knows the names of his or her representatives at the local, state, and national levels (e.g., city council members, state representatives, and members of Congress) and the name of his or her representatives in the executive branches of government at the local, state, and national levels (e.g., mayor, governor, and president).

      • SS.C.1.2.3 Benchmark / Descriptor:

        The student knows the names of his or her representatives at the local and state level (for example, mayor, governor, city council members, state legislative representatives).

    • SS.C.1.2.4 Benchmark / Big Idea:

      The student knows possible consequences of the absence of government, rules, and laws.

      • SS.C.1.2.4 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third grade.

    • SS.C.1.2.5 Benchmark / Big Idea:

      The student knows the basic purposes of government in the United States and knows the basic things governments do in one's school, community, state, and nation.

      • SS.C.1.2.5 Benchmark / Descriptor:

        The student knows basic things Florida government does in one's school, community, state, and nation.

  • FL.SS.C.2. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

    The student understands the role of the citizen in American democracy.

    • SS.C.2.2.1 Benchmark / Big Idea:

      The student understands the importance of participation through community service, civic improvement, and political activities.

      • SS.C.2.2.1 Benchmark / Descriptor:

        The student understands the importance of participation through community service, civic improvement, and political activities at the local and state level.

    • SS.C.2.2.2 Benchmark / Big Idea:

      The student understands why personal responsibility (e.g., taking advantage of the opportunity to be educated) and civic responsibility (e.g., obeying the law and respecting the rights of others) are important.

      • SS.C.2.2.2 Benchmark / Descriptor:

        The student extends and refines understanding of ways personal and civic responsibility are important.

    • SS.C.2.2.3 Benchmark / Big Idea:

      The student knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (e.g., privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, and serving on juries).

      • SS.C.2.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

    • SS.C.2.2.4 Benchmark / Big Idea:

      The student knows examples of the extension of the privileges and responsibilities of citizenship.

      • SS.C.2.2.4 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

    • SS.C.2.2.5 Benchmark / Big Idea:

      The student knows what constitutes personal, political, and economic rights and why they are important and knows examples of contemporary issues regarding rights.

      • SS.C.2.2.5 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

  • FL.SS.D.1. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

    The student understands how scarcity requires individuals and institutions to make choices about how to use resources.

    • SS.D.1.2.1 Benchmark / Big Idea:

      The student understands that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

      • SS.D.1.2.1 Benchmark / Descriptor:

        The student knows examples from Florida history that demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

    • SS.D.1.2.2 Benchmark / Big Idea:

      The student understands that scarcity of resources requires choices on many levels, from the individual to societal.

      • SS.D.1.2.2 Benchmark / Descriptor:

        The student knows examples of scarcity in Florida.

    • SS.D.1.2.3 Benchmark / Big Idea:

      The student understands the basic concept of credit.

      • SS.D.1.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

    • SS.D.1.2.4 Benchmark / Big Idea:

      The student understands that any consumer (e.g., an individual, a household, or a government) has certain rights.

      • SS.D.1.2.4 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

    • SS.D.1.2.5 Benchmark / Big Idea:

      The student understands the concept of earning income and the basic concept of a budget.

      • SS.D.1.2.5 Benchmark / Descriptor:

        The student knows the concept of earning income.

      • SS.D.1.2.5 Benchmark / Descriptor:

        The student knows the basic concept of a budget.

  • FL.SS.D.2. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

    The student understands the characteristics of different economic systems and institutions.

    • SS.D.2.2.1 Benchmark / Big Idea:

      The student understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence.

      • SS.D.2.2.1 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third and fifth grades.

    • SS.D.2.2.2 Benchmark / Big Idea:

      The student understands the roles that money plays in a market economy.

      • SS.D.2.2.2 Benchmark / Descriptor:

        No grade level expectation - Content addressed in third and fifth grades.

    • SS.D.2.2.3 Benchmark / Big Idea:

      The student understands the services that banks and other financial institutions in the economy provide to consumers, savers, borrowers, and businesses.

      • SS.D.2.2.3 Benchmark / Descriptor:

        No grade level expectation - Content addressed in fifth grade.

    • SS.D.2.2.4 Benchmark / Big Idea:

      The student knows that the government provides some of the goods and services that we use and that the government pays for the goods and services it provides through taxing and borrowing.

      • SS.D.2.2.4 Benchmark / Descriptor:

        The student knows ways the state government provides goods and services through taxation (for example, education).

Delaware: 4th-Grade Standards

Article Body

  • DE.4.C1. Content Standard: Civics

    Students will examine the structure and purposes of governments with specific emphasis on constitutional democracy.

    • 4.C1.1. Performance Indicator / Gle:

      Students explain why people have created governments to rule societies.

    • 4.C1.2. Performance Indicator / Gle:

      Students explain why the U.S. Constitution separates powers between the federal and state governments.

    • 4.C1.3. Performance Indicator / Gle:

      Students understand that governments have a variety of structures and exist for many purposes and that in America these are explained in the United States and State constitutions.

    • 4.C1.4. Performance Indicator / Gle:

      Students explain why the U.S. Constitution separates powers in the federal government.

    • 4.C1.5. Performance Indicator / Gle:

      Students explain how each branch of the U.S. government serves as a check on the other branches.

    • 4.C1.6. Performance Indicator / Gle:

      Students understand that the United States government is divided into executive, legislative, and judicial branches, each with specific responsibilities and powers.

  • DE.4.C2. Content Standard: Civics

    Students will understand the principles and ideals underlying the American political system.

    • 4.C2.1. Performance Indicator / Gle:

      Students explain the principle of 'due process.'

    • 4.C2.2. Performance Indicator / Gle:

      Students explain why the 'rule of law' is important to citizens.

    • 4.C2.3. Performance Indicator / Gle:

      Students understand that the principle of 'due process' means that the government must follow its own rules when taking actions against a citizen.

    • 4.C2.4. Performance Indicator / Gle:

      Students explain why citizens have responsibilities.

    • 4.C2.5. Performance Indicator / Gle:

      Students explain why personal civility is important to a society.

    • 4.C2.6. Performance Indicator / Gle:

      Students understand that a society based on the ideal of individual liberty requires a commitment on the part of its citizens to the principles of civic responsibility and personal civility.

  • DE.4.C3. Content Standard: Civics

    Students will understand the responsibilities, rights, and privileges of United States citizens.

    • 4.C3.1. Performance Indicator / Gle:

      Students explain why the Bill of Rights is important to American citizens.

    • 4.C3.2. Performance Indicator / Gle:

      Students identify the fundamental rights of all American citizens as enumerated in the Bill of Rights.

    • 4.C3.3. Performance Indicator / Gle:

      Students identify controversial applications of the Bill of Rights in contemporary issues.

    • 4.C3.4. Performance Indicator / Gle:

      Students apply the protections guaranteed in the Bill of Rights to an analysis of everyday situations.

  • DE.4.C4. Content Standard: Civics

    Students will develop and employ the civic skills necessary for effective, participatory citizenship.

    • 4.C4.1. Performance Indicator / Gle:

      Students explain why it is important to become informed about candidates for public office and contemporary issues.

    • 4.C4.2. Performance Indicator / Gle:

      Students explain how a citizen can become informed about candidates for public office and contemporary issues.

    • 4.C4.3. Performance Indicator / Gle:

      Students understand that in order to select effective leaders, citizens have to become informed about candidates' qualifications and the issues of the day.

    • 4.C4.4. Performance Indicator / Gle:

      Students explain why different groups would choose to make decisions democratically.

    • 4.C4.5. Performance Indicator / Gle:

      Students explain how different democratic groups make decisions.

    • 4.C4.6. Performance Indicator / Gle:

      Students identify and employ the formal and informal methods by which democratic groups function.

  • DE.4.E1. Content Standard: Economics

    Students will analyze the potential costs and benefits of personal economic choices in a market economy.

    • 4.E1.1. Performance Indicator / Gle:

      Students predict how choices by consumers and producers in a market economy will determine price of goods and services.

    • 4.E1.2. Performance Indicator / Gle:

      Students explain why price acts as an incentive for both consumers and producers in a market economy.

    • 4.E1.3. Performance Indicator / Gle:

      Students identify how shifts in supply or demand can change the price of goods and services.

    • 4.E1.4. Performance Indicator / Gle:

      Students explain how a government will use economic incentives to promote market efficiency and correct market failures.

    • 4.E1.5. Performance Indicator / Gle:

      Students understand that prices in a market economy are determined by the interaction of supply and demand, with governments intervening to deal with market failures.

    • 4.E1.6. Performance Indicator / Gle:

      Students understand that consumers and producers make economic choices based on supply, demand, access to markets, and the actions of government.

  • DE.4.E2. Content Standard: Economics

    Students will examine the interaction of individuals, families, communities, businesses, and governments in a market economy.

    • 4.E2.1. Performance Indicator / Gle:

      Students explain why individuals might save, invest, or borrow money.

    • 4.E2.2. Performance Indicator / Gle:

      Students explain how saving or borrowing money benefits the economy.

    • 4.E2.3. Performance Indicator / Gle:

      Students understand the role of banks and other financial institutions in the economy.

  • DE.4.E3. Content Standard: Economics

    Students will understand different types of economic systems and how they change.

    • 4.E3.1. Performance Indicator / Gle:

      Students explain the differences between types of economic systems.

    • 4.E3.2. Performance Indicator / Gle:

      Students identify different ways goods and services have been exchanged, characteristics of money, and functions of money.

    • 4.E3.3. Performance Indicator / Gle:

      Students identify different means of production, distribution, and exchange used within economic systems in different times and places.

  • DE.4.E4. Content Standard: Economics

    Students will examine the patterns and results of international trade.

    • 4.E4.1. Performance Indicator / Gle:

      Students explain why people specialize and trade.

    • 4.E4.2. Performance Indicator / Gle:

      Students explain how trade creates interdependence.

    • 4.E4.3. Performance Indicator / Gle:

      Students demonstrate how international trade links countries around the world and can improve the economic welfare of nations.

  • DE.4.G1. Content Standard: Geography

    Students will develop a personal geographic framework, or 'mental map', and understand the uses of maps and other geographics.

    • 4.G1.1. Performance Indicator / Gle:

      Students apply mental maps to ask and answer questions that require awareness of the relative location of places.

    • 4.G1.2. Performance Indicator / Gle:

      Students demonstrate the ability to locate places on maps and globes using a grid system such as latitude and longitude.

    • 4.G1.3. Performance Indicator / Gle:

      Students identify the contrasts between maps of different scales and projections.

    • 4.G1.4. Performance Indicator / Gle:

      Students demonstrate development of mental maps of Delaware and of the United States which include the relative location and characteristics of major physical features, political divisions, and human settlements.

  • DE.4.G2. Content Standard: Geography

    Students will develop a knowledge of the ways humans modify and respond to the natural environment.

    • 4.G2.1. Performance Indicator / Gle:

      Students identify ways in which physical features can be altered by human activity.

    • 4.G2.2. Performance Indicator / Gle:

      Students explain how humans have adapted to different environments.

    • 4.G2.3. Performance Indicator / Gle:

      Students predict how an environmental change will affect humans and how human activity can cause environmental change.

    • 4.G2.4. Performance Indicator / Gle:

      Students apply a knowledge of topography, climate, soils and vegetation of Delaware and the United States to understand how human society alters, and is affected by, the physical environment.

  • DE.4.G3. Content Standard: Geography

    Students will develop an understanding of the diversity of human culture and the unique nature of places.

    • 4.G3.1. Performance Indicator / Gle:

      Students explain the concepts of site and situation.

    • 4.G3.2. Performance Indicator / Gle:

      Students apply site and situation to explain why places are of different size and different levels of economic activity.

    • 4.G3.3. Performance Indicator / Gle:

      Students understand the reasons for the locations of human activities and settlements and the routes connecting them in Delaware and the United States.

  • DE.4.G4. Content Standard: Geography

    Students will develop an understanding of the character and use of regions and the connections between and among them.

    • 4.G4.1. Performance Indicator / Gle:

      Students explain why a place is unique.

    • 4.G4.2. Performance Indicator / Gle:

      Students explain how a place changes over time.

    • 4.G4.3. Performance Indicator / Gle:

      Students explain how a place's distinctiveness is affected by its location relative to larger physical, cultural, political, and economic regions.

    • 4.G4.4. Performance Indicator / Gle:

      Students apply geographic skills to develop a profile of the local community by placing it in the context of physical, cultural and other types of regions.

  • DE.4.H1. Content Standard: History

    Students will employ chronological concepts in analyzing historical phenomena.

    • 4.H1.1. Performance Indicator / Gle:

      Students create a chronology from selected historical materials.

    • 4.H1.2. Performance Indicator / Gle:

      Students predict cause or effect from a chronology and selected historical materials.

    • 4.H1.3. Performance Indicator / Gle:

      Students study historical events and persons within a given time-frame in order to create a chronology and identify related cause-and-effect factors.

  • DE.4.H2. Content Standard: History

    Students will gather, examine, and analyze historical data.

    • 4.H2.1. Performance Indicator / Gle:

      Students explain why a historical source would be considered either a primary or secondary historical source.

    • 4.H2.2. Performance Indicator / Gle:

      Students explain how a specific historical source would be used to draw a historical conclusion.

    • 4.H2.3. Performance Indicator / Gle:

      Students identify artifacts and documents as either primary or secondary sources of historical data from which historical accounts are constructed.

    • 4.H2.4. Performance Indicator / Gle:

      Students arrange selected historical sources chronologically.

    • 4.H2.5. Performance Indicator / Gle:

      Students identify cause and effect from chronologically arranged historical sources.

    • 4.H2.6. Performance Indicator / Gle:

      Students examine historical materials relating to a particular region, society, or theme; chronologically arrange them, and analyze change over time.

  • DE.4.H3. Content Standard: History

    Students will interpret historical data.

    • 4.H3.1. Performance Indicator / Gle:

      Students explain why point of view can alter historical accounts.

    • 4.H3.2. Performance Indicator / Gle:

      Students explain why using different historical evidence can alter historical accounts.

    • 4.H3.3. Performance Indicator / Gle:

      Students explain why historical accounts of the same event sometimes differ and will relate this explanation to the evidence presented or the point-of-view of the author.

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