Grade 4 - Social Studies Frameworks

Generally nine-year olds prefer group activities to working alone. They are beginning to understand abstract concepts as well as cause-and-effect relationships. Because most nine-year olds are operating at a concrete level, they need real experiences to make social studies personally meaningful and memorable.

Intermediate: WASHINGTON STATE HISTORY, GEOGRAPHY, & GOVERNMENT
A. Exploring Washington Prior to Statehood
EALR Benchmarks: WHAT	Evidence of Learning: HOW Students will be able to…		Assess- ments HOW WELL		Enduring Understandings/ Essential Questions WHY
			*CBAs*		Students will come to their own understanding of the following questions:
History H1.1.1a Group personal, local, state, and national events in terms of past, present, and future, and place in proper sequence on a timeline. H1.1.1b Identify and analyze relationships between historical events WA1.2.1 Describe and compare patterns of life over time in Washington State including: Native cultures of Washington, Maritime and overland exploration and trade (1774-1849), Immigration, settlement, and interaction of cultures (1830-statehood) H1.3.1 Describe the contributions of people from various cultural groups to the development of local, Washington State, and U.S. history	• Create a time line of key events up to 1889. • Describes the first people of Washington. • Describe how people traveled to and settled Washington. • Examine the challenges and the conflicts due to early settlement. • Explain how events in Washington's past influence the present.		See *Dig* *Deep* *CBA*		• Who were the first people of Washington and how did they use their environment to meet their basic needs? • Who were the cultural groups who immigrated to Washington prior to 1889 and why did they come and where did they settle? • What were the causes of conflict in Washington's early history?
Geography G2.1.1 Observe and describe the physical characteristics of the local area and Washington State (Location, Region, Place) G2.2.1 Observe and describe the human characteristics of the local area and Washington State (Location, Region, Place, Human/Environment Interaction) G3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place) G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region)	• Identify the cultural groups who immigrated to Washington from other places in the world and the US prior to 1889 and explain why they came. • Analyze the changes Native Americans and early settlers made to their environment to meet their needs and wants. • Locate places of early settlement (native and non-native) and identify the reasons people chose those places.		See *People* *on the* *Move* *CBA*		• How have the different cultural groups in early Washington influenced our state?
Economics E3.2.1a Recognize that economies distribute and exchange goods and services in different ways depending on laws, values, and customs. E.3.2.1a Explain how money makes trading easier by replacing barter with currency, coins, or checks.	• Explain the benefits and costs of trade between and among Native Americans and early settlers. • Describe the economic opportunities that encouraged people to immigrate to Washington.				• Who were the first people of Washington and how did they use their environment to meet their basic needs?
Intermediate: WASHINGTON STATE HISTORY, GEOGRAPHY, & GOVERNMENT
B. Living in Washington: Its Geography, Resources, and the Economy
EALR Benchmarks: WHAT		Evidence of Learning: HOW Students will be able to…		Assess- ments HOW WELL		Enduring Understandings/ Essential Questions WHY
						Students will come to their own understanding of the following questions:
				*CBAs*
Geography G1.1.1a Examine a variety of maps to describe basic mapping elements. (Location) G1.1.b Use basic mapping elements to construct a map that displays information about school grounds, a neighborhood, or a local community (Location, Place) G1.2.1a Locate places, major physical features, and human spatial patterns using maps, globes, and other sources (Location, Place, Region) G2.1.1 Observe and describe the physical characteristics of the local area and Washington State (Location, Region, Place) G2.2.1 Observe and describe the human characteristics of the local area and Washington State (Location, Region, Place, Human/Environment Interaction) G2.3.1 Describe how distinct physical and human characteristics and their interactions define the Pacific Northwest as a region (Five Themes) G3.1.1a Identify choices individuals have in how they interact with the environment (Human/ Environment Interaction, Region) G3.2.1a Describe how differing environments both provide varying opportunities and set limits for human activity (Human/Environment Interaction, Region, Place) G3.2.1b Describe how people adapt to their environment to meet basic human needs and concerns (Human/ Environment Interaction, Region)		• Compare and contrast the geographical regions of Washington. • Use maps, graphs, and charts to understand the patterns of economic activity and distribution of people in each of the regions. • Describe and compare the ways in which people satisfy their basic needs and wants through the production of goods and services in each of the regions of Washington. • Compare how people in each of the regions earn a living. • Explain how people have adapted to and been influenced by their physical environment. • Explain why people move to or continue to live in Washington--natural beauty, resources, family, culture, education, and/or economic opportunity. • Examine how Washington's location provides cultural, political, and economic connectedness to the Pacific Rim.		See *People* *on the* *Move* *CBA*		*What are the characteristics of the geographic regions of Washington?* *How has Washington's physical geography and resources contributed to people's decision to make Washington their home?*

Continued

Intermediate: B. Living in Washington: Its Geography, Resources, and the Economy Continued

EALR Benchmarks:

WHAT

Evidence of Learning:

HOW

Students will be able to…

Assess- ments

HOW

WELL

Enduring Understandings/ Essential Questions

WHY

Students will come to their own understanding of the following questions:

Economics

E1.1.1c Given a problem of choice, list possible costs and benefits of choosing each alternative

E1.2.1a Differentiate among resources, goods, and services

E1.2.1b Identify factors of production

E2.1.1a Recognize that people trade or exchange goods and services only when they think they will gain

E2.1.1b Describe how markets are created by buyers and sellers exchanging goods and services

E2.1.1c Understand that exchange will lead to specialization

E2.2.1a Give an example of how laws and/or beliefs influence what is bought and sold

E2.2.1b Recognize that economies distribute and exchange goods and services in different ways

E2.3.1a Understand that a higher price for a good or service provides an incentive for buyers to purchase less of a good or service and for producers to make or sell

E2.3.1b Understand that competition is when there are buyers and sellers of similar products in the same market at the same time

E2.3.1c Analyze that sellers advertise their goods and services in order to increase sales

E2.4.1a Explain how economic change affects individuals and societies in neighborhoods, communities, and countries

E2.4.1b Analyze the impact of technology and tools of the production of goods and services

E3.1.1b Provide examples of how governments use taxation to pay for goods and services

E3.2.1a Explain how money makes trading easier by replacing barter with currency, coins, or checks

• Explain why different regions of Washington specialize in different economic activities.

• Identify factors of production (natural resources, labor, capital, and entrepreneurship) for various Washington industries.

• Examine how trade is important to Washington state within the Pacific Rim.

• Explain how competition affects economic activity in Washington.

• Analyze the role of technology in businesses and industry in Washington.

• Predict how the economy could change as a result of trade, resource use, climate, and/or labor.

• Explain how use and depletion of natural resources affect our environment and economy.

What factors are important in the location of economic activities?

How do political and economic decisions impact our environment and quality of life?

Why is Washington's location on the Pacific Rim important culturally, politically, and economically?

Intermediate: WASHINGTON STATE HISTORY, GEOGRAPHY, & GOVERNMENT

C. Being Citizens in Washington

EALR Benchmarks:

WHATHAT

Evidence of Learning:

HOW

Students will be able to…

HOW W

WELLL

Enduring Understandings/ Essential Questions

WHY

CBAs

Students will come to their own understanding of the following questions:ions:

Civics

C1.2.1a Identify key democratic ideals of U.S. government

C1.2.1b Identify the traits of responsible citizenship and explain how they contribute to the democratic ideal

C1.3.1a Identify examples of rights and responsibilities of citizenship

C2.1.1a Identify the people and entities who make, apply, and enforce rules and laws

C2.1.1b Distinguish among local, state, and national public servants

C2.2.1 Explain the purpose of rules and laws

C2.3.1a Explain what government is and what governments do

C3.2.1a Provide examples of conflict, cooperation, and interdependence among individuals, groups, and nations

C4.1.1a Identify individual rights and the responsibilities they imply and the importance of respecting the rights of others

C4.2.1a Participate in civic discussion pertaining to public issues at school and in the local community

C4.2.1b Explain the important characteristics of U.S. citizenship

C4.3.1a Describe how one person can make a difference in school or the local community

· Examine the rights and responsibilities of state citizenship.

· Practice civic discussion/participation consistent with the ideals of citizens in a democratic society.

· Identify actions citizens can take to influence public policy decisions.

· Explain how public policies are used to address issues of public concern.

· Explain how citizens advocate for the "common good" and individual rights.

· Analyze and evaluates a public issue and suggests a solution.

· Examine how state government is organized to ensure citizen involvement.

See

You

CBA

What challenges does Washington face as a state?tate?

How do the citizens of the state work together to solve problems?

How can citizens make a difference?

Economics

E3.1.1a Understand that governments provide certain kinds of goods and services in a market economy

E3.1.1b Provide examples of how governments use taxation to pay for goods and services

· Analyze the role of government in responding to citizens' needs and wants.

· Explain why taxation is necessary to pay for government.

How does government respond to the needs and wants of the people of Washington?

Social studies skills	Communications Frameworks Fourth Grade
1.1 Inquiry and Information Skills Defines central question (Writing 3.1), (Math 2.2): Selects a social studies topic; asks questions to identify sub-topics Searches for relevant information (Communication 2.2) (Reading 1.5, 3.1)(Writing 3.2), (Math 4.1): Identifies key works; identifies appropriate and varied sources, uses basic search skills, use table of contents and indexes in social studies reference material Evaluates information (Reading 2.3) (Math 2.1): Locates particular facts in social studies documents, identifies the main idea Organizes information (Writing 3.2) (Math 4.1, 4.2): Locates data into graphic organizers Applies information (Writing 2.2, 2.3, 2.4, 3.5) (Communication 2.1, 2.5) (Math 4.3): Creates a product that demonstrates understanding of information and responds to central questions; presents product to meaningful audience 1.2 Interpersonal and Group Process Skills Discussion Skills (Communication 1.1, 1.2 1.3, 3.3): Communicates own feelings and beliefs; listens to other viewpoint on social studies issues Group Interaction Skills (Communication 3.1, 3.2, 3.3): Identifies roles of different members of a group; serve in different roles in group Interview Skills (Communication 1.1, 1.3 2.3, 2.4): Identifies appropriate people to gain information, ask relevant questions, record answers 1.3 Critical Thinking Defines and Clarifies a Problem (Reading 2.2) (Math 2.2, 3.2):Identifies central issue; formulates appropriate questions Judges Information Related to the Problem (Reading 2.3) (Communication 4.3) (Math 3.3): Distinguishes between fact and opinion; clarifies points of view; identify main message and target audience Solves Problems and Draws Conclusions (Math 3.3): Compares advantages and disadvantages, suggest solutions, decides appropriate course of action Analyzes Cause and Effect Relationships (Math 1.4): Investigates cause and effect relationships and their impact on people, environments, and economic systems Thinks Chronologically: Groups human and natural events into broadly defined eras and places in proper sequence on a time line Takes Perspective: Reading See New Reading GLEs at www.k12.wa.uswa.us Uses index, table of contents, catalogs, files, numbering, and alphabetical organization to locate and reference material, both in text and on computer software Selects and integrates most appropriate strategies for reading a particular kind of text and can explain how meaning was gained and checked Uses appropriate vocabulary, including title, headings, paragraph, chapter, index, and captions when referencing text Uses computer menus, searches, and icons Identifies and uses text structure, main idea, supporting details, text organizers, and illustrative material when summarizing or referencing nonfiction material Identifies and explains similarities and differences in purpose and basic structure of different kinds of literary and informational text, including stories, poems, articles, reports, and letters Identifies features that indicate the author has considered the audience when presenting ideas and information Views the same text from different perspectives, including those of different cultures Considers the validity of information gained from text and illustration Applies information from reading to give a response and express insight, for example, entering imaginatively into another time, place, or role when absorbed in a text Revisits and analyzes text and illustrations for a specific purpose, including identifying story elements and literary devices Understands how illustrations and graphics, including diagrams, graphs, photographs, line drawings, realistic and impressionist art, influence reading and the ideas or information gained Writing Refers to personal experiences and research to clarify, compare, extend, or explain an opinion or idea Demonstrates awareness of audience and purpose through selection of vocabulary, form, length, organization and style Distinguishes among different purposes for text (e.g., to respond to questions, to entertain, to inform, to persuade, to direct, or to reflect) Synthesizes information from more than one resource, especially for informational writing or to respond to a question or prompt Uses notes, lists, free writing, webs or clusters to record information or ideas at prewriting and/or drafting stages Publishes longer pieces and attends to format, graphics, and illustrations Listening And Observing Demonstrates interest in someone else's point of view Identifies facts, details, feelings, and values in oral and visual text Focuses on the details of a visual representation, but keeps the whole in mind Effectively interprets whether a message has been understood Uses questioning and paraphrasing to clarify the meaning of words and information Presenting Recounts confidently and competently, providing detail and elaboration Answers questions confidently in interviews, class discussions, conferencing Gives short impromptu presentations (e.g., describes events or object, narrates an experience or explains a concept) Presents a point of view to a large audience Considers audience when selecting content of presentation Selects content from personal experience and readily available resources Organizes material in an organizational pattern appropriate to purpose (e.g., reason/example, support/justification) with a clear introduction, body, and conclusion Speaks using facial expression, posture, eye contact, and body language appropriate to an audience Uses language appropriate to audience and purpose Selects vocabulary for impact (e.g., to surprise, to persuade) Develops and uses visual material, action, or sound to create an effective presentation Collaborating Knows and uses respectful verbal and non-verbal behaviors to respond appropriately to a speaker Asks questions to elicit more from an individual Takes initiative in raising new aspects of an issue Invites others to participate Asks questions to draw information from the group Contributes to the development of effective group rules Demonstrates a willingness to modify or abandon own solutions when appropriate Resolves disagreement or misunderstanding independently Evaluating Uses established criteria to evaluate the performance of others and self Refines presentation to make it more precise Differentiates among fact, fiction, opinion on the Internet Identifies media text purpose (e.g., to inform, to sell, to entertain)

Social studies skills

Communications Frameworks Fourth Grade

1.1 Inquiry and Information Skills

Defines central question (Writing 3.1), (Math 2.2): Selects a social studies topic; asks questions to identify sub-topics

Searches for relevant information (Communication 2.2) (Reading 1.5, 3.1)(Writing 3.2), (Math 4.1): Identifies key works; identifies appropriate and varied sources, uses basic search skills, use table of contents and indexes in social studies reference material

Evaluates information (Reading 2.3) (Math 2.1): Locates particular facts in social studies documents, identifies the main idea

Organizes information (Writing 3.2) (Math 4.1, 4.2): Locates data into graphic organizers

Applies information (Writing 2.2, 2.3, 2.4, 3.5) (Communication 2.1, 2.5) (Math 4.3): Creates a product that demonstrates understanding of information and responds to central questions; presents product to meaningful audience

1.2 Interpersonal and Group Process Skills

Discussion Skills (Communication 1.1, 1.2 1.3, 3.3): Communicates own feelings and beliefs; listens to other viewpoint on social studies issues

Group Interaction Skills (Communication 3.1, 3.2, 3.3): Identifies roles of different members of a group; serve in different roles in group

Interview Skills (Communication 1.1, 1.3 2.3, 2.4): Identifies appropriate people to gain information, ask relevant questions, record answers

1.3 Critical Thinking

Defines and Clarifies a Problem (Reading 2.2) (Math 2.2, 3.2):Identifies central issue; formulates appropriate questions

Judges Information Related to the Problem (Reading 2.3) (Communication 4.3) (Math 3.3): Distinguishes between fact and opinion; clarifies points of view; identify main message and target audience

Solves Problems and Draws Conclusions (Math 3.3): Compares advantages and disadvantages, suggest solutions, decides appropriate course of action

Analyzes Cause and Effect Relationships (Math 1.4): Investigates cause and effect relationships and their impact on people, environments, and economic systems

Thinks Chronologically: Groups human and natural events into broadly defined eras and places in proper sequence on a time line

Takes Perspective:

Reading

See New Reading GLEs at www.k12.wa.uswa.us

Uses index, table of contents, catalogs, files, numbering, and alphabetical organization to locate and reference material, both in text and on computer software

Selects and integrates most appropriate strategies for reading a particular kind of text and can explain how meaning was gained and checked

Uses appropriate vocabulary, including title, headings, paragraph, chapter, index, and captions when referencing text

Uses computer menus, searches, and icons

Identifies and uses text structure, main idea, supporting details, text organizers, and illustrative material when summarizing or referencing nonfiction material

Identifies and explains similarities and differences in purpose and basic structure of different kinds of literary and informational text, including stories, poems, articles, reports, and letters

Identifies features that indicate the author has considered the audience when presenting ideas and information

Views the same text from different perspectives, including those of different cultures

Considers the validity of information gained from text and illustration

Applies information from reading to give a response and express insight, for example, entering imaginatively into another time, place, or role when absorbed in a text

Revisits and analyzes text and illustrations for a specific purpose, including identifying story elements and literary devices

Understands how illustrations and graphics, including diagrams, graphs, photographs, line drawings, realistic and impressionist art, influence reading and the ideas or information gained

Writing

Refers to personal experiences and research to clarify, compare, extend, or explain an opinion or idea

Demonstrates awareness of audience and purpose through selection of vocabulary, form, length, organization and style

Distinguishes among different purposes for text (e.g., to respond to questions, to entertain, to inform, to persuade, to direct, or to reflect)

Synthesizes information from more than one resource, especially for informational writing or to respond to a question or prompt

Uses notes, lists, free writing, webs or clusters to record information or ideas at prewriting and/or drafting stages

Publishes longer pieces and attends to format, graphics, and illustrations

Listening And Observing

Demonstrates interest in someone else's point of view

Identifies facts, details, feelings, and values in oral and visual text

Focuses on the details of a visual representation, but keeps the whole in mind

Effectively interprets whether a message has been understood

Uses questioning and paraphrasing to clarify the meaning of words and information

Presenting

Recounts confidently and competently, providing detail and elaboration

Answers questions confidently in interviews, class discussions, conferencing

Gives short impromptu presentations (e.g., describes events or object, narrates an experience or explains a concept)

Presents a point of view to a large audience

Considers audience when selecting content of presentation

Selects content from personal experience and readily available resources

Organizes material in an organizational pattern appropriate to purpose (e.g., reason/example, support/justification) with a clear introduction, body, and conclusion

Speaks using facial expression, posture, eye contact, and body language appropriate to an audience

Uses language appropriate to audience and purpose

Selects vocabulary for impact (e.g., to surprise, to persuade)

Develops and uses visual material, action, or sound to create an effective presentation

Collaborating

Knows and uses respectful verbal and non-verbal behaviors to respond appropriately to a speaker

Asks questions to elicit more from an individual

Takes initiative in raising new aspects of an issue

Invites others to participate

Asks questions to draw information from the group

Contributes to the development of effective group rules

Demonstrates a willingness to modify or abandon own solutions when appropriate

Resolves disagreement or misunderstanding independently

Evaluating

Uses established criteria to evaluate the performance of others and self

Refines presentation to make it more precise

Differentiates among fact, fiction, opinion on the Internet

Identifies media text purpose (e.g., to inform, to sell, to entertain)