Fourth Grade Social Studies Curriculum Map 2010

Grove City Christian School August, 2010

General Course Description

The fourth grade Social Studies program focuses on history, early people, geography, economics, and government as they all relate to Ohio. At the beginning of the year, we research the Native American tribes native to Ohio and complete a diorama. To explore real world economics, we visit BizTown in the spring.

Resources

Ohio, Harcourt Social Studies, Ohio Edition, ISBN-13: 978-0-15-348580-0, www.harcourtschool.com/ss1 Heritage Studies for Christian School, Bob Jones University Press, Catalog # 101725 Let’s Discover Ohio, Schuerholz Graphics, Library of Congress Catalog #TX-102-620 TXU History of Our United States, ABeka, Code # 108626 Map Skills, Weekly Reader, Item #: WR604


Grade Level Subject Area

Weeks Topic/Benchmarks American History Focus

Biblical Integration Instructional Strategies & Assessments

Week 7

Week 6

Weeks 11- 12

Weeks 21-24

Weeks 25- 27

HistoryConstruct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history. (I A 1)

Describe the earliest settlements in Ohio including those of prehistoric peoples. (I B 2)

Explain the causes and effects of the frontier wars of the 1790’s, including the Battle of Fallen Timbers, on American Indians in Ohio and the United States. (I B 3)

Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance. (I C 4)

Explain how canals and railroads changed settlement patterns in Ohio and Ohio’s economic and political status in the United States. (I C 5)

Explain the importance of inventors such as the Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods and Thomas Edison. (I C 6)

Review Christopher Columbus and create a timeline from 1400-1500

Look at maps of what places were settled in the United States. SS book 82.

Hang a timeline of American History in the room all year.

1 Deuteronomy 1:1-4, Israelites wandered in the wilderness preparing for the “New World.”

A Beka books pages 34-38-Students use a world map to trace Christopher Columbus’s route. Label continents.

Explorers wheel-Columbus, La Salle

Reading tie in-The Sign of the Beaver

Discovery Education clips of Native Americans.

Create a timeline of the events of the French and Indian War.

Maps of how the USA changed in the late 1700’s. A Beka book 23, 27, 29.

Ohio biography project. Students read different biographies of famous Ohioan’s and create a person of facts.


Week 7

Weeks 8-9

Week 9

Week 23

People in Societies

Describe the cultural practices and products of various groups who have settled in Ohio over time:

a. The Paleo Indians, Archaic Indians, Woodland Indians (Adena and Hopewell) and Late Prehistoric Indians (Fort Ancient)

b. Historic Indians of Ohio (Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware)

c. European immigrantsd. Amish and Appalachian

populationse. African-Americansf. Recent immigrants from

Africa, Asia and Latin America (II A 1)

Describe the impact of the expansion of European settlements on American Indians in Ohio. (II B 2)

Explain the reasons people came to Ohio including:

a. Opportunities in agriculture, mining and manufacturing

b. Family tiesc. Freedom from political and

religious oppression (II B 3)

Thanksgiving simulation online.

Compare and contrast Native American religion (legends) with Christianity.

Students research a Native American Tribe to represent in a diorama with a written summary of the tribe.

Use A Beka books pages 59-62 to view Native Americans.

The Sign of the Beaver-Reading connection (October 4-5 weeks)


Week 30

Week 2

Week 2

Week 4, 5

Week 21

GeographyUse a linear scale to measure the distances between places on a map. (III A 1)

Use cardinal and intermediate directions to describe the relative location of places. (III A 2)Describe the location of Ohio relative to other states and countries. (III A 3)

Use maps to identify the location of major physical and human features of Ohio including:

a. Lake Erieb. Riversc. Plainsd. The Appalachian Plateaue. Bordering statesf. The capital cityg. Other major cities (III A 4)

Describe and compare the landforms, climates, population, vegetation and economic characteristics of places and regions in Ohio. (III B 5)

Identify manufacturing, agricultural, mining and forestry regions in Ohio. (III B 6)

Explain how resources, transportation and location

Reviewed a map of the U.S. to find Ohio.

Unit 1 Bible connection-Bible mapping (Divided Kingdom Israel/Judah)

Bible mapping the twelve tribes.

We created Ohio maps and color coded our neighboring states.Located Ohio’s position in North America, The United States, Midwest, and Great Lakes States.

The students created a natural regions map including a color coded key. (Unglaciated Plateau, Lake Plains Region, etc.)

The students created their own Ohio map adding the Great Lakes, Ohio River, capital city, bordering states, and major cities.

Ohio Products Map


Week 1

Week 4

Week 3

influenced the development of cities and industries in Ohio including major industries such as oil, steel, rubber and glass. (III B 7)

Identify how environmental processes (i.e. glaciations and weathering) and characteristics (landforms, bodies of water, climate, vegetation) influence human settlement and activity in Ohio. (III C 8)

Identify ways that people have affected the physical environment of Ohio including:

a. Use of wetlandsb. Use of forestsc. Building farms, towns and

transportation systemsd. Using fertilizers,

herbicides and pesticidese. Building dams (III C 9)

Use elevation, natural resource and road maps to answer questions about patterns of settlement, economic activity and movement. (III C 10)

Westward expansion

BizTown discussion of natural resources used by businesses. Resources activity (capital, natural, human)


Week 14, 15

Week 19

Week 25(April-May)

Economics

Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved. (IV A 1)

Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services leads to trade. (IV A 2)

Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks. (IV B 3)

Explain ways in which individuals and households obtain and use income. (IV C 4)

Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available. (IV C 5)

Explain why many jobs in Ohio depend on markets in other countries

James 1:7 “Every good gift and every perfect gift is from above…”

Homer Price-Supply and Demand in “The Doughnuts” story

BizTown 5 week preparation and day simulation.


and why Ohio is a market for goods and services from other countries. (IV C 6)

May

Week 9 (Nov.)

GovernmentExplain major responsibilities of each of the three branches of government in Ohio:

a. The legislative branch, headed by the General Assembly, makes state laws.

b. The executive branch, headed by the governor, carries out and enforces laws made by the General Assembly.

c. The judicial branch, headed by the Ohio Supreme Court, interprets and applies the law. (V A 1)

Explain why elections are used to select leaders and decide issues. (V A 2)

Explain the purpose of a democratic constitution:

a. To provide a framework for a government;

b. To limit the power of government

c. To define the authority of elected officials (V B 3)

Explain that the Ohio Constitution tells how the state government should be organized and guarantees

Venn diagram comparing Ohio government and US government

George Washington’s Breakfast book. History of our first president.

Create a list of virtues our country was founded on. Compare with the Ten Commandments given in the Bible.

Create a 3D pyramid with the three branches and facts about each.

Class election, voting


the rights of individuals. (V B 4)

Nov. and May

Week 23

Citizenship Rights and Responsibilities

Describe the ways in which citizens can promote the common good and influence their government including:

a. Votingb. Communicating with

officialsc. Participating in civic and

service organizationsd. Performing voluntary

service (VI A 1)

Explain why personal responsibilities (e.g. taking advantage of the opportunity to be educated) and civic responsibilities (e.g. obeying the law and respecting the rights of others) are important. (VI B 2)

Explain the importance of leadership and public service. (VI B 3)

Explain why characteristics such as respect for the rights of others, fairness, reliability, honesty, wisdom and courage are desirable

Relate to the Emancipation Proclamation and the end of the Civil War. New rights for African Americans.

Outreaches in December-collecting candles, socks for the homeless in the name of the Lord.

BizTown


qualities in the people citizens select as their leaders. (VI B 4)

All year

Week 1

Week 6

Social Studies Skills and Methods

Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic:

a. Atlasesb. Encyclopediasc. Dictionariesd. Newspaperse. Multimedia/electronic

sources (VII A 2)

Use a glossary and index to locate information. (VII A 1)

Use primary and secondary sources to answer questions about Ohio history. (VII A 3)

Read The Landry News about a child who created a newspaper. Students create a class newspaper.

Students explore the glossary as we introduce the social studies text book.


ongoing

ongoing

Week 9

Describe how archaeologists and historians study and interpret the past. (VII A 4)

Identify main ideas and supporting details from factual information (VII B 5)

Distinguish between fact and opinion (VII B 6)

Read and interpret pictographs, bar graphs, line graphs and tables. (VII B 7)

Formulate a question to focus research (VII B 8)

Communicate relevant information in a written report including the acknowledgement of sources (VII B 9)

Use a problem-solving decision-making process which includes:

a. Identifying a problemb. Gathering informationc. Listing and considering

optionsd. Considering advantages

and disadvantages of options

Reading skills that are covered too.(main idea, fact and opinion, graphs, tables)


e. Choosing and implementing a solution

f. Developing criteria for judging its effectiveness.

Documents

Fourth Grade Social Studies Curriculum Map 2010