| SOCIAL STUDIES | ||||
| Fourth Grade | ||||
| Internet Resources | ||||
| SPI | Assessed Objectives | Resources | ||
| PowerPoint | United Streaming | Websites | ||
| CULTURE | ||||
| Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. The student will explore these elements of society to develop an appreciation of and respect for the variety of human cultures. | ||||
| 4.1.1 | Identify pre-colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztecs, Mayans, Olmec, and Mississippi Mound builders). | Tennessee | Native Americans: The First Peoples (21:00) | Mayan Culture |
| Native American Groups | Native Americans: People of the Forest (29:22) | Olmec Culture | ||
| Native Americans | The Aztecs (07:53) | The Mississippi Moundbuilders and their Artifacts | ||
| The Mayas (06:00) | Mesoweb | |||
| America's Beginnings | ||||
| 4.1.2 | Identify cultural groups who inhabited North American in 17th century (i.e., Puritans, Quakers, Spanish, and French). | An English Colony | The Puritans (01:00) | America as a Religious Refuge-Part 1 |
| Colonial America | Puritans (01:15) | America as a Religious Refuge-Part 2 | ||
| Pilgrims (01:06) | Colonial House | |||
| Native American Cultures | ||||
| 4.1.3 | Determine how various groups resolve conflict (i.e., school, tribal council, courts). | Conflict Managers (A Sunburst Title) (28:00) | Manifest Destiny: Understanding Through Simulation | |
| Solving Conflicts (A Sunburst Title) (27:00) | ||||
| 4.1.4 | Examine how Native American culture changed as a result of contact with European cultures. (i.e., decreased population, spread of disease, increased conflict, loss of territory, increase of trade). | Native America: Culture Issues (14:31) | Native North Americans: The Effects of Colonization | |
| The Coming of Europeans | ||||
| The Lenapes: A study of Hudson Valley Indians | ||||
| First European Contact | ||||
| 4.1.5 | Identify various racial and ethnic groups in Tennessee at the founding of statehood (i.e., Cherokee, Creek, Shawnee, English, Scottish, French, American born pioneers). | Tennessee | Tennessee: First Inhabitants | |
| Native American Groups | First Nations History | |||
| 4.1.6 | Read and interpret facts from a historical passage about an early American Spanish mission | Living History: Living in Spanish Colonial America (22:03) | The Story of Mission Santa Barbara | |
| The Spanish Missions of California | ||||
| ECONOMICS | ||||
| Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand, both personally and globally, production, distribution, and consumption of goods and services. The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making. | ||||
| 4.2.5 | Analyze the impact of European exploration and colonization on the economy of Tennessee. | European Settlement (02:36) | TennesseHistoryforKids-Andrew Jackson | |
| English Settlers (02:19) | ||||
| 4.2.2 | Interpret a chart of major agricultural produce in Tennessee (i.e., cotton, tobacco, soy beans, rice, corn, cattle, wheat, swine, and sheep). | Tennessee | Agriculture of the Southeastern Coastal Plains (03:50) | A Look at Tennessee Agriculture |
| The Region's Economy (06:39) | ||||
| 4.2.4 | Recognize the difference between a barter system and a money system. | The Importance of Money: From Barter to Currency (03:18) | How Money Began | |
| Barter vs. Money (02:54) | Bartering for Goods | |||
| 4.2.3 | Identify major industries of colonial America using a map of the original thirteen colonies. | Colonial Williamsburg-Trades | Colonial Williamsburg-Trades | |
| The 13 American Colonies | ||||
| 4.2.1 | Recognize the concept of supply and demand. | Supply and Demand | Supply and Demand (03:17) | Review of the Law of Supply and Demand |
| Market Demand and Supply and Equilibrium Prices | ||||
| Read and interpret a passage about a political or economic issue which individuals may respond to with contrasting views (i.e., state taxes, federal taxes, slavery, and Bill of Rights). | Slavery (00:46) | |||
| GEOGRAPHY | ||||
| Geography enables the student to see, understand and appreciate the web of relationships between people, places, and environments. The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography. | ||||
| 4.3.2 | Identify and use key geographical features on maps (i.e., mountains, rivers, plains, valleys, and forests). | Maps | What are Maps and How do We Use Them? (02:48) | A Map for All Reasons |
| What are Landforms? | Exploring Earth: Different Climate Zones | |||
| Landforms | Label Maps | |||
| What's on a Map? | ||||
| 4.3.1 | Identify on a map the routes of Americas’ explorers (i.e., Columbus, Balboa, Pizarro, and Desoto). | Great Explorers | New World Explored, The (26:00) | Christopher Columbus: Explorer |
| Exploration | Christopher Columbus Map Activity | |||
| Explorers Jeopardy | Vasco Nunez de Balboa: Spanish Conquistador and Explorer | |||
| Hernando De Soto: Explorer | ||||
| 4.3.6 | Use latitude and longitude to identify major North American cities on a map (i.e., Boston, Mexico City, Toronto, Charleston, Savannah, Washington, DC, Philadelphia, Sante Fe, and Los Angeles). | Lines on Maps and Globes | Latitude and Longitude (00:39) | Latitude and Longitude |
| USA Latitude and Longitude Activity #2 | ||||
| Look-up Latitude and Longitude - USA | ||||
| Lesson Plan: Planning a Road Trip | ||||
| 4.3.3 | Recognize the reasons settlements are founded on major river systems. (i.e., transportation, manmade boundaries, and food and water sources). | How Geography Affected the Exploration and Settlement of America (02:05) | ||
| 4.3.5 | Determine how physical processes shape the United States' features and patterns (i.e., erosion, volcanoes, plate tectonics, and flooding). | Basics of Geology: Formations of Continents and Mountains (25:43) | ||
| 4.3.4 | Recognize river systems that impacted early American history (i.e., Mississippi, Mystic, Charles, and Hudson). | The Mississippi River (06:43) | Interactive U.S. Geography Activities | |
| 4.3.7 | Determine how density, distribution, and growth rate affected United States settlement patterns. | Population Growth Rate | ||
| 4.3.8 | Identify cause and effect relationships between population distribution and environmental issues (i.e., water supply, air quality, and solid waste). | |||
| GOVERNANCE AND CIVICS | ||||
| Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world. | ||||
| Recognize how groups work cooperatively to accomplish goals and encourage change (i.e., American Revolution, founding of Tennessee, the failure of the Articles of Confederation, and colonies). | American Colonists Preparing for Revolution (06:59) | New Nation and Statehood | ||
| The Articles of Confederation: 1781-1788 (01:26) | Our America: Revolutionary War | |||
| Making the Thirteen Colonies: New England Colonies (30:00) | ||||
| Making the Thirteen Colonies: The Middle Colonies (30:00) | ||||
| Making the Thirteen Colonies: The Southern Colonies (30:00) | ||||
| 4.4.3 | Examine how the Mayflower Compact is a symbol of the first United States government. | The Mayflower Compact: The Birth of Self-Government in America, 1620 (01:13) | The Mayflower Compact | |
| Foundations of Our Constitution: The Mayflower Compact | ||||
| Examine the events that contributed to the outbreak of the American Revolution (i.e., taxation, judicial process, lack of representations, and quartering of troops). | Countdown to Independence: Causes of the American Revolution (20:00) | Causes of the American Revolution | ||
| American Revolution | ||||
| Our America: Revolutionary War | ||||
| 4.4.4 | Using a chart showing checks and balances, explain how one branch of government can limit the power of others. | Governance and Civics | Separation of Powers; Checks and Balances (04:54) | Constitution: Checks and Balances |
| The Separation of Powers | Social Studies Online | |||
| Government Powers | Ben's Guide to the U.S. Government | |||
| 4.4.1 | Identify the 3 branches of federal and state governments. | Governance and Civics | Three Branches (01:03) | Our Three Branches of Government |
| The Separation of Powers | Ben's Guide to the U.S. Government | |||
| Three Branches of Government | ||||
| 4.4.2 | Identify the rights outlined by the Bill of Rights (i.e., Amendments 1, 5, 6, and 8). | Governance and Civics | The Bill of Rights: Guarantees of Rights and Freedoms (01:02) | United States Constitution |
| Working with Documents | ||||
| Determine how various groups resolve conflict (i.e., school, tribal councils, and courts). | Part One: Conflict Resolution, Negotiation, and Mediation for Students (31:25) | |||
| HISTORY | ||||
| History involves people, events, and issues. The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. | ||||
| * Some state performance indicators are listed in more than one era. These may be assessed in any of the eras in which they appear, but not necessarily in all eras in which they appear. | ||||
| Era 1 - Three Worlds Meet (Beginnings to 1620) | ||||
| Identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders). | Native American Groups | Native Americans: The First Peoples (21:00) | Two Worlds | |
| Tennessee | Native Americans: People of the Forest (29:22) | Tennessee Indian Tribes | ||
| Native American Groups | The Aztecs (07:53) | Olmecas | ||
| Native Americans | The Mayas (06:00) | http://www.mississippian-artifacts.com | ||
| Examine how Native American culture changed as a result of contact with European cultures (i.e., decreased population, spread of disease, increased conflict, loss of territory, and increase of trade.) | The Age of Jackson | Native America: Culture Issues (14:31) | Two Worlds | |
| Native American Groups | Mesoweb | |||
| Native Americans | Native American History and Culture | |||
| 4.5.1 | Identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw). | Tennessee | The Aztecs (07:53) | Two Worlds |
| The Mayas (06:00) | Tennessee Indian Tribes | |||
| First Peoples of Tennessee and the American Southeast | ||||
| Read and interpret facts from a historical passage about an early American-Spanish mission. | Living History: Living in Spanish Colonial America (22:03) | |||
| Era 2 - Colonization and Settlement (1585-1763) | ||||
| 4.5.5 | Determine the reasons for colonial settlement (i.e., religious, economic, and individual freedom). | Colonial America | Early Colonists, The (24:08) | Settlers |
| A Brief History of Jamestown, Virginia | ||||
| America as a Religious Refuge:The Seventeenth Century | ||||
| Read and interpret facts from a historical passage about an early American-Spanish mission. | Living History: Living in Spanish Colonial America (22:03) | |||
| Identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, and French). | Colonial America | The Puritans (01:00) | ||