Curriculum Framework Quarter 4 Social StudiesGrade 4

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:

(1) Regular practice with complex text and vocabulary.(2) Reading, writing, and speaking grounded in evidence from texts. (3) Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.

Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage.

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Curriculum Framework Quarter 4 Social StudiesGrade 4

“The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: TNCore.orghttp://www.tncurriculumcenter.org/social_studies

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

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KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Curriculum Framework Quarter 4 Social StudiesGrade 4

Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English

Common Core State Standards: Focus on Vocabulary

Effective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts.

Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)

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Curriculum Framework Quarter 4 Social StudiesGrade 4

Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)

Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)

Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction.

Teaching Vocabulary for Mastery…1. Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.2. Provide a student-friendly definition of the word.3. Suggest synonyms or antonyms for the word.4. Put the new word into a context or connect it to a known concept, morpheme, or root.5. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).6. Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word

with the written word on the wall.7. Use the new words in context of the lesson.8. Ask questions that contain the new word; so, students must process its meaning in multiple ways.9. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.10. Expect pairs of students to construct semantic word maps for new vocabulary.11. Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.

What is a DBQ/TDQ?

Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.

DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.

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Curriculum Framework Quarter 4 Social StudiesGrade 4

Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills.

TDQ ResourcesUnderstanding Text-Dependent QuestionsA Guide to Creating Text Dependent and Specific Questions for Close Analytic Reading

WIDAWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Example: 3-5 Writing Historical Shelby County Schools

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WIDAhttps://www.wida.us/standards/ELP_standardlookup.aspx

Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples.

Curriculum Framework Quarter 4 Social StudiesGrade 4

EventsEntering:Reproduce historical highlights (in historical journals) from labeled timelines or visually supported headlines

Beginning:Create phrases or short sentences (in historical journals) from timelines or visually supported headlines

Developing:Make entries of related sentences in historical journals or logs based on timelines or visually supported text

Expanding:Produce reports by summarizing information from historical journals or logs (using first person)

Bridging:Compose historical documentaries from multiple sources (using third person)

Example: 3-5 Reading Historical events, figures, and leaders

Entering:Match examples of historical events with illustrations and labels

Beginning:Identify features, people, or events depicted in illustrations and phrases

Developing:Compare/contrast different time periods or people using graphic organizers and sentences

Expanding:Interpret effects of historical events on people's lives during different time periods using graphic organizers and text

Bridging:Detect trends based on historical events or people's actions using grade-level text

Grade 4 Pacing Guide

Time 1st Quarter Time 3rd Quarter

Weeks 1-3 Geography – America before European Exploration Using maps, locating places using latitudes and longitudes,

identifying rivers, states, cities, and continents. Summarizes the ancient civilizations, and early Indian tribes.

Weeks 1-3 Creating a New Government Analyze the principles of the documents of the new government and

the ratification process.

Weeks 4-6 First Tennesseans – Exploration of 15th and 16th Centuries Identify the 4 TN tribes and analyze the effects of exploration,

migration, and resources on the growth of TN. Identify routes of early explorers and analyze their impact on

indigenous peoples and the environment.

Weeks 4-6 Westward Expansion Explain the events and successes of the presidency of George

Washington. Describe the events, struggles, and successes of the Louisiana Purchase.

Weeks 7-9 European Colonization Understand the successes and failures of European

Weeks 7-9 Texas Independence/Mexican War Explain the fight for Texas independence against Mexico.

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Curriculum Framework Quarter 4 Social StudiesGrade 4

colonization and the differing views of the colonists and American Indians.

Explain the causes and consequences of the Mexican War.

Time 2nd Quarter Time 4th Quarter

Weeks 1-2 European Colonization Identify the major leaders and groups of the 13 colonies.

Weeks 1-4 Growth of the Republic Explain the factors of the Industrial Revolution Causes and effects of the expansion of the plantation system and

slavery. Discuss important people of the reform movement and the

Compromise of 1850.Weeks 3-4 Early Settlers

Analyze the reasons for people coming to the colonies and the early democratic ideas and practices of the colonial period.

Weeks 5-9 Culture – Geography – History - Economics Recognize Global and Environmental Issues Africa in April and Memphis in May Locate AA and MM country on a map/globe. Compare and contrast culture, holidays, and national symbols.

Weeks 5-9 The War for Independence Explain causes and consequences of the French and Indian

War. Explain how political, religious, and economic ideas and

interests brought about the Revolution.* Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.

TN State Social Studies Standards Guiding Questions/VocabularyTier 2 & 3 Instructional Activities & Resources

The Growth of the RepublicWeeks 1-4

Suggested Texts:Eli Whitney Biography for Kids (1130L): http://mrnussbaum.com/eli-whitney-biography-for-kids/The History of Steamboats: John Fitch and Robert Fulton (1530L): http://inventors.about.com/library/inventors/blsteamship.htm#fultonSamuel Slater: Father of the American industrial Revolution(1210L): http://www.woonsocket.org/slaterhist.htmIndustrial Revolution Facts(1310L) :https://kidskonnect.com/history/industrial-revolution/Samuel Slater’s Mill and the Industrial Revolution by Christopher Simonds (870L)Eli Whitney: The Cotton Gin and American Manufacturing By Regan A. Huff (870L)Industrial Revolution (840L): http://school.eb.com/levels/middle/article/353290/print (username: shelby password: county)Slave Life and Slave Codes(1090L) : http://www.ushistory.org/us/27b.asp

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Curriculum Framework Quarter 4 Social StudiesGrade 4

TN State Social Studies Standards Guiding Questions/VocabularyTier 2 & 3 Instructional Activities & Resources

Slave Life on a Southern Planation (550L):http://www.lee.k12.nc.us/cms/lib03/NC01001912/Centricity/Domain/1464/Slave%20Life%20on%20a%20Southern%20Plantation.pdf, Slave Plantations(1340L): http://www.landofthebrave.info/slave-plantations.htm, Plantation Life(1110L): http://americanabolitionist.liberalarts.iupui.edu/plantation_life.htmA Picture Book of Frederick Douglass by David Adler (AD820) Nat Turner’s Slave Rebellion By Michael Burgan(510L)The Compromise of 185(1150L): http://www.academickids.com/encyclopedia/index.php/Compromise_of_1850 . The California Gold Rush (1848-1859)(810L) :http://www.kidport.com/RefLib/USAhistory/CalGoldRush/CalGoldRush.htm .

4.57 Analyze and describe the factors of the Industrial Revolution occurring in the United States and in Tennessee, including:• Samuel Slater-factory system • Watermills- influence of geography • Fulton- steamboats • Eli Whitney- cotton gin

4.58 Explain the expansion of the plantation system and slavery as the demand for cotton production grew and the impact of the cotton gin.

4.57 How did the Industrial revolution have an effect on United State and Tennessee?

I can describe the effects of Industrial Growth and increased immigration.

I can describe the factors of the industrial revolution of the United States and Tennessee.

I can describe how inventions impacted the growth of plantations and slavery?

4.58 How the expansion of the plantation system and slavery as the demand for cotton grew? What was the impact of the cotton gin?

4.57 The students will research an invention and its inventor during the industrial revolution era. Students will then write an explanatory piece to answer the following questions: Literacy R.4.1,W.4.7• Who is responsible for the invention? • Why did the inventor invent this device? • What was its purpose? • How did the invention impact the growth of plantations and slavery? • How has this invention had an effect on our lives today? The teacher and students may refer to the following links:Eli Whitney Biography http://mrnussbaum.com/eli-whitney-biography-for-kids/http://www.history.com/topics/inventions/cotton-gin-and-eli-whitneyThe History of Steamboats: John Fitch and Robert Fultonhttp://inventors.about.com/library/inventors/blsteamship.htm#fultonhttps://www.youtube.com/watch?v=ZA0f-B-JTWESamuel Slater: Father of the American industrial Revolutionhttp://www.woonsocket.org/slaterhist.htm

4.58 After reading The Cotton Gin, students will create a cause and effect flow chart that explains the expansion of the plantation system and slavery. Students will answer also answer the questions:

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Curriculum Framework Quarter 4 Social StudiesGrade 4

TN State Social Studies Standards Guiding Questions/VocabularyTier 2 & 3 Instructional Activities & Resources

4.59 Contrast the emerging urbanization in the North with the agricultural South and the developing West. (C, E, G)

4.60 Describe and explain the contributions of Virginia Hill and Free Hill, Tennessee, Frances Wright and Neshoba, and Elihu Embree and their efforts to abolish slavery in Tennessee.

I can explain how the demand for cotton production and the creation of the cotton gin lead to the expansion of the plantation system and slavery?

4.59 How did the urbanization of the North contrast the agricultural South and the developing West?

I can contrast the emerging urbanization in the North with the agricultural South and the developing West.

4.60 How were the contributions of Virginia Hill and Free Hill, Tennessee, Frances Wright and Neshoba, and Elihu Embree? What were their efforts to abolish slavery in Tennessee?

I can describe and explain the contributions of Virginia Hill, Francis Wright, and Elihu Embree to the abolishment of slavery in Tennessee.

What were the needs and high demands of the North and England? How did those needs and demands affect slaves and slave owners

of the South? Students will then write an opinion piece on how they think plantation life would have been without the cotton gin. Students will use evidence from the text to support their claim. Literacy RI.4.1, W.4.1

4.59 The students will create a triple Venn diagram to compare and contrast the urbanization in the North, the agricultural South, and the developing West. Students will then use the information to create a comparative writing piece on the topic. Teachers and students may refer to Industrial Revolution as a read aloud or read along passage.

4.60 After reading, History of Free Hill, students will write a paragraph to summarize their reading as well as an opinionate paragraph to explain if they feel that Virginia Hills was successful in her accomplishing her goals. 4.60 Students will read the essay on Elihu Embree. Students will then answer the following questions:

How did Elihu Embree show his dislike for slavery after he returned to the Quaker faith in 1812?

Why did Embree create the Manumission Intelligencer? What challenges did the newspaper face? What lessons can you learn from Embree’s life?

4.60 After reading the passage Portraits of American Women Writers, students will read the following questions:The text included that Wright spent her childhood with a succession of relative, what does succession mean in the passage?

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Curriculum Framework Quarter 4 Social StudiesGrade 4

TN State Social Studies Standards Guiding Questions/VocabularyTier 2 & 3 Instructional Activities & Resources

4.61 Describe the characteristics of slave life on plantations across the South. (C, E, P) 4.61 How can the characteristics of slave life

on plantations across the South be described? I can describe the characteristics of

slave life on plantations across the South.

What types of books intrigued Frances Wright? What words and phrases from the text help define the term

“emigrate” in the passage? What was Wright’s plan for the land in Tennessee? Why did her plan not work? The passage included that Frances would have slaves to work to

earn profits for their eventual emancipation. What is “emancipation”? If slaves earned profits, were they still considered slaves? Why or

why not? Wright traveled and gave lectures. Why was she considered

unpopular among middle class citizens?

4.61 The students will be expected to compose a diary/ journal entry that describes the characteristics of slave life on plantations across the South. Literacy W.4.3Slave Life Photoshttp://www.history.com/topics/black-history/slavery/pictures/slave-life/plantation-slaves https://upload.wikimedia.org/wikipedia/commons/8/8c/James_Hopkinsons_Plantation_Slaves_Planting_Sweet_Potatoes.jpg Life in the Plantation South: Articlehttp://www.ushistory.org/us/5e.asp Slave Life on a Southern Planation via http://www.lee.k12.nc.us/cms/lib03/NC01001912/Centricity/Domain/1464/Slave%20Life%20on%20a%20Southern%20Plantation.pdf, Slave Plantations http://www.landofthebrave.info/slave-plantations.htm, Plantation Life http://americanabolitionist.liberalarts.iupui.edu/plantation_life.htm, The Underground Railroad: escape from Freedom via

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Curriculum Framework Quarter 4 Social StudiesGrade 4

TN State Social Studies Standards Guiding Questions/VocabularyTier 2 & 3 Instructional Activities & Resources

4.65 Identify prominent people and reform movements in the United States during the mid-19th century, including:• Dorothea Dix and her quest for prison reform

and help for the mentally ill • Horace Mann and public education • Nat Turner and his resistance to enslavement • Frederick Douglass and William Lloyd Garrison

and the abolition of slavery

4.65 How were the contributions and stances of Dorothea Dix, Horace Mann, Nat Turner, Frederick Douglass, and William Lloyd Garrison? What actions by prominent people of the mid-19th century were taken to abolish slavery?

I can discuss the prominent people and reform movements in the United States during the mid-19th century.

http://teacher.scholastic.com/activities/bhistory/underground_railroad/plantation.htm . Slavery and the Making of Americanhttp://www.pbs.org/wnet/slavery/memories/index_flash.html

4.61 The teacher may use Brer Rabbit Series to develop student understanding of the slavery survival methods through folktales. RL.4.1Teachers may refer to Uncle Remus and Brer Rabbit using the link http://www.gutenberg.org/files/22282/22282-h/22282-h.htm

4.61 The students will read Slave Life and Slave Codes. Students will follow-up their reading with a summarizing writing piece that describes the characteristics of slave life on plantations across the south.4.65 After reading excerpts from different writing about Nat Turner via the link http://voyager.dvc.edu/~mpowell/afam/Turner.htm , students will write and expository piece describing the life a Nat Turner and his resistance to slavery.

4.65 After Reading Only a Teacher using the link http://www.pbs.org/onlyateacher/horace.html, students will write a summary of the life of Horace Mann and his views on public education.

4.65 The teacher will give groups of students various quotes from Horace Mann. Have them to discuss the main ideas of the quotes and summarize his view on public education. Literacy SL.4.1Teacher may refer to the following links for quotes:Brainy Quotehttp://www.brainyquote.com/quotes/authors/h/horace_mann.htmlProverbiahttp://en.proverbia.net/citasautor.asp?autor=14689

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Curriculum Framework Quarter 4 Social StudiesGrade 4

TN State Social Studies Standards Guiding Questions/VocabularyTier 2 & 3 Instructional Activities & Resources

4.66 Write an expository piece describing the search for gold in California and its impact.

4.67 Explain the events, political debate, and outcome of the Compromise of 1850 and the Kansas and Nebraska Act.

4.68 Create a visual display using multiple forms of media to name the states and territories that existed in 1850, their locations, and major

4.66 How did the search for gold in California impact the United States?

I can write an expository piece that describes the search for gold in California and its impact.

4.67 How were the events and political debates around the Compromise of 1850 and the Kansas and Nebraska Act?What were the outcomes of the compromise of 1850 and the Kansas and Nebraska Act?

I can describe the political debate related to the Compromise of 1850 and the Kansas and Nebraska Act.

I can summarize the events that led to the Compromise of 1850 and the Kansas and Nebraska Act.

I can explain the outcomes of the Compromise of 1850 and the Kansas and Nebraska Act.

I can label a map of the U.S. at the time of the Compromise of 1850 to represent free states, slave states, and popular sovereignty territories.

4.68 How can a visual display of states and territories that existed in 1850 be created?

4.65 After reading about the life of Dorothea Dix via http://mrnussbaum.com/civil-war/dorothea_dix/, students will discuss and chart the similarities of Horace Mann and Dorothea Dix. Literacy SL.4.1

4.66 The students will write an essay describing the search for gold in California and its impact, include environment of the different areas, comparing climates, natural resources, and agricultural advantages. Literacy W.4.2The teacher and students may refer to The California Gold Rush (1848-1859) using the link http://www.kidport.com/RefLib/USAhistory/CalGoldRush/CalGoldRush.htm .

4.67 The students will write an essay that summarizes and explains the effect of the Compromise of 1850. Students will then explain whether it provided a solution to the boundary problem for Texas. W.4.2 Teachers and students may refer to The Compromise of 1850 using the link http://www.academickids.com/encyclopedia/index.php/Compromise_of_1850 .

4.67 The students will locate and label a map of the states and boundaries of Kansas-Nebraska Act. Students will also create caption for the map that details the purpose of the Kansas-Nebraska Act.

4.68 The students will identify and label a map of the states of the U. S. at the

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Curriculum Framework Quarter 4 Social StudiesGrade 4

TN State Social Studies Standards Guiding Questions/VocabularyTier 2 & 3 Instructional Activities & Resources

geographical features, including mountain ranges, principal rivers, and dominant plant regions.

What resources can be used to determine the locations and major geographical features including mountain ranges, principal rivers, and dominant plant regions of the states and territories that existed in 1850?

I can name the states and territories that existed in 1850 and describe their major geographical features.

I can create a visual display of states and territories that existed in 1850.

Content Vocabulary Tier 3: Industrial Revolution, factory system, cotton gin, slavery, abolition, abolitionist, urbanization, agriculture,

Academic Vocabulary Tier 2: Dominant, debate, production, prominent, reform, featuresVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/

time of the Compromise of 1850. Students will use different colors to represent the free states, slave states, and popular sovereignty territories under the Compromise of 1850 and Kansas-Nebraska Act.

4.68 The students will to compare and contrast the trails used during overland travel, include trail name, location, terrain, vegetation, and climate. Follow this process with a comparative writing piece on the topic.

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Curriculum Framework Quarter 4 Social StudiesGrade 4

TN State Social Studies Standards Guiding Questions/VocabularyTier 2 & 3 Instructional Activities & Resources

AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

Culture Around the WorldWeeks 5-9

Suggested Texts:Africa in April Curriculum: http://www.africainapril.org/Memphis in May Curriculum: http://www.memphisinmay.org/

Africa in April/Memphis in May ActivitiesCultureHistoryEconomics Government/Civics/Politics

I can describe how a nation’s culture impacts society.

Content Vocabulary Tier 3:

Academic Vocabulary Tier 2: Vocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies http://iteslj.org/Techniques/Mehta-Vocabulary.html Teaching Vocabularyhttp://www.readingrockets.org/article/teaching-vocabulary Strategies for Vocabulary Developmenthttp://www.phschool.com/eteach/language_arts/2002_03/essay.html Vocabulary Building Strategieshttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

The students will create maps of the chosen countries, research the history of the culture of the countries, and evaluate conflicts that occurred in the countries in the past.The teacher will gather information about the people, culture, government, environment, natural and man-made resources, and economy of the Canada and the Republic of Tanzania. Literacy W.4.7The students will compare the cultural practices, history and economics/ government of the celebrated countries with those of the United States. Students will conclude the lesson with a comparative writing piece.The students will create a physical timeline of artifacts, photos, posters, writing pieces, replicas,” bottle bodies” , and other projects to represent the important individuals and events of the celebrated countries.Celebrated CountriesAfrica In April: TBDhttp://www.africainapril.org/

Memphis in May: Colombia http://www.memphisinmay.org/international-salute-education

Cinco De Mayo

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Curriculum Framework Quarter 4 Social StudiesGrade 4

TN State Social Studies Standards Guiding Questions/VocabularyTier 2 & 3 Instructional Activities & Resources

http://www.history.com/topics/holidays/cinco-de-mayo

Additional Resources TN History for Kidshttp://www.tnhistoryforkids.org/places/state_of_franklinCivil War for Kidshttp://mrnussbaum.com/civil-war-for-kids/Born In Slavery: Slave Narrativeshttp://memory.loc.gov/ammem/snhtml/snhome.htmlColonial America: Slaveryhttp://www.ducksters.com/history/colonial_america/slavery.phpSlavery and The Making of America: Slave Memories (Hear the Voices of Slaves and Slave Holders)http://www.pbs.org/wnet/slavery/memories/index_flash.htmlBritannica Resource Packs (Username: shelby password: county)www.packs.eb.com

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