Social Studies Pacing Guide
Grade 4
Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 **** **** W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 1 Topic Unit 1-Land of the United States Ch 1-What on Earth is Geography Ch 2-Understanding Regions Constitution (mandate) American Indian Day (mandate)
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Aug Sept Sept Sept Sept Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
X X
W W X
X X
I
I
N
N
X
T
T
X
E
E
R
R
B
B
R
R
E
E
A
A
K
K
X
Unit 2-The East Ch 3- Exploring the East Ch 4 Living in the East Leif Erickson Day ( mandate)
X
X X
X
X X
Unit 3-The South Ch 5- Exploring the South Ch 6-Living in the South African American History (mandate)
X
X X
X
W W I
I
Unit 4-The Midwest
N
N
Ch 7-Exploring the Midwest
T
T
Ch 8- Living in the Midwest
E
E
Women in History (mandate)
R
R
Unit 5-The West
B
B
Ch 9-Exploring the West
R
R
Ch 10- Living in the West
E
E
Holocaust (mandate)
A
A
X
X
X
X X
X
X X
X
X X
X
X X 1
Social Studies Pacing Guide
Grade 4
Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 **** **** W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 1 Topic
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Aug Sept Sept Sept Sept Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
Unit 6-Connections to our world
K
Ch 11-Here in the Americas
W W
K X
X
I
I
Irish Famine (mandate)
N
N
X
Illinois Law Week (mandate)
T
T
X
Ch 12-Beyond the Americas
X
X
X
2
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
17A Almanac
17C
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content I 17A Illinois, United States, and World map skills
Ch 1 Lesson I 17C People change and 1 and Lesson adapt to the physical 2 environment to meet their needs, changes in geographic features over time, and technology's impact on the environment
17B Ch 1 Lesson I 17B How the physical 3 environment is used to meet the needs of people
Range Essential Questions
Vocabulary
Formative Summative Assessments Assessment Unit 1 - The Land of the United States 1 day How many regions are in almanac, border, Practice Book(PB) p.1 None the United States? How legend Geography activities does climate affect life in from Bringing Social a region? What is special Studies Alive (BSSA) p. about your region? 4-5
2 days What is geography? How can you tell the location of a place? What is a region? What are physical features and human features? What forces shape the land?
geography, environment, hemisphere, latitude (parallels), longitude (meridians), region, compass rose, scale, tectonic plate, erosion, glacier, basin, globe, continents
1 day What are the natural resources in the US, and how do they affect people's lives?
natural resources, PB p. 7 renewable, nonrenewable, product, fossil fuel, minerals, nation
Copying this document is prohibited without written permission from Cicero School District 99.
PB p.3 - 4 ISN entry: What is geography? How does it affect you?
Ch 1 Lesson 1 p. 11 Lesson Review, Ch 1 Lesson 2 p. 19 Lesson Review
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Suggested Accomodations
Resources/Activities
Resources for Reaching All Learners (RRAL) p. 35, 47
Almanac, p. 2-3, Ch 2 TE p. 3645, 50-57 United States Regions TE Ch 2 Skillbuilder Latitude and Longitude
Ch 1 TE p. 5, 7, 9, Ch 1 Lesson 1 Geography of 11, 12, 14, 17, 19 Our World and Ch 1 Lesson 2 RRAL p. 48 Land and Water p. 4-19 Assessment Options (AO) p. 1
Ch 1 Lesson 3 p 29 Ch 1 TE p 25, 27, Ch 1 Lesson 3 Resources of the Lesson Review 29 United States p. 24-29 RRAL p. 49 AO p. 3
1
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS 17C
Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Lesson
Performance Descriptor/ Range Essential Questions Essential Content Ch 2 Lesson I 17C People change and adapt 2 days What is a region? Why is 1 and Lesson to the physical environment to the US divided into 2 meet their needs, changes in regions? What are geographic features over time, physical and human and technology's impact on the features of a region? environment What are the four major regions of the US?
17A Ch 2 Skillbuilder
17C
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
I 17A Illinois, United States, and World map skills
Vocabulary
Formative Summative Assessments Assessment region, PB p. 8 -9, My State AO pg 8-9 boundaries, Handbook (MSH) Unit 1 urban, suburban, p.6-9 , Resources for rural, economy, Reaching All Learners agriculture RRAL p. 4-5
1 day What are the lines of latitude, latitude and longitude? longitude How are they used to locate places on a map or globe?
Ch 2 Lesson I 17C People change and adapt 1 day 3 to the physical environment to meet their needs, changes in geographic features over time, and technology's impact on the environment
How does weather differ from climate? What three factors affect climate?
Ch 2 Skillbuilder p. 51 PB p. 10 "Practice the Skill" and "Apply the Skill" Showdown giving certain latitudes and longitudes
weather, climate, PB p 11 precipitation, temperature, elevation
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Suggested Accomodations Ch 2 TE 37, 39, 40, 41, 43, 45, 50, 53, 55 RRAL p. 50, 51
Resources/Activities
Resources for Reaching All Learners (RRAL) p. 35, 36
Ch 2 Skillbuilder p. 50-51 Use Latitude and Longitude to locate places on a map
Ch 2 TE p. 36-39, 42-45 How people use regions
Ch 2 Lesson 3 p 57 Ch 2 Lesson 3 TE Ch 2 Lesson 3 Climate Regions Lesson Review p 53, 55, 57 p. 52-57 RRAL p. 35, 52 AO p. 10
Career Connections: government leaders, cartographers (map skills), teachers, miners, farmers, ranchers, fishermen, forestry workers, engineering, meteorologists
Copying this document is prohibited without written permission from Cicero School District 99.
2
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
17A Almanac 17B
16D Ch 3 Read Aloud
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content
Range Essential Questions
Formative Summative Assessments Assessment Unit 2-The East I 17A Illinois, United States, 1 day What are the time zones time zones Unit 2 Almanac TE p. 68- PB p. 12 and World map skills in the US? 69 Interpreting Maps I 17B How the physical and Graphs questions environment (including seasons Rally Coach: In what and time zones) influence how time zone is a people's needs are met particular city/state
I 16D Changing societal roles 1 day and turning points in local, Illinois, and United States social history
What was life like for factory workers in the East during the late 1800's?
Vocabulary
immigrate, culture, textile, rooming house
Copying this document is prohibited without written permission from Cicero School District 99.
ISN Entry: Compare and Contrast then and now
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Suggested Accomodations
Resources/Activities
None
Almanac, p. 68-69
Ch 3 TE Read Aloud p.69F The East
3
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Lesson
Performance Descriptor/ Essential Content 17A Ch 3 Lesson I 17A Illinois, United States, 1 and World map skills
Range Essential Questions
15A Ch 3 Lesson I 15A Productive resources 2 (human, natural, and capital), employment, goods and services
1 day What is a market economy? How do businesses get the resources they want? What happens when people trade a lot? What are human resources? What are capital resources?
Vocabulary
1 day What are the major coast, coastal landforms and bodies of plain, cape, bay, water in the East? How climate were the Appalachian Mountains formed? Why are more cities built on the coastal plain than in the mountains? How does climate affect the plants and animals of the Eastern region?
Formative Assessments PB p.4 p.10, p.12, p.22, p.32, p.36, p.42, p.52 MSH Unit 1 pp. 6-9 Geography activities from BSSA p. 16, ISN Entry: How have people and widlife adapted to the climate of the East?
market economy, RRAL p.3 profit, command economy, service, service jobs/ businesses, human resources, capital resources, entrepreneur, private ownership
Copying this document is prohibited without written permission from Cicero School District 99.
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Summative Assessment Ch 3 p. 75 Lesson Review #1-5 AO p. 21
Suggested Accomodations Ch 3 TE pps.73, 75 RRAL p. 53
Resources/Activities
Ch 3 p. 83 Lesson Review 1,2, & 4 AO p. 22
Ch 3 TE pps. 81, 83 RRAL p. 37, 54
Ch 3 Lesson 2 p.80-83 Working in the East
Ch 3 Leson 1 p. 72-75 Eastern Region
4
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Range Essential Questions Essential Content 16A Ch 3 Lesson I 16A Aspects of life in a 3 days What is the history of the people of the East? Who 16B 3 specific period, historical were the first people of the 18A timeline region? Why did they settle I 16B Political events, figures, there? What caused the and memorials and tributes in growth of Eastern cities? United States political history How was trade important to I 18A Cultural differences over the first settlers? What time in the United States as caused the growth of cities reflected in informational and industries? What caused the emergence of a resources (e.g. newspapers, new nation? web-sites, souvenirs)
Vocabulary
Formative Assessments culture, customs, MSH Unit 3 p.14-17 growing season, ISN Entry: Create your longhouses, own timeline based on colonies, conflict, the people studied Pilgrims, Puritans, MSH Unit 5 p. 22-25 Revolutionary BSSA p.67 RRAL p. 9 War, Constitution, slavery, industry, immigration
Copying this document is prohibited without written permission from Cicero School District 99.
Summative Assessment Using an informational resource (e.g. newspapers, websites, souvenirs) list three significant changes in culture since the 1500's Ch 3 pg.95 Lesson Review 1-6 Ch 3 pg 92 Talk About It 3-6 AO p. 23
Suggested Accomodations TE p. 91 Ch 3 TE p. 91, 93, 95 RRAL p. 55
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch 3 Lesson 3 p.90-95 The first peoples in the East. Ch 3 Lesson 3 p. 92-95 European colonists settled the East and built a new nation. Ch.3 p. 100-101 Skillbuilder:How to Make a Timeline.
5
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS 16E
17C
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Lesson
Performance Descriptor/ Range Essential Questions Essential Content Ch 4 Lesson I 16E Environmental influences 1 day What states are in the 1 and 2 and changes on Illinois and New England region? United States history What effect did the Puritans have on the New England region? How did New England get its name? How do the people in rural New England make a living?
Vocabulary
Ch 3 Lesson I 17C People change and adapt 1 day 1 to the physical environment to meet their needs, the changes in geographic features over time, and technology's impact on the environment
skyscraper, suburb, rural, urban
What states are in the Mid-Atlantic region? Where do the people in the Mid-Atlantic region live and work? How do the suburbs, cities, and rural areas differ?
Formative Assessments suburb, Leveled reader extra university, support erosionmanufacturing Responding Questions commuter, rural and activity at the end life, skyscraper of book.
Copying this document is prohibited without written permission from Cicero School District 99.
Summative Assessment Ch 4 TE p. 109 Lessson Review RRAL p. 10 AO p. 28
Stand up, hand up, pair RRAL pg 4-5 up:In what ways does the climate of the East affect people, animals, and plants?
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Suggested Accomodations TE pps. 107, 109, 115 RRAL p. 56
Resources/Activities
Ch 4 TE p 115 RRAL p. 57
Ch 4 Lesson 2 p. 114-116 Living in the Mid-Atlantic Region
Ch 4 Lesson 1 p.106-109 New England Environment Ch.4 Lesson 2 p. 114-116 The Mid-Atlantic
6
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Range Essential Questions Essential Content 14B Ch 4 Lesson I 14B Formation of local, state 1 day What are state services? 15E 2 and Federal Government and Why are taxes their roles necessary? What are the I 15E Public and private goods three branches of state and services, taxes government? What does each branch do?
18C
Lesson
Ch 4 Lesson I 18C Support systems and 1 day 2 direct/indirect relationships within a social system and how technology affects it
Vocabulary
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Formative Assessments Legislative PB p. 21 Unit 6 TE Branch, Executive p.311 Reteach mini Branch, Judicial lesson: graphic Branch, governor, organizers public institutions, public services, private services, taxes
Summative Suggested Assessment Accomodations Ch 4 pg 117 Lesson Ch 4 TE p 117 Review AO p. 29
Resources/Activities
public services, private services
none
Ch 4 Lesson 2 p. 117 Public and Private Services
none
Ch 4TE p 117
Ch 4 Lesson 2 p. 116-117 State government is divided into three branches My State Handbook (MSH) p. 10-13 RRAL p. 38 Know Your Public Servants Video: The Three Branches of Government Interactive Transparency #6
Career Connections: factory workers, bankers, farmers, manufacturers (paper, textiles, maple syrup, etc.), traders, government workers, teacher, meteorologists
Copying this document is prohibited without written permission from Cicero School District 99.
7
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
17A Almanac
16D Ch 5 Read Aloud
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content
Range Essential Questions
D 17A Illinois, United States, and World map skills
1 day How is land used in the US? What is the biggest industry along the East Coast? What is the biggest industry along the West Coast? I 16D Changing societal roles 1 day How might a boycott and turning points in local, help a cause? What are Illinois, and United States social civil rights? history
17A Ch 5 Lesson D 17A Illinois, United States, 1 and World map skills
1 day What are the major landforms and bodies of water in the South? How does the Gulf of Mexico affect the weather? How does climate affect the plants and animals of the Eastern region?
Vocabulary
Formative Assessments Unit 3- The South land use Unit 3 TE p. 128 - 129 "Interpreting Maps" and "Interpreting Graphs"
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Summative Assessment
Suggested Accomodations
Resources/Activities
none
none
Ch 5 Almanac p. 129
civil rights, boycott
ISN Entry Compare and AO p. 48 Ch 6, Contrast then and now Lesson 2 Test
none
Ch 5 TE Read Aloud p. 129F The South
peninsula, interior, delta, adapt, sea level, low coastal plains, wetlands, lowlands, snorkels
PB p.4 p.10, p.12,p.22, AO p. 47 Ch 6, p.32, p.36,p.42, p.52 Lesson 1 MSH Unit 1 p.6-9 Geography activities from BSSA p. 28-29, ISN Entry: How have people and widlife adapted to the climate of the South?
Ch 5 TE p.133, 135 RRAL p. 39, 58
Ch 5 Lesson 1 p. 132-135 The Southern Region
Copying this document is prohibited without written permission from Cicero School District 99.
8
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS 15C
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content Ch 5 Lesson I 15C Producer choices, 2 entrepreneurship, productive resources
Range Essential Questions
Vocabulary
1 day What are the resources in the South? What is a producer and a consumer? What causes scarcity?
dam, producer, consumer, scarcity, opportunity cost, tourism
16A Ch 5 Lesson I 16A Aspects of life in a 2 days 16B 3 specific period, historical timeline I 16B Political events, figures, and memorials, and tributes in United States political history
Who were the first people of the region? Why did they settle there? How did the Civil War affect the South? What leaders were important in the struggle for civil rights in the South?
export, civil rights, boycott, plantation, slavery, Civil War
Copying this document is prohibited without written permission from Cicero School District 99.
Formative Assessments RRAL p.13
Summative Assessment AO p. 41 Ch 5, Lesson 2 Test
ISN Create your own AO p. 43-46 Ch 5 timeline based on the Test people studied TE Unit 6 Ch 11 pg 313 activities (use as springboard to design own memorial) Round table using graphic organizer on pg 313
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Suggested Accomodations Ch 5 TE p.143, 145, 146-147 RRAL p. 59
Resources/Activities
Ch 5 TE p. 149, 151, 153 RRAL p. 60
Ch.5 Lesson 3 p. 148-153 The first peoples in the South.
Ch 5 Lesson 2 p. 142-147 Scarcity affects how producers and consumers make choices about how to use resources.
9
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content
16E Ch 6 Lesson I 16E Influence of environment changes on Illinois and United 17C 1 States history 18A
Range Essential Questions
2 days Which states are known as the Upper South States? Why are they D 17C People change and adapt to called the Upper South? the physical environment to meet What are some things their needs, changes in geographic that make the cities of features over time, and the Upper South States technology's impact on the good places to live? environment I 18A Cultural
Vocabulary transportation, hub, ethnic group, planned community, citrus groves
Formative Assessments RRAL p.4-5 Leveled Reader Extra support ErosionResponding Questions and activity at the end of book.
Summative Assessment AO p. 40 Ch 5, Lesson 1
Suggested Accomodations Ch 6 TE p 163, 171 RRAL p. 40, 61
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch 6 Lesson 1p. 162-164 Living in the Upper South Region Ch 6 Lesson 2 p. 170-172 Living in the Lower South
differences over time in the United States as reflected in informational resources (e.g. newspapers, websites, souvenirs)
Copying this document is prohibited without written permission from Cicero School District 99.
10
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content
16E Ch 6 Lesson I 16E Influence of environment changes in Illinois and United 17C 2 States history 18A
D 17C People change and adapt to the physical environment to meet their needs, changes in geographic features over time, and technology's impact on the environment I 18A Cultural differences over time in the United States as reflected in informational resources (e.g. newspapers, websites, souvenirs)
Range Essential Questions
Vocabulary
1 day What are the states in the
ethnic group,
Lower South? Why is it planned called the Lower South? community What is a planned community? Why is Houston important to the Lower South? What is rural life like in the Lower South? Why are space and tourism imporant to the Lower South's economy? What ethnic groups live in the Lower South? How is the Lower South different from the Upper South?
Formative Assessments MSH p.14-17 RRAL p.30-34
Summative Assessment Ch 6 Lesson 2 p 173 Lesson Review numbers 1-6 AO p. 48
Suggested Accomodations Ch 6 TE p 163, 171 RRAL p. 40, 61
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch.6 TE p. 170-172 Ethnic Groups in the Lower South
Career Connections: fishermen, cattle ranchers, scientiests, astronauts, oil workers, farmers, government workers, teachers, meteorologists, travel industry workers
Copying this document is prohibited without written permission from Cicero School District 99.
11
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Formative Assessments Unit 4 Midwest 16D TE Read 1 day What are some changes prairie, Talking chips-Talk I 16 D Changes in societal Aloud the Plains Indians reservation, about something you roles and turning points in experienced? buffalo learnedregarding the local, IL, and US social history. MidWest. ISN Entry Compare and Contrast then and now 17C Ch 7 Lesson D 17C Understanding the land 1 day What is the geography prairie, tributary, ISN Entry: How have 1 and Climate of the Midwest and climate of the levee, lock, people and widlife Midwest? How does the plains, climate, adapted to the climate geography of the Great Lakes, of the Midwest? Midwest impact its plants glaciers, and animals? waterways, adaptation, extreme
16C
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
Performance Descriptor/ Essential Content
Range Essential Questions
Ch 7 Lesson I 16C History of economic .5 1 events in the United States and days the impact of Illinois economic activities
what impact does Mississippi River impact the enconomy of the Midwest?
Vocabulary
barge, cargo, Unit 4, Ch 7 p. 195 levee, recreation Activity #1
Copying this document is prohibited without written permission from Cicero School District 99.
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Summative Assessment
Suggested Accomodations
Resources/Activities
none
none
Ch 7 TE Read Aloud p. 187F The Midwest Unit
Ch 7 Lesson Review p. 193 AO p. 59
Ch 7TE p 191, 193 RRAL p. 41, 63
Ch 7 Lesson 1 TE p. 188-193
None
Ch 7 TE p. 194195
Ch 7 TE p. 194 -195 Graphic organizer round table (People's use of the Mississippi River)
12
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
15B Ch 7 TE p.196-201
17A Ch 7 Skillbuilder
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content I 15B Consumer choices
I 17A Illinois, United States, and World map skills
16A Ch 7, Lesson I 16A Aspects of life in a specific period, historical timeline 16B 1 I 16B Political events, figures, 18A
memorials and tributes in United States political history I 18A Cultural differences over time in the United States as reflected in informational resources (e.g. newspapers, websites, souvenirs)
Range Essential Questions
Formative Assessments 1 day How do the resources of supply, demand, Numbered Heads or the Midwest contribute minerals, Round Robin: State a to its economy? manufacturer, main idea mining, industries
Can you identify natural resources and industry on the map of the Midwest region?
1 day What is the history of the people of the Midwest? Who were the first people of the region? Why did they settle there?
Vocabulary
Suggested Accomodations Ch 7 TE p. 197, 199 RRAL p. 64
Resources/Activities
legend, special Unit 4, Ch 7 p. 203 None purpose map, Break students into 3 symbols, minerals groups. Have each group answer one of the "Practice the Skill" questions.
Ch 7 TE p. 202
Ch 7 Skillbuilder p. 202-203 Reading a special purpose map
homestead, reservation, Northwest Territory, nomadic, Treaty of Paris
Ch 7TE p. 205, 207 RRAL p. 65
Ch 7 Lesson 3 p. 204-207 Settlement of the Midwest Unit 4 Ch 8 TE p.231 Indian Unit
Copying this document is prohibited without written permission from Cicero School District 99.
MSH Unit 3 p.14-17 RRAL p.30-34
Summative Assessment Ch 7 p. 199 Lesson Review AO p. 60
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
None - see below, assessment after page 209
Ch 7 Lesson 2 p.196-201 How Supply and Demand affect consumer choices.
13
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS 16C
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Lesson
Performance Descriptor/ Range Essential Questions Essential Content Ch 7 Lesson I 16C History of economic 5 days What economic factors 3 events in the US and the impact help the cities in the of IL economic activities Midwest grow?
Vocabulary assembly line, steamboat, mill, timber, lumber, skyway system
Formative Assessments None
Summative Assessment Ch 7 Lesson 3 p 209 Review questions AO p. 61
Suggested Accomodations Ch 7 TE p 209
Resources/Activities
None
Ch 8 TE Read Aloud p. 215F The Midwest (Chicago)
16D
Ch 8 Read Aloud
I 16D Changing societal roles .5 and turning points in local, days Illinois, and United States social history
How are rural and urban grain elevator, areas of the Midwest elevated trains, different? "L," Navy Pier
ISN Entry Compare and None Contrast then and now
16E 17C
Chapter 8 Lesson 1
I 16E Environmental influences 1 day and changes on Illinois and United States history D 17C People change and adapt to the physical environment to meet their needs, changes in geographic features over time, and technology's impact on the environment
Which states are known as the Great Lakes States? Why are they called that? What helped Chicago become a trading center? How do the people who live in rural areas make a living?
Leveled Reader Extra Ch 8 Lesson 1 p. Ch 8 TE p. 219, Support Erosion221 Lesson Review 221 Responding Questions AO p. 66 RRAL p. 66 and activity at the end of book, PB p.4 p.10, p.12,p.22, p.32, p.36,p.42, p.52 MSH Unit 1 p.6-9 Geography activities from BSSA p. 40-41
Great Lakes states, wages, elevated trains, hub, suburbs, service industry, tourism, lighthouse
Copying this document is prohibited without written permission from Cicero School District 99.
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Ch 7 Lesson 3 p 208-209
Unit 4 Ch 8 Lesson 1 p. 218221 Living in the Midwest: The Great Lakes Environment
14
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content 16 E Ch 8 Lesson D 16E Environmental 17C 2 influences and changes on Illinois and United States history D 17C People change and adapt to the physical environment to meet their needs, changes in geographic features over time, and technology's impact on the environment
Range Essential Questions
Vocabulary
1 day Which states are known as the Plains States? Why are they called that? What are some things that make the cities of the Plains States good places to live?
population density, grain elevator, tornadoes, regional hub, reservations, Lakota, Sioux, centuries, Mount Rushmore, Chimney Rock
Formative Assessments RRAL p.4-5
Summative Assessment Ch 8 Lesson 2 p. 231 Lesson Review AO p. 67
Suggested Accomodations Ch 8 TE p. 229, 231 RRAL p. 42, 67
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch 8 Lesson 2 p. 228-231 Living in the Midwest: Living in the Plains States
Career Connections: government workers, teachers, meteorologists, farmers, tourism industry workers, farmers, ranchers, bankers, engineers, forestry workers, factory workers, mechanics, miners, import/export business, shippers, steel workers, manufacturers, railroad workers, Dept. of Transportation workers, banking, health workers, realtors
Copying this document is prohibited without written permission from Cicero School District 99.
15
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
17A Almanac
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content D 17A Illinois, United States, and World map skills
Range Essential Questions
Vocabulary
Formative Summative Assessments Assessment Unit 5 The West 1 day What are the natural None Unit 5 Almanac TE p. None resources in the different 242-243 Interpreting regions of the Us? Maps and Talk About It questions
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Suggested Accomodations
Resources/Activities
None
Almanac, p. 242-243
17C
Ch 9 Lesson D 17C Understanding the land 1 day What is the geography 1 and climate of the west and climate of the West? How does the geography of the West impact its plants and animals?
geothermal, irrigation, hydroelectric power, arid, tropical forest, tectonic plates, faults, crust (Earth's), basins, plateaus, canyons
Geography activities Ch 9 Lesson 1 p. Ch 9 Lesson 1 TE Ch 9, Lesson 1 p. 246-249 from BSSA p. 52, ISN 249 Lesson Review p. 247, 249 Entry: How have AO p. 78 RRAL p. 43, 68 people and widlife adapted to the climate of the West?
16C
Ch 9 Lesson I 16C History of economic 1 day 2 events in the United States and the impact of Illinois economic activities
national park, specialization, skilled and unskilled workers,
ISN entry: How do people living in the West use their land, climate, water, and minerals?
How are natural resources of the West used? What industries depend on the West's climate?
Copying this document is prohibited without written permission from Cicero School District 99.
Ch 9 Lesson 2 p. Ch 9 Lesson 1 TE Ch 9, Lesson 2 p. 256-259 259 Lesson Review p. 257, 259 AO p. 79 RRAL p. 69
16
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
ILS
Lesson
Performance Descriptor/ Range Essential Questions Essential Content 16A Ch 9 Lesson I 16A Aspects of life in a 1 day What is the history of the 16B 3 specific period and historical people of the West? Who 18A timeline were the first people of I 16B Political events, figures, the region? Why did they and memorials and tributes in settle there? United States political history D 18A Cultural differences over time in the United States as reflected in informational resources (e.g. newspapers, web-sites, souvenirs)
Vocabulary
Formative Assessments mission, wagon ISN entry: Why did train, people settle in the transcontinental West? railroad, settlers
Summative Assessment PB p. 47 RRAL p. 70 AO p. 80
Suggested Resources/Activities Accomodations Ch 9 Lesson 2 TE Ch 9 Lesson 3 p. 262-267 p. 263, 265, 267 RRAL p. 70
17C
Ch 10 Read Aloud
arches, weathering, habitat weathering, conservation, interior states, reservoirs
None
None
None
ISN entry: How is the Southwest different than the place where you live?
Ch 10 Lesson 1 p. Ch 10 TE p 275, 277 Lesson Review 277 AO p. 85 RRAL p. 44, 71
16E 17C
D 17C Understanding the land 1 day What affect does and climate of the West weathering have on landforms? Ch 10 Lesson D 16E Influence of 1 day Which states are known 1 environment and changes in as the Southwest states? the environment on Illinois and What are some changes United States history D 17C that have occurred over People change and adapt to the time in Phoenix? How do physical environment to meet people live in the rural their needs, changes in areas? geographic features over time, and technology's impact on the environment
Copying this document is prohibited without written permission from Cicero School District 99.
Ch 9 TE Read Aloud p. 271F
Ch 10 Lesson 1 p. 272-277
17
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS 16E 17C
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Range Essential Questions Essential Content Ch 10 Lesson D 16E Influence of changes in 1 day Which states are known 2 the environment on Illinois and as the Mountain states? United States history D 17C How do people live in the People change and adapt to the rural areas live? What are physical environment to meet forms of recreations and their needs, changes in tourism in the Mountain geographic features over time, States? and technology's impact on the environment
Vocabulary ecosystem, habitat, extinct, national park, elevation
Copying this document is prohibited without written permission from Cicero School District 99.
Formative Assessments INS entry: Why are wildlife refuges and national parks important to the environment?
Summative Assessment Ch 10 Lesson 1 p. 285 Lesson Review, PB p. 50 AO p. 86
Suggested Accomodations Ch 10 TE p. 275, 277 RRAL p. 72
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch 10 Lesson 2 p. 282-285
18
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Lesson
Performance Descriptor/ Range Essential Questions Vocabulary Formative Essential Content Assessments 16 E Ch 10 Lesson D 16E Influence of changes in 1 day Which states are known seasonal, migrant ISN entry: Why are the 17C 3 the environment on Illinois and as the Pacific states? worker, port city Pacific states so United States history Why is Seattle important important to the D 17C People change and to this region? How do nation? adapt to the physical people live in the port environment to meet their cities? Why is agriculture needs, changes in geographic important to the Pacific features over time, and states? Why are these technology's impact on the states such large environment producers of food? What are some things to do and see in the Pacific states?
Summative Assessment Ch 10 Lesson 3 p. 291 Lesson Review PB p. 51 AO p. 87
Suggested Accomodations Ch 10 TE p. 289, 291 RRAL p. 44, 73
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch 10 Lesson 3 p. 288-291
Career Connections: government workers, teachers, meteorologists, ranchers, shippers, import/export business, farmers, fishermen, forestry workers, health care workers, bankers, computer technicians/programmers, transportation workers, movie industry, mining, railroad workers, tourism industry, conservationists, national park rangers
Copying this document is prohibited without written permission from Cicero School District 99.
19
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
17A Almanac 15D
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content
Range Essential Questions
Vocabulary
Formative Assessments Unit 6 Connections to Our World D 17A Illinois, United States, 1 day Who are our trading None Unit 6 Almanac TE p. and World map skills partners? What are the 304-305 "Interpreting I 15D Exchange of goods and two most common types Maps" services (barter and monetary) of economic activities and"Interpreting around the world? Graphs" questions
Copying this document is prohibited without written permission from Cicero School District 99.
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Summative Assessment
Suggested Accomodations
Resources/Activities
PB p. 52 -53
None
Almanac, p. 304-305
20
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
15A Ch 11 Lesson 15B 2 15C 15D 16C 16D 16E 17B 17C 18A 18B 18C
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content I 15A Productive resources, employment, goods and services I 15B Consumer choices I 15C Producer Choices, entrepreneurship, productive resources I 15D Exchange of goods and services (barter and monetary) I 16C History of economic events in the US and the impact of economic activities D 16D Changing societal roles and turning points in US social history D 16E Influence changes in the environment on Illinois and United States history I 17B How the physical environment (including seasons and time zones) influence how people's needs are met D 17C Peope change and adpt to the physical environment to meet their needs, changes in geographic features over time, and technology's impact on the environment D 18A Cultural differences over time in the US as reflected in informational resources I 18B Roles and interactions of individuals and groups in US society I 18C Support systems and direct/indirct relationships within a social system and how technology affects it
Range Essential Questions
Vocabulary
Formative Assessments 1 day What important interdependence, ISN entry: How are the networks connect people prosperity, people in the US who live in different heritage, culture connected? How do we regions of the United share our culture? States? What do we mean when we say that people in different states and regions are interdependent? Why is trade between states and regions important? How does the environment influence the interdependence between states and regions? In what ways does heritage connect people?
Copying this document is prohibited without written permission from Cicero School District 99.
Summative Assessment Ch 11 Lesson 2 p. 317 Lesson Review PB p. 55 AO p. 99
Suggested Accomodations Ch11 TE p. 315, 317 RRAL p. 45, 75
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch 11 Lesson 2 p. 314-317
21
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content
Range Essential Questions
Vocabulary
16A Ch 11 Lesson 17A 3 17B 18B
16A Aspects of life in a specific 1 day period, historical timeline 17A IL, US, and world map skills 17C People change and adapt to the phsycial environments to meet their needs, changes in geographic features over time, and technology's impact on the environment 18B Roles and interactions of individuals and groups in US society
What countries make up province, North America? What wilderness ties do they share?
16A Ch 11 Lesson 17A 4 17B 18B
D 16A Aspects of life in a specific 1 day period, historical timeline D 17A IL, US, and world map skills D 17C People change and adapt to the phsycial environments to meet their needs, changes in geographic features over time, and technology's impact on the environment D 18B Roles and interactions of individuals and groups in US society
What countries make up isthmus, rain Central and South forest America? What are their most valuable resources? What are some features of their land and climate?
Copying this document is prohibited without written permission from Cicero School District 99.
Formative Assessments ISN Entry: What are the similiarites and differences between us and our North American neighbors.
Summative Assessment Ch 11 Lesson 3 p. 323 Lesson Review PB p. 56
Suggested Accomodations Ch 11 TE p. 321, 323 RRAL p. 76
Round Robin: share facts that you have learned about Central and South America
Ch 11 Lesson 4 p. Ch 11 TE p. 329, 331 Lesson Review 331 PB p. 58 RRAL p. 77 AO p. 101
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch 11 Lesson 3 p. 320-323
Ch 11 Lesson 4 p. 328-331
22
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Essential Content 17A Ch 12 Lesson D 17A IL, US, and world map 17C 1 - World skills Regions D 17C People change and adapt to the phsycial environments to meet their needs, changes in geographic features over time, and technology's impact on the environment
14A Ch 12 Lesson 14D 2 14E 15D
Range Essential Questions
Vocabulary
1 day What are world regions? vegetation, In what region is the US dialect, located? What physical features can define a region? What human features can define a region? Why is learning about world regions important?
I 14A The role of a 1 day government and the rights and responsibilities of citizens; What is a democracy I 14D Common good and the roles and influences of individuals and interest groups in U.S. political systems. I 14E Foreign policy of the US I 15 D Exchange of goods and services
Why does the United States form allies? Who are the current allies of the US? What is free enterprise? Why is international trade important to our economy?
allies, alliance, treaty, free enterprise, import
Copying this document is prohibited without written permission from Cicero School District 99.
Formative Assessments Round Robin: What physical and human features define a region?
Summative Assessment Ch 12 Lesson 1 p 343 Lesson Review PB p. 59 AO p. 106
Suggested Accomodations Ch 12 TE p. 341, 343 RRAL p. 78
ISN entry: How do nations depend on each other for safety and economic success?
Ch 12 Lesson 2 p. Ch 12 TE p. 349, 351 Lesson Review 351 PB p. 61 RRAL p. 46, 79 AO p. 107
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch 12 Lesson 1 p. 338-343
Ch 12 Lesson 2 p. 348-351
23
Essential Content Key: I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
ILS
Lesson
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: Goal 14 - Understand political systems, with an emphasis on the United States. Goal 15 - Understand economic systems, with an emphasis on the United States. Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations. Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States. Goal 18 - Understand social systems, with an emphasis on the United States.
Performance Descriptor/ Range Essential Questions Essential Content 14E Ch 12 Lesson I 14E Foreign policy of the US 1 day What is the United 18A 3 I 18A Cultural differences over Nations? What are 18C time as reflected in nongovernmental informational resources I 18C organizations? How does Support systems and technology connect direct/indirect relationships people around the within a social system and how world? technology affects it
Vocabulary
Formative Assessments United Nations, ISN entry: How can nongovernmental people work together organizations to make the world a better place to live?
Summative Assessment Ch 12 Lesson 3 p. 357 Lesson Review PB p. 62 AO p. 108
Suggested Accomodations Ch 12 TE p. 355, 357 RRAL p. 80
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner
Resources/Activities Ch 12 Lesson 3 p. 354-357
Career Connections: government workers, teachers, transportation workers, railroad workers, traders, postal workers, forestry workers, tourism industry
Copying this document is prohibited without written permission from Cicero School District 99.
24
