Social Studies Grade 4 Program Information

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Social Studies

Grade 4 Program Information

SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES

Pa c i fi c COAST NORTH ATLANTIC COAST

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The Fresh The Lake Alien Chicago’s Air The Mighty Sea of From Field The Dust The Pony Wild Welcome to the Jellies and All in a Oil, Oil Deadly Rugged Pools of Boats, Bogs, Lighting Up Where Wild Exploring the The Ring Let’s Hit Surf’s Up A Sleeping Coast Effect Invasion and Water Show Fitz Grass to Table Bowl Express Weather Gulf Coast Other Creatures Day’s Work Everywhere Winds Coast Wonder and Bolts the Coastline Ponies Run Pacific Coast of Fire the Road Giant Awakens

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SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES

NATIVE AMERICANS OF THE GREAT NATIVE AMERICANS OF THE PLAINS SoutheaSt NATIVE AMERICANS OF THE Native americaNs of the Pacific Northwest

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Towering The Legend Chief Raven Horse Power How the Horse Crazy Horse The Mighty The Seminole of Life in a Sequoyah Pieces of The Mystery of the The Navajo Animal Symbolism How Coyote Totems of the Orca Seattle Spirit Came to Be Buffalo the Swamps Cherokee Village the Past Ancient Pueblo Code Talkers in the Southwest Stole the Sun

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SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES

AMERICAN WONDERS SymbolS Mount

AMERICAN WONDERS RUSHMORE LibertyAMERICAN WONDERS AMERICAN WONDERS

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The Golden Bridging Working Under A Striking Mist-ified Niagara Falls Thunder Over the The Eighth Wonder Going Up On Top of Empire State Welcome to The Faces on Blasting Rushmore or Rushmore The National A Monumental The Making of Honoring The Story Gate Time the Water Color On the Move Speaks Falls of the World the World Goes Hollywood Mount Rushmore the Mountain Through Six Grandfathers? Rocks Mall Earthquake a Memorial Honest Abe of a Dream

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Greetings!

We would like to welcome you to National Geographic Ladders Social Studies, a powerpacked content literacy resource that will build your students’ background in social studies and history as well as their content literacy skills. The articles included here will pique kids’ interest and motivate them to explore the world, building their knowledge base with information, exploration, and adventure. The compelling nature of these selections will nudge students to want to read more and nurture the budding historian or archaeologist that dwells within each of them!

Reading volume, or how much kids read, is linked to higher levels of learning and achievement. Simply put, the more we read, the better we read. But more importantly, the more we read, the smarter we get! Reading and thinking about what we read spurs readers to turn information into knowledge. And there’s no better way to build knowledge than to read prolifically. These books are designed to get all kids to read more than ever before. What child could possibly resist the compelling text, the amazing photos, the visual features, and the wide variety of informational text types that come together to draw kids in, fill them with information, and keep them reading?

The selections in National Geographic Ladders Social Studies include social studies and history articles, opinion pieces, folk tales, photo essays, reference articles, and biographies. Fascinating topics—the exploration of hidden cities, the challenges of climbing dangerous mountains in search of artifacts, and the mysteries of cultures of long ago—will capture students’ imaginations and compel them to read more, explore ideas in greater depth, and do further research.

We haven’t even mentioned one of the main attractions of this series. It comes with a range of three reading levels for each title. Every child in the class has the opportunity to access the same ideas at his or her personal reading level. The visual features, as well as many of the photo captions, are identical in each level, but the text is offered in above, on, or below grade level.

Along with the student books, we have created an online teacher’s guide for every title. The teacher’s guides link the standards to kids’ reading and thinking. In this resource, we emphasize both content goals and comprehension strategies that pave the way to meeting and even exceeding standards. Framed around the gradual release of responsibility approach to instruction, we introduce books by modeling our thinking, delving into the content a bit, and giving kids time to turn and talk about what they think they already know. Then, along the way, we share instructional strategies for reading and thinking to support kids in getting the very most out of their reading.

To get more in-depth information, follow along as we explore this multifaceted resource designed to get your kids to think, engage, read, write, learn, build social studies knowledge, and have some fun in the process!

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National Geographic Ladders Social Studies Grade 4 Overview �� 4 Social Studies & Literacy ��6 Three Levels ��8 Active Thinking Strategies ��10 Social Studies Background ��12 Informational & Literary Text Genres ��13 Vocabulary & Social Studies Concepts ��17 Assessment ��19 Research & Share ��21 Write �� 22 Glossary �� 23 Standards Correlation to National Geographic Ladders Social Studies ��27

program information | Contents © National Geographic Learning, Cengage Learning, Inc.

002-026_OTG_72462_G4.indd 3 3/25/14 3:45 PM Notes National Geographic Ladders Social Studies Grade 4 Overview Compelling Social Studies Topics for All Reading Levels Engage with Print and Digital Options

ESTUDIOS SOCIALES ESTUDIOS SOCIALES ESTUDIOS SOCIALES ESTUDIOS SOCIALES ESTUDIOS SOCIALES

SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES

Los Grandes LA COSTA del Pa c í fi c o L a C o s t a Pa¿DÓNDE c iES ESO? fi c DEL atLÁNtICo NoRtE ¿DÓNDE ES ESO? ¿DÓNDE ES ESO? COAST NORTH ATLANTIC COAST Costa Pozas de Barcos, Iluminar Donde corren Explorar la El Anillo ¡Pongámonos A surfear Un gigante Mar de Del campo a El Tazón de El Pony Estado del Bienvenido a la ¡Medusas y otras Todo en un día Petróleo, Vientos costa del de Fuego en marcha! dormido se La Costa Dulce El efecto de Invasores El espectáculo El naufragio del accidentada maravillas ciénagas y la costa los ponis hierba la mesa Polvo Express tiempo extremo costa del Golfo criaturas! de trabajo petróleo en letales NGL.Cengage.com 888-915-3276 los lagos aéreo y acuático Poderoso Fitz NGL.Cengage.com 888-915-3276 NGL.Cengage.com 888-915-3276 NGL.Cengage.com 888-915-3276 bulones salvajes NGL.Cengage.com 888-915-3276 Pacífico despierta todos lados 830L 820L de Chicago 790L 850L 830L

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ESTUDIOS SOCIALES ESTUDIOS SOCIALES ESTUDIOS SOCIALES ESTUDIOS SOCIALES

SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES

NATIVO-AMERICANOS DE LAS

NATIVO- GRANDES AMERICANOS DEL NATIVE AMERICANS OF THE

NATIVE AMERICANS OF THE LLANURASGREAT SudeSte NATIVO-AMERICANOS DEL NATIVO-AMERICANOS DEL PLAINS SoutheaSt NOROESTE DEL PACÍFICO NATIVE AMERICANS OF THE Native americaNs of the Pacific Northwest

Tótems La leyenda de El cacique Espíritu del Caballos de Cómo apareció Caballo Loco El poderoso Los seminolas de La vida en una Sequoyah Partes del El misterio de los Los habladores de Simbolismo animal Cómo Coyote se

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ESTUDIOS SOCIALES ESTUDIOS SOCIALES ESTUDIOS SOCIALES ESTUDIOS SOCIALES ESTUDIOS SOCIALES

SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES SOCIAL STUDIES El puente SOCIAL STUDIES

MARAVILLAS ESTADOUNIDENSES SímboloS El monte DE LA AMERICAN WONDERS MARAVILLAS ESTADOUNIDENSES SymbolS RushmoReRushmoRE libertadMARAVILLAS ESTADOUNIDENSES MARAVILLAS Mount ESTADOUNIDENSES

AMERICAN WONDERS RUSHMORE LibertyAMERICAN WONDERS AMERICAN WONDERS

La explanada Un terremoto La creación de Homenaje a Abe, La historia de El Golden Gate Acortar el Trabajar bajo Un color A-bruma-do: Mi Las cataratas del El trueno habla ¡Sobre las La octava maravilla ¡Hacia arriba! En la cima El Empire State va Bienvenido al Los rostros en Abrirse paso ¿Rushmore o ¡Rushmore nacional de monumental un monumento el honesto un sueño Washington, D.C. NGL.Cengage.com 888-915-3276 tiempo el agua llamativo NGL.Cengage.com 888-915-3276húmedo viaje a las Niágara en movimiento cataratas! NGL.Cengage.com 888-915-3276 del mundo del mundo a Hollywood monte Rushmore la montaña con estallidos Seis Abuelos? es genial! 870L 790L cataratas del Niágara 850L 850L 830L

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GENRE Social Studies Article Read to find out about the land we call the Great Plains. The Great Plains is a large, mostly flat region places on the prairie where the grasses are of grasslands that lies between the Midwest taller than a person. and the Rocky Mountains. As you stand in But not every part of the Great Plains is flat the middle of these plains, you notice that the and grassy. As pioneers traveled westward ground is mostly covered with long grasses. over the plains, they looked ahead for Scotts Sea of This is called a prairie. There are almost no Bluff (pictured here). Scotts Bluff is a group of trees to block the distant view, so the sky buttes. A butte (BYOOT) is a steep hill with a seems huge. flat top. It looks like a mountain with its top When the wind blows across the prairie, the cut off. After traveling for weeks on the flat long grasses roll like waves. It looks like you’re prairies, pioneers were glad to see buttes rising in the middle of a sea of grass. There are from the plains.

by Sherri Patoka This is Scotts Bluff in Nebraska. It is part of the Great Plains. Scotts Bluff was one of the major landmarks that early pioneers saw as they journeyed to the West.

2 3 02-05_SE48308_4U12_S1_R.indd 2 9/30/13 2:48 PM 02-05_SE48308_4U12_S1_R.indd 3 9/30/13 2:48 PM Each teacher’s guide includes a literacy overview, social studies background information, and easy-to-use teaching plans for ESTUDIOS SOCIALES each student book selection. SOCIAL STUDIES

SOCIAL STUDIES

Teacher’s Guide

Mar de

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Program information | grade 4 overview 5 © National Geographic Learning, Cengage Learning, Inc.

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Social Studies & Literacy

National Geographic Ladders Social Studies is a resource designed to support students in both social studies and literacy. The National Geographic Ladders Social Studies teacher’s guides focus on both content goals and comprehension goals, providing a road map for helping students access social studies content through reading, writing, speaking, and listening.

The NG Ladders on-level eBook for Mount Rushmore is available in .pdf format. Project the eBook on your SOCIAL STUDIES interactive whiteboard, or have students listen to or read Literacy Overview SOCIAL STUDIES it on tablets or other mobile devices. Reading Selections • Welcome to Mount Rushmore! (history article) Mount RUSHMORE • The Faces on the Mountain (social studies article) AMERICAN WONDERS

• Mount Rushmore or Six Grandfathers? 1/7/14 11:32 AM (opinion piece) Mount What Who Why was • Rushmore Rocks! (photo essay) RUSHMORE is it? made it? it made? AMERICAN WONDERS

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Students can then Share what they think they know or 110.15. English Language Arts and Reading, Grade 4. have learned about Mount Rushmore Reading/Comprehension Skills. Students use a flexible range You may want to return to the graphic organizer to add of metacognitive reading skills in 850Lboth assigned and independent Where was When was How was reading to understand an author’s message. Students will Blasting Rushmore or Rushmore more information after students read each selection Welcome to The Faces on Rocks the Mountain Through Six Grandfathers? it made? it made? it made? The lists the pertinent information Mount Rushmore Literacy Overview continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, 1/7/14 11:32 AM critical readers. The student is expected to: OC_SE_48544_4_U19_Rushmore.indd All Pages BUILD SOCIAL STUDIES (A) establish purposes for reading selected texts based upon CONTENT GOAL own or others’ desired outcome to enhance comprehension; BACKGROUND (B) ask literal, interpretive, and evaluative questions of text; Students will read five selections in Mount Rushmore. They will (C) monitor and adjust comprehension (e.g., using background be introduced to the concept of human-environment interaction Pages 4–6 of this teacher’s guide address how certain for each NG Ladders Social Studies title: the selections and knowledge, creating sensory images, re-reading a portion aloud, as they learn about how the faces were chosen and then carved social studies concepts relate to each selection in Mount generating questions); (D) make inferences about text and ACTIVATE & BUILD use textual evidence to support understanding; (E) summarize onto Mount Rushmore, the technology used to carve the faces, Rushmore. This information will provide you with social information in text, maintaining meaning and logical order; and the controversies surrounding the monument BACKGROUND studies background knowledge as you plan your teaching (F) make connections (e.g., thematic links, author analysis) for this book between literary and informational texts with similar ideas and Draw the graphic organizer shown above Ask: How would provide textual evidence. COMPREHENSION GOAL you begin to answer these questions about Mount Rushmore? Help students access background knowledge related their genres, the literacy standards that are addressed, the (b) Knowledge and skills. Write students’ responses in the graphic organizer to the social studies concepts Support the concepts of Remind students that as thinking-intensive readers they must (11) Reading/Comprehension of Informational Text/ tourists, symbol, and dynamite in ways that are familiar to listen to their inner voice to monitor and repair comprehension as Model for students by thinking aloud You might say Expository Text. Students analyze, make inferences and draw your students conclusions about expository text and provide evidence from they read Find opportunities to model and teach active thinking something similar to the following: Let’s look at the book text to support their understanding. Students are expected to: strategies to help students access content You may want to focus cover. I see four huge heads carved into a mountainside. The • tourists: Invite students to share their experiences (A) summarize the main idea and supporting details in a text in faces look recognizable to me from history books. I can infer from vacations or other family trips when they were content and comprehension goals, and suggestions for on the following strategies for Mount Rushmore. ways that maintain meaning; (C) describe explicit and implicit that these must be important people if their faces are carved visiting a new place Show photos of tourists visiting relationships among ideas in texts organized by cause-and- • Determine Importance: Readers need to sift out the most effect, sequence, or comparison. into stone! It must have taken a long time to make. The size of popular tourist sites and discuss why people visit new important information in a text They must distinguish the this place is amazing. I can also infer that many people would places (12) Reading/Comprehension of Informational Text/ important information from the interesting details to answer Persuasive Text. Students analyze, make inferences and draw want to see this place and learn more about why it exists. • symbol: Show the American flag and ask why we questions and arrive at main ideas conclusions about persuasive text and provide evidence from say it “stands for” our country Discuss other symbols activating and building background around the book’s topic text to support their analysis. Students are expected to explain Explain that people construct monuments to honor • Ask Questions: Readers expand understanding when they students are familiar with, such as a heart, a plus or how an author uses language to present information to influence important people, events, and ideas Then ask: Why do what the reader thinks or does. ask themselves questions as they read and when they ask minus sign, and musical notes Discuss the meaning of you think people want to honor, or remember, certain people, others questions as they discuss the content Self-questioning these familiar symbols and why they might be used events, or ideas by creating monuments? What do you think is propels readers to discover answers, ask more questions, and • dynamite: Ask students if they have seen TV shows Research Standards (page 17) being honored at Mount Rushmore? How do you think people do further research or movies in which buildings were blown up to remove Writing Standards (page 19) feel when they see this monument? and social studies concepts. the structure Explain that dynamite uses a chemical Ask students to Turn and Talk about what they think reaction that leads to a huge explosion Show students they know about Mount Rushmore to answer the a video from the Internet of a building being safely questions in the graphic organizer imploded in order to remove it

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SOCIAL STUDIES Social Studies Background WELCOME TO MOUNT THE FACES ON THE MOUNTAIN Social studies concepts are a critical part of each selection in Mount Rushmore. These pages will help you build content RUSHMORE! Student Book, pp 12–17 Teacher’s Guide, pp 9–10 Mount knowledge so that you may more effectively have discussions with Student Book, pp 2–11 RUSHMORE students as they read each selection of the book Teacher’s Guide, pp 7–8 In this selection, students will read why Borglum chose to AMERICAN WONDERS feature George Washington, Thomas Jefferson, Abraham The following big idea social studies concepts apply to several In this selection, students will learn about the men Lincoln, and Theodore Roosevelt on Mount Rushmore selections in the book responsible for creating the Mount Rushmore monument • Tourists (student book, p 3) are people who travel for in South Dakota “The purpose of the memorial is to communicate the founding, expansion, preservation, and unification of pleasure Because tourists spend money on lodging, restaurants, The planning and carving of the mountain took a 850L the United States with colossal statues of Washington, transportation, and attractions, they help local economies tremendous effort So did the financing of the project Blasting Rushmore or Rushmore Welcome to The Faces on Through Six Grandfathers? Rocks Jefferson, Lincoln, and Theodore Roosevelt” Mount Rushmore the Mountain Tourism is vital to some countries’ national economies Tourism With few funds, Gutzon Borglum was planning a formal The Social Studies Background pages list the social 1/7/14 11:32 AM is a trillion-dollar industry worldwide In 2012 there were more dedication of the mountain in the summer of 1927 At the —Gutzon Borglum OC_SE_48544_4_U19_Rushmore.indd All Pages than 1 billion tourists time, President Calvin Coolidge was visiting the Black Hills George Washington and Thomas Jefferson were among region, staying at the nearby State Game Lodge in Custer TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • Dynamite (student book, p 8) is an explosive invented by the founders of the nation Each saw the 13 original State Park Borglum hired a plane to fly over the lodge Swedish chemist Alfred Nobel, the founder of the Nobel Peace colonies unify into one republic Jefferson was president 113.15. Social Studies, Grade 4. and drop a wreath inviting Coolidge to the dedication Prize and other Nobel awards Dynamite has useful applications during a time of geographic expansion of the country, studies standards that are addressed and offer the teacher (b) Knowledge and skills. ceremony The president accepted the invitation On in mining, road and tunnel construction, and building with the addition of the Louisiana Purchase Abraham August 10, 1927, Coolidge gave a speech at the Mount (21) Social studies skills. The student applies demolition It is a mixture of nitroglycerin (an extremely Lincoln has been credited with the preservation of critical-thinking skills to organize and use information Rushmore dedication promising federal funding for the sensitive material that explodes easily) and an absorbent the Union through his leadership during the Civil War acquired from a variety of valid sources, including material such as sawdust, which makes the nitroglycerin more project electronic technology. The student is expected to: Theodore Roosevelt oversaw the expansion of US stable and safer to handle The mixture is wrapped in a paper (B) analyze information by sequencing, categorizing, Once the project got underway, almost 400 people power in the world and championed the preservation of background information on the social studies concepts in identifying cause-and-effect relationships, comparing, tube, forming a “stick” of dynamite, and detonated with a worked on it, including blacksmiths and housekeepers the country’s land and resources through conservation contrasting, finding the main idea, summarizing, making blasting cap in addition to the drillers About 90 percent of the rock efforts and reserving land for public use generalizations and predictions, and drawing inferences face was carved using dynamite (student book, p 8) • A symbol (student book, p 25) involves an abstraction; Although some people have urged that a fifth person be and conclusions; (C) organize and interpret information in therefore, some students may have difficulty understanding the Workers needed to be a safe distance away before the outlines, reports, databases, and visuals, including graphs, carved onto Mount Rushmore, the National Park Service concept A symbol is a visual representation that stands for or dynamite charges could be set off To move them from charts, timelines, and maps; (D) identify different points and engineers maintain that the surrounding rock is not the student book and describe how these concepts relate to the area, the drillers on the rock face were lifted to the of view about an issue, topic, historical event, or current reminds people of something else, oftentimes an idea or belief suitable for carving and might undermine the whole top in “bosun chairs” pulled by steel cables If pulled too event. People encounter symbols in everyday life, such as the universal structure if carved Many people also believe that the fast, they might be dragged up along the rock So “call symbol for “no” or “not allowed” (a red circle with a slash sculpture is a work of art conceived by Gutzon Borglum boys” were hired to sit at the edge of the mountain and through it), the peace symbol, and the US flag and bald eagle and indicative of its time Therefore, it is a monument call out messages, making sure the transit went safely that should not be altered Pages 5–6 in this teacher’s guide describe how the social studies No lives were lost during the 14 years of work spent on each selection. concepts above relate to each selection Additional social studies building the monument background information is given for each selection At the end of those 14 years, the wish of Doane Robinson to create a monument that would bring tourists (student book, p 3) to his state was fulfilled Well over two million tourists now visit Mount Rushmore National Memorial each year

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GENRE Social Studies Article Read to find out more about the people who were carved into Mount Rushmore. George Washington

GUIdI n G oUR coU n TRy

George Washington is known as the father of our

country. Washington began his career by fighting in a war against the French. Later, he led the colonial army in the Revolutionary War. He helped to win America’s independence from Britain. In 1789, he became the first president of the United States. He chose the site of our nation’s GENRE History Article Read to find out about on the creation of the mountain capital and restored peace with Britain. To honor Washington’s role in Mount Rushmore monument. by David Holford founding the nation, Borglum put him at the front of the monument. His The Faces on the The Man with the Plan image stands out from the others. It was hard to decide how to carve gigantic faces into Mount Rushmore. But a bigger Few places feature giant heads carved into rock like decision Robinson and his team faced was which four historic faces to carve. Early Mount Rushmore. Set in the Black Hills of South Dakota, this sculpture showcases four U.S. presidents: on, they considered heroes from the American West. But when Gutzon Borglum was This famous painting by Emanuel Gottlieb George Washington,Leutze Thomas shows George Jefferson, Washington Abraham crossing hired as the sculptor, he had already made up his mind. He would carve the images the Delaware River. of four great presidents. Lincoln, and Theodore Roosevelt. Their images are carved into the face of this mountain, making Mount Rushmore one of the world‘s largest sculptures. Let’s find out how these massive sculptures got there. Social Studies Article A recent photo shows the view of Mount Rushmore from the base of the monument. In 1923, Doane Robinson WelcomeMountain to Mount GENRE History Article Read to find out about the creation of the by Debbie Nevins of South Dakota had a Mount Rushmore monument. The Man with the Plan dream. He imagined a huge memorial honoring cowboys Few places feature giant heads carved into rock like and Native Americans who Mount Rushmore. Set in the Black Hills of South were important to the West. Dakota, this sculpture showcases four U.S. presidents: And the memorial would be George Washington, Thomas Jefferson, Abraham carved into a mountain. Lincoln, and Theodore Roosevelt. Their images are Doane Robinson carved into the face of this mountain, makingRobinson Mount was the state’s History Article Rushmore one of the world‘s largest sculptures.official historian. As part of his job, he wanted to Let’s find out how these massive sculptures got there. Rushmore! attract tourists to South Dakota. Tourists would bring money to the state. That would benefit the people and Summarize Text Explain that summarizing means 12 In 1923, Doane Robinson Welcome to Mount by Debbie Nevins businesses of South Dakota. of South Dakota had a READ 12-17_SE48544_4U19_S2_R.indd 12 dream. He imagined a huge 12/10/13 9:57 AMCarving12-17_SE48544_4U19_S2_R.indd an immense sculpture 13 into a mountain was a 12/10/13 11:30 AM memorial honoring cowboys daring goal. How would Robinson make it happen? and Native Americans who stating the main idea of a text in your own words and were important to the West. And the memorial would be READING OBJECTIVEScarved into a mountain. Mount Rushmore is lit up at night Summary “The Faces on the Mountain” is a social studies article The content goal for Mount Rushmore is for students from mid-August to May. It is located Doane Robinson in South Dakota’s Black Hills. Robinson was the state’s History Article including the key details that help support it Model official historian. As part of his job, he wanted to Make Inferences Remind students that making an 2 3 Rushmore! • Summarizeattract tourists a to Southtext Dakota. Tourists would bring money to the state. That would benefit the people and READ 02-11_SE48544_4U19_S1_R.indd 2 12/10/13 9:17 AM 02-11_SE48544_4U19_S1_R.indd 3 12/10/13 9:17 AM that explains why Gutzon Borglum chose George Washington, to learn about human-environment interaction as they businesses of South Dakota. summarizing the section on George Washington on Carving an immense sculpture into a mountain was a inference means considering information in the text • Explain howdaring goal. Howan would Robinson author make it happen? uses reasons and evidence READING OBJECTIVES SummaryThomas “Welcome Jefferson, to Mount Abraham Rushmore!” Lincoln, and is a Theodore history article Roosevelt that as The contentlearn goal about for the Mount carving Rushmore of this historical is for students landmark and page 13 You might say: I see a clue about the main idea Mount Rushmore is lit up at night and what you already know to come up with an idea from mid-August to May. It is located to support ideas in a text in South Dakota’s Black Hills. • Refer to details and examples when explaining a the subjects for his sculpture on Mount Rushmore Each president’s its economic, cultural, and environmental significanceMake Inferences Remind students that making an 2 3 relates how the site for the monument was chosen and how the faces READto learn about human-environment interaction as they from the subtitle: “Guiding Our Country.” The key details 02-11_SE48544_4U19_S1_R.indd 2 12/10/13 9:17 AM 02-11_SE48544_4U19_S1_R.indd 3 12/10/13 9:17 AM that is not directly stated Model by reading the second text or when making inferences SOCIAL STUDIES OBJECTIVES of the fouraccomplishments presidents were are carved summarized on Mount Rushmore learn aboutRemind the carving students of thatthis eachhistorical selection landmark in Mount and Rushmoreinference meansexplain considering that main information point. To insummarize the text this section, I’d say READING• OBJECTIVESExplain• events Evaluate based the onimpact information of human in actionsthe text on Summarythe “Welcome to Mount Rushmore!” is a history article that The content goal for Mount Rushmore is for students paragraph on page 6 and then saying something like: its economic,relates cultural, to this goaland environmental Explain that “The significance Faces on the and what you alreadythat George know Washington to come up was with chosen an idea for Mount Rushmore • Refer to details andenvironment examples when explaining a relates how the site for the monument was chosen and how the faces to learn about human-environment interaction as they From this information, I can infer that Gutzon Borglum SOCIAL STUDIES OBJECTIVES Explain thatMountain” “Welcome explains to Mount why Washington,Rushmore!” tellsJefferson, who thatLincoln, is not directly stated Model by reading the second text or when making• Evaluate inferences how culture affects people’s environments was a verybecause patriotic he man.guided Why? our country Because at he its chose beginning. to honor He helped win • Evaluate the impact of human actions on the of the fourBUILD presidentsBUILD BACKGROUND were BACKGROUND carved on Mount FORRushmore FOR THE THEGENRE GENRE learn about the carvingand Roosevelt of this werehistorical chosen landmark to be carved and on Mountparagraph on page 6 and then saying something like: • Explain events based on information in the text decided to carve the sculpture and how it was carved four U.S. thepresidents country’s by independence,carving their likenesses and he was onto the this first president. environment its economic, cultural, and environmental significance Let studentsTell students know they they will will read read a ahistory social articlestudies Pointarticle out Explain that that “The Point outRushmore the Read toPoint find out out the statementRead to find at the out top statement From this at information,Ask students I can infer to turnthat Gutzonand talk Borglum to summarize the sections SOCIAL STUDIES• Evaluate OBJECTIVES how culture affects people’s Explain that “Welcome to Mount Rushmore!” tells who massive mountain. Have students turn and talk about TEXAS ESSENTIAL KNOWLEDGE AND SKILLS “WelcomeFaces to onMount the Mountain” Rushmore!” is isa sociala history studies article article with with the the following of page 2the in thetop studentof page 12book: in the Read student to find book: out about Read the to findwas out a very patrioticon man.Jefferson, Why? Lincoln, Because andhe chose Roosevelt to honor Then ask partners to • Evaluate environmentsthe impact of human actions on the BUILD BACKGROUND FOR THE GENRE decided to carve the sculpture and how it was carved other inferences they can make from their reading To 110.15. English Language Arts and Reading, Grade 4. followingelements: elements: creation ofmore the aboutMount the Rushmore people who monument. were carved into Mount Rushmore.four U.S. presidentsshare by carvingtheir summaries their likenesses with ontothe classthis environment Let students know they will read a history article Point out that Point out the Read to find out statement at the top encourage discussion, you might ask: Why do you think • Evaluate how cultureReading/Comprehension affects people’s Skills. Students use a flexible massive mountain. Have students turn and talk about “Welcome• It to tells Mount• about It uses Rushmore!” a facts,historic details, event is a historyand examples article towith present the information about a of page Help2 in thestudents Helpstudent studentsachieve book: the achieveRead comprehension to findthe comprehensionout about goal the of goal of President AnalyzeCalvin Coolidge Reasons promised and Evidencethat the U.S. Discuss government the environments range of metacognitive reading skills in both assigned and other inferences they can make from their reading To TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • Informationsocial is studies based topic:on real honoring people and four events US presidents accessingaccessing content by content determining by determining importance importance Model by Model bywould fund the project? Remind students to re-read and independent reading to understand an author’s message.following elements: creation of the Mount Rushmore monument. encourage discussion,importance you might of authors ask: Why including do you reasonsthink and evidence to The Selections each have two pages. Reading and social 110.15. EnglishStudents Language will continue Arts andto apply Reading, earlier Grade standards 4. with • Events• areThe organized text is organized and presented using headings in chronological and has specializedorder, the social reading thereading middle the two paragraph paragraphs on onpage page 12 3and and saying saying something use what they already know to help them infer Have President Calvin Coolidgesupport promisedideas in athat text the Explain U.S. government that the author includes Reading/Comprehensiongreater depth in Skills. increasinglyStudents more use complex a flexible texts •as theyIt tells about a historicstudies vocabularyevent Help students achievelike: I thelearn comprehension two main points goalfrom ofreading this paragraph. At TEXAS ESSENTIAL KNOWLEDGE AND SKILLS order in which they happened something like: There are factual details here, like the year, pairs sharereasons and discuss for the their selection inferences of each with president the class on Mount range of metacognitivebecome self-directed, reading skills critical in bothreaders. assigned The student and • is Information is based on real people and events accessing content by determining importance Model by would fund the project? Remind students to re-read and • Facts and information are presented through photos, captions, and 1923, andfirst, the place, Doane South Robinson Dakota. considered There’s also American an interesting heroes from the Rushmore Model by saying: Choosing who should be on 110.15. Englishindependent Languageexpected reading Arts to: to and(A) understand establish Reading, an purposesGrade author’s 4. for message. reading selected• Events are organized and presented in chronological order, the reading the middle two paragraphs on page 3 and saying use whatExplain they already Information know to helpDiscuss them how infer explaining Have what Students willtexts continue based upon to apply own earlier or others’ standards desired with outcome to illustrations detail thatWest Robinson for the wanted subjects a memorial of the sculpture. honoring But cowboys the sculptor, and Gutzon Reading/Comprehension Skills. Students use a flexible pairs shareyou andhave discussMount read in Rushmoretheir your inferences own was words a bigwith helps decision. the you class Borglumunderstand needed to have greater depthenhance in increasingly comprehension; more complex(B) ask literal, texts interpretive,as they orderBUILD in which they VOCABULARY happened & C ONCEPTS something like: There are factual details here, like the year, range of metacognitive reading skills in both assigned and Native Americans.Borglum, But decided the most to carve important four great idea presidentsis that Robinson instead. Of clear reasons for his choices. I read on pages 13 through 16 become self-directed,and evaluative critical questions readers. of text; The student(C) monitor is and adjust 1923, and the place, South Dakota. There’s also an interesting and remember it Model explaining a sequence of events independent reading to understand an author’s message. • tourists • scale models • dynamite those ideas, the second is far more important than theExplain first. Information Discuss how explaining what studies objectives and standards are listed on the first wanted to carve a huge memorial into a mountain to bring expected comprehensionto: (A) establish (e.g., purposes using forbackground reading selected knowledge, in your ownthat words:he did have On pages reasons. 6 and Create 7, the a sectiontwo-column “The chart with Students will continue to apply earlier standards with BUILD VOCABULARY & C ONCEPTS detail that Robinson wanted a memorial honoring cowboys and texts basedcreating upon own sensory or others’ images, desired re-reading outcome a portion to aloud, tourists toThe his firststate. is That’s an interesting the big idea detail I want about to remember. what might haveyou have read inthe your labels own Name words and helps Reasons you understand Review pages 13 through greater depth in increasingly more complex texts as they BUILDRemind VOCABULARY students that Using Context & C ONCEPTS Clues is a strategy to infer the Native Americans. But the most important idea is that Robinson Perfect Spot” tells about the events from the time Borglum enhance comprehension;generating questions); (B) ask literal,(E) summarize interpretive, information in a • expansion • preserve • suffrage happened, but the second relates to what actually happened. become self-directed, critical readers. The student is and remember it16 Model with students, explaining adding a sequence the presidents’ of events names to the and evaluativetext, questionsmaintaining of meaning text; (C) andmonitor logical and order. adjust • touristsmeaning of •an scale unfamiliar models word They • dynamite can “read around” the word, or wanted toBefore carve studentsa huge memorial begin reading,into a mountain say: As youto bring read, consider found Mount Rushmore until the actual carving began. I’d expected to: (A) establish purposes for reading selected That’s what I want to remember from this paragraph.in your own words: On pages 6 and 7, the section “The comprehension (e.g., using background knowledge, Remind students that Using Context Clues is a strategy to infer the explain itchart this way: and Borglumthe reasons found the Mount author Rushmore. included Hethat support texts based upon own(b) or Knowledge others’ desired and skills. outcome to read a few sentences before and after it, to make meaning from the tourists towhat’s his state. most That’s important the big to idea remember I want to and remember. which details are creating sensory images, re-reading a portion aloud, Remind students that Using Context Clues is a strategy to infer the Perfect Spot” tells about the events from the time Borglum enhance comprehension; (B) ask literal, interpretive, contextmeaning Remind ofthem an unfamiliar to look at theword photographs, They can “read too around” the word, or less important.Before The students details beginsupport reading, and explain say: Asthe you big read,ideas look for got permissioneach choiceto carve Then the mountain. ask students He got to moneyre-read for page the 17 and generating(12) questions); Reading/Comprehension (D) make inferences of Informationalabout text and Text/ found Mount Rushmore until the actual carving began. I’d and evaluative questions of text; (C) monitor and adjust meaning of an unfamiliar word They can “read around” the word, or Before students begin reading, say: As you read, consider choose someone they think should be memorialized on page. Each selection’s teaching plan has the following read a few sentences before and after it, to make meaning from the the important ideas. Other ideas may be interesting details, project from President Coolidge. I can make a time line and use textualPersuasive evidence toText. support Students understanding. analyze, make inferences and may be interesting, but the big ideas help you see the “big comprehension (e.g., using background knowledge, read a fewAnother sentences useful before vocabulary and after strategy it, to ismake Creating meaning an fromOnline the Image explain it this way: Borglum found Mount Rushmore. He and draw conclusions about persuasive text and provide context Remind them to look at the images, too what’s most importantbut ask to yourself remember which and ideas which you details want are and need to remember.add my explanations.Mount Rushmore Have students if they could re-read add the a fifth second sculpture creating sensory(b) Knowledge images, andre-reading skills. a portion aloud, picture,” which is what the author wants you to understand evidence from text to support their analysis. Studentscontext Bank. Remind Select them several to look images at the from photographs, an Internet too image site and project less important. The details support and explain the big ideas got permission to Askcarve students the mountain. to create He agot new money chart for and the work together generating questions); (D) make inferences about text and and remember. paragraph on page 7 Have pairs turn and talk about what (11) Reading/Comprehensionare expected to explain of howInformational an author uses Text/ language to them asAnother you present strategy the wordto try touristsis Using, giving Graphic students Organizer a chance Notes. to Have project from President Coolidge. I can make a time line and use textual evidence to support understanding. and may be interesting, but the big ideas help you see the “big to come up with a list of candidates and the reasons Expositorypresent Text. Students information analyze, to influence make inferences what the reader thinksAnother usefulstudents vocabulary create strategy a graphic is Creating organizer an with Online four columns:Image Word, Inferred Borglum did next to create Mount Rushmore, and add anchor the meaning of the word with the images Do the same for picture,” which isTURN what the author & TALK wants you to understand add my explanations.supporting Have students their choice re-read the second (b) Knowledgeand draw and conclusionsskills.or does. about expository text and provide Bank. Select severalMeaning, images Clue, from and Sentence an Internet or Picture. image Asksite studentsand project to write the their explanations to the time line (Possible response: He evidence from text to support their understanding. scale models and dynamite and remember. paragraph on page 7 Have pairs turn and talk about what (11) Reading/Comprehension113.15. Social of Informational Studies, Grade Text/ 4. (b) Knowledge andthem skills. as you present the word tourists, giving students a chance to TURNRevisit & TALK the Read to find out statement Have studentsstudied portraits and descriptions of the presidents to framework: Build Background for the Genre, Build Students are expected to: (C) describe explicit and word expansion in the first column, read it in context on page 14 of Borglum did next to create Mount Rushmore, and add Expository Text. Students analyze, make inferences Point out other important words in the selection, such as masterpiece implicit relationships(21) Social studiesamong ideasskills. inThe texts student organized applies by critical-anchor the meaning of the word with the images Do the same for Revisit theturn Read and totalk find about out the statement presidents Have who students were carved intomake scale models He hired workers to do the carving) and draw conclusions about expository text and provide the selection, and then turn and talk about what they infer the word their explanationsWRITE to the time & line ASSESS (Possible response: He cause-and-effect,thinking skillssequence, to organize or comparison. and use information acquired and portraits. Download and project images for these words and Mount Rushmore To check understanding, have students evidence from text to support their understanding. scale models and dynamite turn and talk about the creation of the Mount Rushmore from a variety of valid sources, including electronic means Have students write the inferred meaning in the second TURN & TALK studied portraits and descriptions of the presidents to Students are113.15. expected Social to: Studies, (C) describe Grade explicit 4. (b) Knowledge and and skills. others that may be challenging or unfamiliar to students monumentturn. To and check talk understanding,about the Check have In question:students turnChoose one of You may want to have students do a “quick write” to technology. The student is expected to: (B) analyzePoint out othercolumn, important write words the cluein the that selection, helped themsuch asinfer masterpiece the meaning in the third make scale models He hired workers to do the carving) implicit relationships among ideas in texts organized by Revisit the Read to find out statement Have students WRITEassess & understanding ASSESS It’s always helpful to have students (21) Socialinformation studies skills. by sequencing,The student categorizing, applies critical- identifying cause- and talk aboutthe figures the Checkon Mount In questions:Rushmore and Why explain did Borglum how and why he cause-and-effect, sequence, or comparison. and portraits. Downloadcolumn, and and write project a sentence images foror drawthese a words picture and showing the meaning and-effect relationships, comparing, contrasting, finding turn and talk about the creation of the Mount Rushmore reflect on both the content of the selection and their thinking skills to organize and use information acquired of the word in the final column Have students work with a partner reject the wasfirst selected sites Robinson for the monument.showed him (Studentsin South Dakota? should choose You may want to have students do a “quick write” to Vocabulary & Concepts, Read, Turn & Talk, Write & Assess. the main idea, summarizing, making generalizationsothers and that may be challenging or unfamiliar to students 113.15. Socialfrom aStudies, variety Gradeof valid 4. sources, (b) Knowledge including and electronic skills. monument. To checkWashington understanding, for guiding have the students beginning turn of the nation; assess understandingthinking process It’s always helpful to have students technology.predictions, The student and is drawing expected inferences to: (C) organize and conclusions. and and follow the same steps with the words preserve and suffrage Why did they choose Mount Rushmore for their sculpture? WRITE & ASSESS (21) Social studies skills. The student applies critical- and talk about the Check In questions: Why did Borglum interpret information in outlines, reports, databases, and (PossibleJefferson responses: for Borglum playing rejecteda part in thethe firstnation’s sites birth and reflect on both the content and their thinking process thinking skills to organize and use information acquired You may want to• have Do you students think these do a four “quick presidents write” towere wise choices for visuals, including graphs, charts, timelines, and maps. You may want to point out other important words in the selection, reject the first sites Robinson showed him in South Dakota? from a variety of valid sources, including electronic because expansion;he didn’t think Lincoln they for would preserving allow him the tonation; use light or Roosevelt Mount Rushmore? Explain your answer. such as monument, colonial, and united Invite pairs to use a graphic Why did they choose Mount Rushmore for their sculpture? assess understanding• How did the Mount It’s always Rushmore helpful memorial to have changestudents South technology. The student is expected to: (C) organize and and shadowfor expandingas he wanted; it as he a world wanted leader a site and that preserving faced and • What, if anything new, did you learn from your reading? interpret information in outlines, reports, databases, and organizer to develop meanings for these words (Possible responses: Borglum rejected the first sites reflect onDakota? both the content and their thinking process east intoprotecting the morning parks sun and The forests) two men chose Mount visuals, including graphs, charts, timelines, and maps. because he didn’t think they would allow him to use light • What do you still wonder about what you just read? Rushmore because it offered a broad space to work) • How did the Mount Rushmore memorial change South and shadow as he wanted; he wanted a site that faced MouNT RuShMoRe | The FaCeS oN The MouNTaIN 9 © National Geographic Learning, Cengage Learning, Inc. MouNt RushMoRE | thE FaCEs oN thE MouN taDakota?IN 10 © National Geographic Learning, Cengage Learning, Inc. east into the morning sun The two men chose Mount MouNT RuShMoRe MouNT RuShMoRe • What do you still wonder about what you just read? Rushmore because it offered a broad space to work)

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Program information | Social Studies & literacy 6 © National Geographic Learning, Cengage Learning, Inc.

002-026_OTG_72462_G4.indd 6 3/25/14 3:46 PM Notes

more about the people who were how dynamite played an important role about the creation of the two different views about the location and Read to find out carved into Mount Rushmore. in the growth of the United States. Read to find out Mount Rushmore monument. Read to find out symbolic meaning of Mount Rushmore.

GENRE History Article GENRE Social Studies Article GENRE Social Studies Article Read to find out GENRE Opinion Piece M o u n t R u s hor m o r e

by Debbie Nevins by Debbie Nevins by David Holford on the mountain by Jennifer A. Smith

It was hard to decide how to carve gigantic faces into Mount Rushmore. But a bigger Discuss decision Robinson and his team faced was which four historic faces to carve. Early on, they considered heroes from the American West. But when Gutzon Borglum was hired as the sculptor, he had already made up his mind. He would carve the images of four great presidents. Creating Mount Rushmore involved blasting away A recent photo shows the view of Mount Rushmore from the base of the monument. 450,000 tons of rock.

Mount Rushmore is lit up at night from mid-August to May. It is located 12/10/13 9:17 AM 12/10/13 9:57 AM 12/10/13 10:13 AM 12/10/13 10:41 AM in South Dakota’s Black Hills.

2 12 18 24

02-11_SE48544_4U19_S1_R.indd 2 12-17_SE48544_4U19_S2_R.indd 12 18-23_SE48544_4U19_S3_R.indd 18 24-29_SE48544_4U19_S4_R.indd 24 DISCUSS READING OBJECTIVES Have students collaboratively answer the questions on CONTENT & COMPREHENSION GOALS Discuss • Refer to details and examples when explaining a page 32 as you move about the room and listen in to 1. What connections can you make among the five selections in text or when making inferences Foster a discussion about the five selections in Mount Rushmore Ask: support and scaffold student conversations and clarify this book? How are the selections linked? • Integrate information from two or more texts on In this book, what did you learn about the creation and importance of 2. Describe two important things you have learned about the process misconceptions by which the Mount Rushmore monument was created. the same topic Mount Rushmore? (Possible responses are given in the concept map) 3. What do you think about Borglum’s decision to change the 1. What connections can you make among the five subject matter of the monument from heroes of the West to the SOCIAL STUDIES OBJECTIVES presidents of the United States? selections in this book? How are the selections • Evaluate the impact of human actions on the 4. Consider the issues surrounding the Mount Rushmore National linked? (Each selection is about the history and Memorial, which remains on traditional Lakota land. What is your environment In this book, what did you opinion about the location of this memorial? • Evaluate how culture affects people’s environments learn about the creation and importance of Mount Rushmore “Welcome 5. What do you still want to know about Mount Rushmore? to Mount Rushmore!” introduces how the idea 32 importance of Mount Rushmore? for the monument began and how the planning The Discuss pages, which are to be used after all selections 32_SE48544_4U19_D_R.indd 32 TEXAS ESSENTIAL KNOWLEDGE AND SKILLS and building went “The Faces on the Mountain” 110.15. English Language Arts and Reading, Grade 4. explains why each president was chosen for the 12/10/13 9:00 AM Reading/Comprehension Skills. Students use a flexible Mount Rushmore monument “Blasting Through” tells how dynamite 4. Consider the issues surrounding the Mount Rushmore range of metacognitive reading skills in both assigned and was carved by Gutzon Washington, Jefferson, helped build the monument and how it helped National Memorial, which remains on traditional independent reading to understand an author’s message. Borglum to honor the Lincoln, and Roosevelt were Students will continue to apply earlier standards with change the environment “Mount Rushmore or Six Lakota land. What is your opinion about the location are read, include reading and social studies objectives United States. chosen for the monument greater depth in increasingly more complex texts as they because they were great Grandfathers?” outlines why the Lakota people of this memorial? (Answers will vary, but students become self-directed, critical readers. The student is U.S. presidents. disagree on the name and the monument and expected to: (F) make connections (e.g., thematic links, should explain their responses using information author analysis) between literary and informational texts Dynamite was how this disagreement impacts the Lakota and from the text) with similar ideas and provide textual evidence. used to blast rock Americans today Finally, “Rushmore Rocks!” shows and carve Mount 5. What do you still want to know about Mount Rushmore? 113.15. Social Studies, Grade 4. (b) Knowledge and skills. Rushmore. Native Americans that Mount Rushmore is an important symbol in see Mount Rushmore as (Answers will vary, but students should explain their and standards. These pages revisit the content and (21) Social studies skills. The student applies a symbol of disrespect our culture) critical-thinking skills to organize and use information responses) Mount Rushmore because it was carved 2. Describe two important things you have learned about the acquired from a variety of valid sources, including on sacred land taken electronic technology. The student is expected to: is used as a symbol process by which the Mount Rushmore monument was in many items from from them. (B) analyze information by sequencing, categorizing, created. (Answers will vary, but students should explain identifying cause-and-effect relationships, comparing, popular culture. contrasting, finding the main idea, summarizing, making their responses Possible response: Choosing a site comprehension goals, with a focus on looking across all of generalizations and predictions, and drawing inferences The five selections in Mount Rushmore are a history article, two for the monument depended on the location of the and conclusions; (D) identify different points of view sun and how shadows would affect the monument’s about an issue, topic, historical event, or current event. social studies articles, an opinion piece, and a photo essay Social studies concepts (tourists, symbol, and dynamite) thread through the appearance The artists used smaller scale models to selections Guide a discussion about these concepts plan the sculpture before touching rock) What makes the selections especially interesting to read, though, 3. What do you think about Borglum’s decision to change the selections for discussion. Sample answers to the Discuss is the interdisciplinary context—real-life stories and events that the subject matter of the monument from heroes include not only history but also biography, economics, geography, of the West to the presidents of the United States? technology and engineering, and popular culture Have students (Answers will vary, but students should explain their turn and talk about the interdisciplinary nature of the selections You responses, including giving reasons for why each might ask: How is reading Mount Rushmore different from reading a president was chosen and how each affected the questions in the student book are also provided. history textbook? Also ask them to consider differences in the ways the country in a positive way) selections were written (such as genre, text structure, and point of view) and how the writing style helps the concepts come alive

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SOCIAL STUDIES Research & Share Mount RUSHMORE AMERICAN WONDERS

850L Rushmore The Faces on Blasting Rushmore or ANALYZE & SYNTHESIZE SHARE Welcome to Through Six Grandfathers? Rocks Mount Rushmore the Mountain

1/7/14 11:32 AM

OC_SE_48544_4_U19_Rushmore.indd All Pages Guide students to carefully and thoughtfully review their When students share their research, they become OBJECTIVES In small groups or individually, offer students the chance to explore notes to determine the big ideas related to their question teachers, consider how their ideas were shaped by the • Ask questions based on reading Mount Rushmore questions they have or ideas they still wonder about, based on their As students prepare to use the information they’ve investigation, and pose new questions Students may • Research, document, and share information reading in Mount Rushmore. Use question 5 on the Discuss page of gathered to formulate an answer to their question, express their knowledge by writing, speaking, creating a the student book as a springboard for student questions and ideas for support them as they analyze and synthesize Be sure visual piece, or taking action in the community The best further research TEXAS ESSENTIAL KNOWLEDGE AND SKILLS they do the following: culminating projects are ones with authentic purposes For example, a student who is interested in the Crazy 110.15. English Language Arts and Reading, Grade 4. • Revise any misconceptions (b) Knowledge and skills. Horse monument might present a scale model of what EXPLORE • Notice incongruities in their information (23) Research/Research Plan. Students ask open-ended the Crazy Horse Memorial will look like, including the • Evaluate all the various pieces of information research questions and develop a plan for answering Encourage students to express their curiosity in their own way The carving, and give a short biographical report on the life of them. Students are expected to: (A) generate research • Pull together the most pertinent information that The Research & Share pages offer students an questions students have matter You might have students talk with topics from personal interests or by brainstorming with Crazy Horse The student might also write a persuasive peers, write about what they wonder, or create drawings based on addresses their question others, narrow to one topic, and formulate open-ended brochure asking for donations to help complete the Crazy questions about the major research topic; (B) generate what they learned from reading the different selections in Mount While analyzing and synthesizing their research, students Horse Memorial a research plan for gathering relevant information (e.g., Rushmore. Guide them to immerse themselves in resources related to may realize that the more they learn, the more they surveys, interviews, encyclopedias) about the major When students are given the time to gather information research question. what they are most interested in learning more about They might ask wonder To help focus their thinking, students may want about a topic that interests them, they will find unique questions or make statements about their interests, for example: to talk with classmates or write in a research notebook opportunity to explore questions they may still wonder (24) Research/Gathering Sources. Students determine, and individual ways to share what they learned Some locate, and explore the full range of relevant sources Remind them that just as in real-world research, there • What other sculptures or works of art honor people? What did the options you can suggest might include the following: addressing a research question and systematically record may not be a final answer to the question they posed the information they gather. Students are expected to: person do to be honored by a sculpture or artwork? (A) follow the research plan to collect information from • How do you design a mountain sculpture and create a scale model? • A photo essay of mountain sculptures and other multiple sources of information both oral and written, • How do people work with dynamite? What safety steps are taken? massive monuments including: (i) student-initiated surveys, on-site inspections, • Why was Crazy Horse a Lakota hero? What did he do to be • A scale model or sketch of a monument about after reading. The Research & Share process and interviews; (ii) data from experts, reference texts, and online searches; (iii) visual sources of information honored by the monument? • A diary written from the point of view of a worker on (e.g., maps, timelines, graphs) where appropriate; (B) use Mount Rushmore skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics); (C) take simple notes and sort evidence into provided categories GATHER INFORMATION or an organizer; (D) identify the author, title, publisher, After students explore, they should arrive at a question that will asks students to explore a question they have, gather and publication year of sources; (E) differentiate between paraphrasing and plagiarism and identify the importance drive their research Students may want to read, listen to, and of citing valid and reliable sources. view information with their question in mind Guide students to

(25) Research/Synthesizing Information. Students use resources, such as reliable sites on the Internet, library books, clarify research questions and evaluate and synthesize and magazines, that address the question they posed Collecting collected information. Students are expected to improve information may lead students to revise or narrow their question the focus of research as a result of consulting expert information that addresses that question, analyze and sources (e.g., reference librarians and local experts on the You may want students to follow a specific note taking system to topic). keep track of their thinking and findings as they gather information (26) Research/Organizing and Presenting Ideas. In addition to taking notes, ask students to make a list of their Students organize and present their ideas and information according to the purpose of the research sources You may want to model how to take notes by interacting and their audience. Students are expected to draw with text, jotting down your thoughts in the margins or on sticky synthesize the information they’ve gathered, and then share conclusions through a brief written explanation and notes, and demonstrating how to summarize the most important create a works-cited page from notes, including the author, title, publisher, and publication year for each information Remind students that their question will drive their source used. research and note taking

MouNT RuShMoRe | ReSeaRCh & S haRe 17 © National Geographic Learning, Cengage Learning, Inc. MouNT RuShMoRe | ReSeaRCh & S haRe 18 © National Geographic Learning, Cengage Learning, Inc. what they’ve learned.

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GENRE Opinion Piece Read to find out two different views about the location and symbolic meaning of Mount Rushmore. ount Rushmore was named after a young lawyer named Charles Edward Rushmore. Many white settlers thought the mountain had no other name. Mount Rushmore But Native American groups living in the or area had another name for the mountain. The Lakota people, a part of a large nation known as the Sioux (SOO), called the mountain “Six Grandfathers.” It was an

by Debbie Nevins important part of their history and heritage. Native Americans considered the Black Hills sacred, or important to their religion. They performed spiritual ceremonies there. The mountains were also part of their homeland. Write Many Native Americans were upset when Borglum carved the faces of the U.S. presidents on Six Grandfathers. Years before, U.S. settlers and soldiers had taken their sacred lands away and forced them to move onto areas called reservations. And now, the U.S. government had spoiled the land they used to call home.

Most U.S. citizens see Mount Rushmore as a proud symbol of a great nation. Many Native Americans, however, see it as a symbol of destruction and disrespect toward A man stands on a small hill their culture. near a Lakota settlement in South Dakota in 1891. Ask students to Turn and Talk about an issue that Write Students can use their background knowledge, 24 25 24-29_SE48544_4U19_S4_R.indd 24 12/10/13 10:41 AM 24-29_SE48544_4U19_S4_R.indd 25 12/10/13 10:41 AM they think would be interesting to write about in an their planning, and their research notes to begin writing OBJECTIVES GENRE: OPINION PIECE opinion piece (Possible ideas: Should the Black Hills be Remind them to keep looking back at the mentor text to • Use a mentor text as a writing model returned to the Lakota? Should a large monument to use as a model for their own writing of an opinion piece • Plan and research information on a topic Hold up “Mount Rushmore or Six Grandfathers?” Review with another person be created? Should people carve large • Write and revise an opinion piece students the elements of an opinion piece Share that with this genre, writing is often a series of monuments into the natural environment?) • Publish and present an opinion piece short paragraphs that explain various facts that support • A writer presents facts about a topic and states an opinion Have several students Share their ideas an opinion Emphasize that an opinion piece may clearly • Reasons and evidence support the opinion indicate which opinion the author favors or may simply TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Wrap up by explaining that students will be writing Some opinion pieces also have the following elements: present the pro and con sides and let the reader decide 110.15. English Language Arts and Reading, Grade 4. their own opinion piece on a topic of their choosing They about the issue Encourage students to consider which (b) Knowledge and skills. • The writer cares about the topic and attempts to persuade the may either focus on their own opinion about a topic type of article they will write before beginning (15) Writing/Writing Process. Students use elements of reader to accept or embrace his or her opinion or write about two or more opposing opinions They Write pages map out a plan for student writing, using the writing process (planning, drafting, revising, editing, • The writer concludes by emphasizing the opinion and publishing) to compose text. Students are expected may need to research appropriate facts and reasons to Conference and Revise Have students hold a writing to: (A) plan a first draft by selecting a genre appropriate support their opinions conference with a partner to review their drafts Ask the for conveying the intended meaning to an audience reviewers to look for elements of an opinion piece as and generating ideas through a range of strategies MENTOR TEXT they review their partner’s writing Have writers ask their (e.g., brainstorming, graphic organizers, logs, journals); Use “Mount Rushmore or Six Grandfathers?” as a mentor text, or WRITING PROCESS (B) develop drafts by categorizing ideas and organizing partners the following questions one of the selections in the student book as a mentor text. them into paragraphs; (C) revise drafts for coherence, model, for student writing Plan and Research Have students use the mentor organization, use of simple and compound sentences, and • What struck you about the piece? (to highlight interesting text to plan their writing Once students have chosen a audience; (D) edit drafts for grammar, mechanics, and Model the elements of an opinion piece Walk students through the parts) topic for their opinion piece, they may need to research spelling using a teacher-developed rubric; (E) revise final selection, sharing your thinking as you go Say: This selection starts with • What do you wonder or want to know more about? (to draft in response to feedback from peers and teacher and by reading more about it Guide students in finding a short introduction to the topic of the Black Hills and Mount Rushmore. suggest ideas for adding information or revising) publish written work for a specific audience. appropriate resources Let students know that another Then the author states the negative opinions many Native Americans have • Are there any confusing parts? (to pinpoint areas to (18) Writing/Expository and Procedural Texts. A process for writing includes planning and researching, good way to plan an opinion piece is by asking other Students write expository and procedural or work-related about Mount Rushmore. She follows with reasons and evidence that help revise for clarity and accuracy) texts to communicate ideas and information to specific explain why Native Americans hold these opinions. students their opinions and making notes about the audiences for specific purposes. Students are expected responses Suggest that students use a graphic organizer After students get feedback from a partner, have them Explain that students can use this article as a mentor text to help to: (A) create brief compositions that: (i) establish a such as an Idea Diagram to organize their facts, revise and edit their writing central idea in a topic sentence; (ii) include supporting them write their own opinion piece Tell students that our best sentences with simple facts, details, and explanations; reasons, and examples Publish and Present Find opportunities for students writing teachers are the professional writers whose work we read (iii) contain a concluding statement. to publish and present in authentic, relevant, and writing, conferencing and revising, and publishing and Suggest that they look closely at what the writer does to convey (19) Writing/Persuasive Texts. Students write significant ways Use or adapt the following ideas to information in a clear way Say: This article explains the Native persuasive texts to influence the attitudes or actions best reflect your classroom goals and individual student of a specific audience on specific issues. Students are American opinion of Mount Rushmore. As you write your own opinion Opinions interests expected to write persuasive essays for appropriate piece, decide whether you want to state and support your opinion about an audiences that establish a position and use supporting issue or explain both sides of the issue. Point out the headings on pages • Have students submit their opinion pieces as letters to details. presenting. The writing genres include a reference article, 26 and 29 Say: The author used headings to organize her piece. The first the editor of a school or local newspaper heading begins a section that states the reasons for the Native American • Post the opinion pieces on a classroom blog opinion. The second heading asks readers what they think. Draw Facts Reasons Examples attention to the visuals in the article Say: The author used photos and a historical illustration to help readers further understand the issue. a comparison article, an opinion piece, a narrative, and a

MouNT RuShMoRe | wRITe 19 © National Geographic Learning, Cengage Learning, Inc. MouNT RuShMoRe | wRITe 20 © National Geographic Learning, Cengage Learning, Inc. graphic novel.

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Program information | social studies & literacy 7 © National Geographic Learning, Cengage Learning, Inc.

002-026_OTG_72462_G4.indd 7 3/25/14 3:46 PM Notes

Three Levels

Student Book Back Cover Leveling information is Nothing correlates higher to reading achievement provided on the back cover than volumeSOCIAL. STUDIESReaders need a “high volume of high of the student book. success reading.” This exciting resource offers three levels so students can read at the level that is the The highlighted rung of best fit for them. the ladder signals the level. green = above level NATIVE AMERICANS OF THE turquoise = on level magenta = below level

790L

The Mystery of the The Navajo Animal Symbolism How Coyote Lexile measure for the book Ancient Pueblo Code Talkers in the Southwest Stole the Sun

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Lexile Ranges for National Geographic Ladders Social Studies Grade 3 Grade 4 Grade 5 Above Level 770L–890L 890L–980L 960L–1040L On Level 620L–790L 770L–890L 890L–980L Below Level 400L–620L 560L–790L 720L–890L

Text Complexity The leveling of this program addresses text complexity in a unique way. Each level is increasingly complex, giving students an authentic opportunity to read first at their own level and then, if and when appropriate, a chance to re-read using a more complex text in the set.

Differentiation with a Shared Experience Although the text is differentiated by Lexile measure in National Geographic Ladders Social Studies, the same concepts and vocabulary are maintained in all levels. In addition, the photos, illustrations, and graphics are identical—and stunning to boot! We have carefully attended to photo captions, too, so that the same supporting information is available for most images. This “laddered” approach to leveling will assist in creating a shared learning experience for students, allowing them the opportunity to discuss the books together, regardless of the level they are reading.

Program information | three levels 8 © National Geographic Learning, Cengage Learning, Inc.

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Pages pictured are from Grade 4, Mount Rushmore

Above Level GENRE History Article Read to find out about the creation of the Mount Rushmore monument. The Man with the Plan Few places in the world feature giant heads carved into rock like Mount Rushmore. Set in the Black Hills of South Dakota, this American wonder showcases the heads of four “giants” of history: Presidents George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt. Their images are carved into the hard granite of this mountain face, making Mount Rushmore one of the world‘s largest sculptures. Let’s look back in history to see how these massive

by Debbie Nevins sculptures got there.

In 1923, Doane Robinson of South Dakota had a dream. He imagined a huge memorial honoring western heroes—cowboys and Native Americans together. And the memorial would be carved

into a mountain. Doane Robinson

Robinson’s dream was also related to his job. He was the state’s official historian. As part of his job, he wanted to attract tourists to South Dakota. Tourists would bring money to the state. That would benefit the people and businesses of South Dakota.

Carving a colossal sculpture into a mountain was a daring goal. What made Robinson even think it was possible?

Mount Rushmore is lit up at night from mid-August to May. It is located in South Dakota’s Black Hills.

2 3

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On Level GENRE History Article Read to find out about the creation of the Mount Rushmore monument. The Man with the Plan Few places feature giant heads carved into rock like Mount Rushmore. Set in the Black Hills of South Dakota, this sculpture showcases four U.S. presidents: George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt. Their images are carved into the face of this mountain, making Mount Rushmore one of the world‘s largest sculptures. Let’s find out how these massive sculptures got there.

In 1923, Doane Robinson by Debbie Nevins of South Dakota had a dream. He imagined a huge memorial honoring cowboys and Native Americans who were important to the West. And the memorial would be carved into a mountain.

Doane Robinson Robinson was the state’s official historian. As part of his job, he wanted to attract tourists to South Dakota. Tourists would bring money to the state. That would benefit the people and businesses of South Dakota.

Carving an immense sculpture into a mountain was a daring goal. How would Robinson make it happen?

Mount Rushmore is lit up at night from mid-August to May. It is located in South Dakota’s Black Hills.

2 3

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Below Level GENRE History Article Read to find out about the creation of the Mount Rushmore monument. The Man with the Plan Set in the Black Hills of South Dakota, Mount Rushmore is one of the world’s largest sculptures. It features the heads of four U.S. presidents: George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt. Their images are carved into the mountain. Let’s see how these giant sculptures got there.

In 1923, Doane Robinson

by Debbie Nevins of South Dakota had a dream. He wanted to honor cowboys and Native Americans who were important to the western United States. He would carve their images into a mountain.

Robinson was the state’s Doane Robinson official historian. He wanted to attract tourists to South Dakota. Tourists would bring money to the state. That would benefit the people and businesses of South Dakota.

Carving a huge sculpture into a mountain was a daring goal. How would Robinson do it?

Mount Rushmore is lit up at night from mid-August to May. It is located in South Dakota’s Black Hills.

2 3

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Program information | three levels 9 © National Geographic Learning, Cengage Learning, Inc.

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Active Thinking Strategies

The purpose of teaching active thinking strategies is to support readers to turn information into knowledge. National Geographic Ladders Social Studies effectively helps students do this. Students need to be engaged in their reading. Interaction is at the core of engagement. When students are monitoring their comprehension by listening to their inner voice—connecting, questioning, and synthesizing—the sky is the limit in terms of content acquisition. Students need to be “thinking-intensive” readers—readers who continually interact with the text, monitoring their comprehension and jotting down thoughts and questions. In the letter on the inside cover of the student books, we remind students of this.

Both content and comprehension are The NG Ladders on-level eBook for Mount Rushmore is available in .pdf format. Project the eBook on your SOCIAL STUDIES interactive whiteboard, or have students listen to or read Literacy Overview SOCIAL STUDIES it on tablets or other mobile devices. Reading Selections stressed because readers learn content by • Welcome to Mount Rushmore! (history article) Mount RUSHMORE • The Faces on the Mountain (social studies article) AMERICAN WONDERS

850L • Blasting Through (social studies article) Welcome to The Faces on Mount Rushmore Blasting Rushmore or the Mountain Rushmore Mount Rushmore OC_SE_48544_4_U19_Rushmore.indd All Pages Through Six Grandfathers? Rocks thinking about the information they read • Mount Rushmore or Six Grandfathers? 1/7/14 11:32 AM (opinion piece) Mount What Who Why was • Rushmore Rocks! (photo essay) RUSHMORE is it? made it? it made? AMERICAN WONDERS and constructing meaning from it. Teachers TEXAS ESSENTIAL KNOWLEDGE AND SKILLS Students can then Share what they think they know or 110.15. English Language Arts and Reading, Grade 4. have learned about Mount Rushmore Reading/Comprehension Skills. Students use a flexible range You may want to return to the graphic organizer to add of metacognitive reading skills in 850Lboth assigned and independent Where was When was How was reading to understand an author’s message. Students will Blasting Rushmore or Rushmore more information after students read each selection Welcome to The Faces on Through Six Grandfathers? Rocks teach these active thinking strategies so continue to apply earlier standards with greater depth in Mount Rushmore the Mountain it made? it made? it made? increasingly more complex texts as they become self-directed, 1/7/14 11:32 AM critical readers. The student is expected to: OC_SE_48544_4_U19_Rushmore.indd All Pages BUILD SOCIAL STUDIES (A) establish purposes for reading selected texts based upon CONTENT GOAL own or others’ desired outcome to enhance comprehension; BACKGROUND students can acquire and actively use (B) ask literal, interpretive, and evaluative questions of text; Students will read five selections in Mount Rushmore. They will (C) monitor and adjust comprehension (e.g., using background be introduced to the concept of human-environment interaction Pages 4–6 of this teacher’s guide address how certain knowledge, creating sensory images, re-reading a portion aloud, as they learn about how the faces were chosen and then carved social studies concepts relate to each selection in Mount generating questions); (D) make inferences about text and ACTIVATE & BUILD use textual evidence to support understanding; (E) summarize onto Mount Rushmore, the technology used to carve the faces, Rushmore. This information will provide you with social information in text, maintaining meaning and logical order; and the controversies surrounding the monument BACKGROUND studies background knowledge as you plan your teaching knowledge. (F) make connections (e.g., thematic links, author analysis) for this book between literary and informational texts with similar ideas and Draw the graphic organizer shown above Ask: How would provide textual evidence. COMPREHENSION GOAL you begin to answer these questions about Mount Rushmore? Help students access background knowledge related (b) Knowledge and skills. Write students’ responses in the graphic organizer to the social studies concepts Support the concepts of Remind students that as thinking-intensive readers they must (11) Reading/Comprehension of Informational Text/ tourists, symbol, and dynamite in ways that are familiar to listen to their inner voice to monitor and repair comprehension as Model for students by thinking aloud You might say Expository Text. Students analyze, make inferences and draw your students conclusions about expository text and provide evidence from they read Find opportunities to model and teach active thinking something similar to the following: Let’s look at the book text to support their understanding. Students are expected to: strategies to help students access content You may want to focus cover. I see four huge heads carved into a mountainside. The • tourists: Invite students to share their experiences (A) summarize the main idea and supporting details in a text in on the following strategies for Mount Rushmore. faces look recognizable to me from history books. I can infer from vacations or other family trips when they were ways that maintain meaning; (C) describe explicit and implicit that these must be important people if their faces are carved visiting a new place Show photos of tourists visiting relationships among ideas in texts organized by cause-and- • Determine Importance: Readers need to sift out the most effect, sequence, or comparison. into stone! It must have taken a long time to make. The size of popular tourist sites and discuss why people visit new important information in a text They must distinguish the this place is amazing. I can also infer that many people would places (12) Reading/Comprehension of Informational Text/ important information from the interesting details to answer Persuasive Text. Students analyze, make inferences and draw want to see this place and learn more about why it exists. • symbol: Show the American flag and ask why we questions and arrive at main ideas conclusions about persuasive text and provide evidence from say it “stands for” our country Discuss other symbols text to support their analysis. Students are expected to explain Explain that people construct monuments to honor • Ask Questions: Readers expand understanding when they students are familiar with, such as a heart, a plus or how an author uses language to present information to influence important people, events, and ideas Then ask: Why do what the reader thinks or does. ask themselves questions as they read and when they ask minus sign, and musical notes Discuss the meaning of you think people want to honor, or remember, certain people, others questions as they discuss the content Self-questioning these familiar symbols and why they might be used events, or ideas by creating monuments? What do you think is propels readers to discover answers, ask more questions, and • dynamite: Ask students if they have seen TV shows Research Standards (page 17) being honored at Mount Rushmore? How do you think people do further research or movies in which buildings were blown up to remove Writing Standards (page 19) feel when they see this monument? the structure Explain that dynamite uses a chemical Ask students to Turn and Talk about what they think reaction that leads to a huge explosion Show students they know about Mount Rushmore to answer the a video from the Internet of a building being safely questions in the graphic organizer imploded in order to remove it

MouNT RuShMoRe | LITeRaCy oveRvIew 2 © National Geographic Learning, Cengage Learning, Inc. MouNT RuShMoRe | LITeRaCy oveRvIew 3 © National Geographic Learning, Cengage Learning, Inc.

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GENRE History Article Read to find out about the creation of the Mount Rushmore monument. The Man with the Plan Few places feature giant heads carved into rock like Mount Rushmore. Set in the Black Hills of South Teachers model active thinking strategies to Dakota, this sculpture showcases four U.S. presidents: George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt. Their images are carved into the face of this mountain, making Mount Rushmore one of the world‘s largest sculptures. Let’s find out how these massive sculptures got there.

In 1923, Doane Robinson Welcome to Mount by Debbie Nevins of South Dakota had a dream. He imagined a huge memorial honoring cowboys and Native Americans who were important to the West. And the memorial would be carved into a mountain.

Doane Robinson Robinson was the state’s History Article official historian. As part of his job, he wanted to Rushmore! attract tourists to South Dakota. Tourists would bring money to the state. That would benefit the people and help students learn how to pay attention to businesses of South Dakota. Carving an immense sculpture into a mountain was a daring goal. How would Robinson make it happen?

Mount Rushmore is lit up at night from mid-August to May. It is located in South Dakota’s Black Hills. Make Inferences Remind students that making an 2 3 READ 02-11_SE48544_4U19_S1_R.indd 2 12/10/13 9:17 AM 02-11_SE48544_4U19_S1_R.indd 3 12/10/13 9:17 AM inference means considering information in the text READING OBJECTIVES Summary “Welcome to Mount Rushmore!” is a history article that The content goal for Mount Rushmore is for students and what you already know to come up with an idea and recognize the power of their thinking, • Refer to details and examples when explaining a relates how the site for the monument was chosen and how the faces to learn about human-environment interaction as they that is not directly stated Model by reading the second text or when making inferences of the four presidents were carved on Mount Rushmore learn about the carving of this historical landmark and • Explain events based on information in the text paragraph on page 6 and then saying something like: its economic, cultural, and environmental significance From this information, I can infer that Gutzon Borglum SOCIAL STUDIES OBJECTIVES Explain that “Welcome to Mount Rushmore!” tells who was a very patriotic man. Why? Because he chose to honor • Evaluate the impact of human actions on the BUILD BACKGROUND FOR THE GENRE guiding students to understand how decided to carve the sculpture and how it was carved four U.S. presidents by carving their likenesses onto this environment Let students know they will read a history article Point out that Point out the Read to find out statement at the top • Evaluate how culture affects people’s massive mountain. Have students turn and talk about “Welcome to Mount Rushmore!” is a history article with the of page 2 in the student book: Read to find out about the environments other inferences they can make from their reading To following elements: creation of the Mount Rushmore monument. encourage discussion, you might ask: Why do you think thinking can turn information into lasting • It tells about a historic event Help students achieve the comprehension goal of President Calvin Coolidge promised that the U.S. government TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • Information is based on real people and events accessing content by determining importance Model by would fund the project? Remind students to re-read and 110.15. English Language Arts and Reading, Grade 4. • Events are organized and presented in chronological order, the reading the middle two paragraphs on page 3 and saying use what they already know to help them infer Have Reading/Comprehension Skills. Students use a flexible order in which they happened something like: There are factual details here, like the year, pairs share and discuss their inferences with the class range of metacognitive reading skills in both assigned and 1923, and the place, South Dakota. There’s also an interesting knowledge. independent reading to understand an author’s message. Explain Information Discuss how explaining what Students will continue to apply earlier standards with detail that Robinson wanted a memorial honoring cowboys and you have read in your own words helps you understand greater depth in increasingly more complex texts as they BUILD VOCABULARY & C ONCEPTS Native Americans. But the most important idea is that Robinson become self-directed, critical readers. The student is and remember it Model explaining a sequence of events • tourists • scale models • dynamite wanted to carve a huge memorial into a mountain to bring expected to: (A) establish purposes for reading selected in your own words: On pages 6 and 7, the section “The texts based upon own or others’ desired outcome to Remind students that Using Context Clues is a strategy to infer the tourists to his state. That’s the big idea I want to remember. Perfect Spot” tells about the events from the time Borglum enhance comprehension; (B) ask literal, interpretive, and evaluative questions of text; (C) monitor and adjust meaning of an unfamiliar word They can “read around” the word, or Before students begin reading, say: As you read, consider found Mount Rushmore until the actual carving began. I’d comprehension (e.g., using background knowledge, read a few sentences before and after it, to make meaning from the what’s most important to remember and which details are explain it this way: Borglum found Mount Rushmore. He creating sensory images, re-reading a portion aloud, context Remind them to look at the photographs, too less important. The details support and explain the big ideas got permission to carve the mountain. He got money for the generating questions); (D) make inferences about text and and may be interesting, but the big ideas help you see the “big project from President Coolidge. I can make a time line and use textual evidence to support understanding. Another useful vocabulary strategy is Creating an Online Image picture,” which is what the author wants you to understand add my explanations. Have students re-read the second (b) Knowledge and skills. Bank. Select several images from an Internet image site and project and remember. paragraph on page 7 Have pairs turn and talk about what (11) Reading/Comprehension of Informational Text/ them as you present the word tourists, giving students a chance to Borglum did next to create Mount Rushmore, and add Expository Text. Students analyze, make inferences anchor the meaning of the word with the images Do the same for and draw conclusions about expository text and provide their explanations to the time line (Possible response: He scale models and dynamite evidence from text to support their understanding. TURN & TALK studied portraits and descriptions of the presidents to Students are expected to: (C) describe explicit and Point out other important words in the selection, such as masterpiece implicit relationships among ideas in texts organized by Revisit the Read to find out statement Have students make scale models He hired workers to do the carving) cause-and-effect, sequence, or comparison. and portraits. Download and project images for these words and turn and talk about the creation of the Mount Rushmore others that may be challenging or unfamiliar to students 113.15. Social Studies, Grade 4. (b) Knowledge and skills. monument. To check understanding, have students turn WRITE & ASSESS (21) Social studies skills. The student applies critical- and talk about the Check In questions: Why did Borglum thinking skills to organize and use information acquired reject the first sites Robinson showed him in South Dakota? You may want to have students do a “quick write” to from a variety of valid sources, including electronic assess understanding It’s always helpful to have students technology. The student is expected to: (C) organize and Why did they choose Mount Rushmore for their sculpture? interpret information in outlines, reports, databases, and (Possible responses: Borglum rejected the first sites reflect on both the content and their thinking process visuals, including graphs, charts, timelines, and maps. because he didn’t think they would allow him to use light • How did the Mount Rushmore memorial change South and shadow as he wanted; he wanted a site that faced Dakota? east into the morning sun The two men chose Mount • What do you still wonder about what you just read? Rushmore because it offered a broad space to work)

MouNT RuShMoRe MouNT RuShMoRe

weLCoMe To MouNT RuShMoR e! 7 © National Geographic Learning, Cengage Learning, Inc. weLCoMe To MouNT RuShMoR e! 8 © National Geographic Learning, Cengage Learning, Inc.

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active thinking strategies 10 © National Geographic Learning, Cengage Learning, Inc.

002-026_OTG_72462_G4.indd 10 3/25/14 3:46 PM Notes

Monitor and Repair Comprehension Infer and Visualize When readers monitor their comprehension, they are Inferring involves drawing conclusions, making aware of and keep track of their thinking as they read, predictions, surfacing themes, and/or creating listen, and view. They merge their thinking with the text interpretations that are not explicitly stated in the text. by listening to their inner voice and noticing when the Readers need to merge their background knowledge with text makes sense and when it doesn’t. They use “fix-up” clues in the text to draw inferences. Readers visualize strategies, such as stopping to refocus their thinking, to infer meaning. Visualizing is inferring with mental reading on, and re-reading, to repair understanding and pictures. Visualizing nudges readers to create sensory construct meaning. images that allow them to see, hear, smell, and touch as they read, listen, and view.

Activate and Connect to Background Knowledge Determine Importance Readers construct meaning by connecting the new As readers merge their thinking with the text, they to the known. They use their background knowledge need to sift out the most important information; to understand new information, which is why it is so they distinguish the important information from the important to activate and build background knowledge. interesting details. They sort and sift rich details from Sometimes, however, their prior knowledge consists of important, salient information to answer questions and misconceptions that get in the way of new learning, so arrive at main ideas. readers need to be prepared to change their thinking in light of new evidence.

Ask Questions Summarize and Synthesize Curiosity is at the heart of learning. Asking oneself Synthesizing and summarizing information nudges questions when reading, listening, and viewing spurs readers to see the bigger picture when reading. As with the reader to seek out information, solve problems, and a jigsaw puzzle, they piece together the parts to come expand understanding. The more readers know, the more up with a whole. They integrate the new information they wonder. Self-questioning is the strategy that propels with their existing store of knowledge to come to a more readers on to discover answers, ask more questions, and complete understanding of the ideas in the text. As they do further research. distill the text into a few salient ideas, they may develop a new perspective or a fresh insight.

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active thinking strategies 11 © National Geographic Learning, Cengage Learning, Inc.

002-026_OTG_72462_G4.indd 11 3/25/14 3:46 PM Notes

Social Studies Background

Social studies concepts are a critical part of each selection in the National Geographic Ladders Social Studies student books. The Social Studies Background pages will help teachers build their own content knowledge so they may more effectively discuss the social studies concepts that are embedded within each selection. Most students will have general knowledge of the places and people around them, with some background on the features of the communities they live in. Teachers know that most students do not have much background knowledge of other countries and cultures. The physical characteristics of regions and the environment’s impact on people, as well as people’s influence on the environment, may be unfamiliar concepts. These social studies background pages will give teachers information that will allow them to build their own background knowledge in these and other important social studies concepts, which will, in turn, better prepare teachers to support and scaffold their students’ learning.

On the first page of Social Studies SOCIAL STUDIES Social Studies Background, the student book’s social Background

Social studies concepts are a critical part of each selection studies concepts are identified and defined in Mount Rushmore. These pages will help you build content Mount knowledge so that you may more effectively have discussions with RUSHMORE students as they read each selection of the book AMERICAN WONDERS The following big idea social studies concepts apply to several in greater depth for the teacher. The pages selections in the book • Tourists (student book, p 3) are people who travel for pleasure Because tourists spend money on lodging, restaurants, 850L transportation, and attractions, they help local economies Blasting Rushmore or Rushmore Welcome to The Faces on Through Six Grandfathers? Rocks where these words appear in bold in the Mount Rushmore the Mountain Tourism is vital to some countries’ national economies Tourism 1/7/14 11:32 AM is a trillion-dollar industry worldwide In 2012 there were more

OC_SE_48544_4_U19_Rushmore.indd All Pages than 1 billion tourists

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • Dynamite (student book, p 8) is an explosive invented by Swedish chemist Alfred Nobel, the founder of the Nobel Peace student book are also noted. 113.15. Social Studies, Grade 4. Prize and other Nobel awards Dynamite has useful applications (b) Knowledge and skills. in mining, road and tunnel construction, and building (21) Social studies skills. The student applies demolition It is a mixture of nitroglycerin (an extremely critical-thinking skills to organize and use information sensitive material that explodes easily) and an absorbent acquired from a variety of valid sources, including material such as sawdust, which makes the nitroglycerin more electronic technology. The student is expected to: stable and safer to handle The mixture is wrapped in a paper (B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, tube, forming a “stick” of dynamite, and detonated with a contrasting, finding the main idea, summarizing, making blasting cap generalizations and predictions, and drawing inferences • A symbol (student book, p 25) involves an abstraction; and conclusions; (C) organize and interpret information in therefore, some students may have difficulty understanding the outlines, reports, databases, and visuals, including graphs, concept A symbol is a visual representation that stands for or charts, timelines, and maps; (D) identify different points of view about an issue, topic, historical event, or current reminds people of something else, oftentimes an idea or belief event. People encounter symbols in everyday life, such as the universal symbol for “no” or “not allowed” (a red circle with a slash through it), the peace symbol, and the US flag and bald eagle Pages 5–6 in this teacher’s guide describe how the social studies concepts above relate to each selection Additional social studies background information is given for each selection

MouNT RuShMoRe

SoCIaL STudIeS BaCkGRouNd 4 © National Geographic Learning, Cengage Learning, Inc.

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The remaining two pages describe how social studies concepts relate to the WELCOME TO MOUNT THE FACES ON THE MOUNTAIN BLASTING THROUGH To the Lakota, the Black Hills were known as Paha Sapa. These were sacred mountains where the Lakota RUSHMORE! Student Book, pp 12–17 Student Book, pp 18–23 ancestors were said to have first emerged from the selections in the student book. Additional Teacher’s Guide, pp 9–10 Teacher’s Guide, pp 11–12 Student Book, pp 2–11 depths of the earth It was the Fort Laramie Treaty of Teacher’s Guide, pp 7–8 In this selection, students will read why Borglum chose to In this selection, students will read about the invention 1868 that set the Black Hills “apart for the absolute and feature George Washington, Thomas Jefferson, Abraham of dynamite and its use in digging canals and blasting undisturbed use and occupation of the Indians” In 1874, In this selection, students will learn about the men Lincoln, and Theodore Roosevelt on Mount Rushmore tunnels, in addition to carving Mount Rushmore however, an exploration party led by George Armstrong responsible for creating the Mount Rushmore monument social studies background information may Custer discovered gold near what is now Custer, South in South Dakota “The purpose of the memorial is to communicate the Nitroglycerin is an explosive liquid invented by Italian Dakota, and the treaty was invalidated founding, expansion, preservation, and unification of Ascanio Sobrero in 1846 It is extremely volatile and The planning and carving of the mountain took a the United States with colossal statues of Washington, explodes easily Alfred Nobel invented a blasting cap In 1980, the initial money awarded to the Lakota by the tremendous effort So did the financing of the project Jefferson, Lincoln, and Theodore Roosevelt” filled with black gunpowder that could be used to Supreme Court as compensation for the Black Hills was With few funds, Gutzon Borglum was planning a formal also be provided for each selection. placed in a trust account because the Lakota refused ignite nitroglycerin at a distance by lighting a fuse dedication of the mountain in the summer of 1927 At the —Gutzon Borglum connected to it Later, Nobel combined nitroglycerin with to accept the cash award As of 2011, the account was time, President Calvin Coolidge was visiting the Black Hills George Washington and Thomas Jefferson were among diatomaceous earth (a powder made of tiny fossils called valued at more than $1 billion region, staying at the nearby State Game Lodge in Custer the founders of the nation Each saw the 13 original diatoms), which absorbs the liquid, forming a paste The State Park Borglum hired a plane to fly over the lodge Meanwhile, work continues on the Crazy Horse colonies unify into one republic Jefferson was president paste can be shaped into cylinders and wrapped in paper and drop a wreath inviting Coolidge to the dedication Memorial in the Black Hills, which is sanctioned by the during a time of geographic expansion of the country, to form “sticks” of dynamite These sticks are placed in ceremony The president accepted the invitation On Lakota Since the carved stone head of Crazy Horse was For reference, the student book and with the addition of the Louisiana Purchase Abraham the holes drilled into rock for mining August 10, 1927, Coolidge gave a speech at the Mount finished and dedicated in 1998, workers have focused on Lincoln has been credited with the preservation of Rushmore dedication promising federal funding for the In addition to blasting rock to build tunnels, roads, and carving the head of the massive horse the Lakota warrior the Union through his leadership during the Civil War project canals, dynamite is also used in implosions to destroy old will be riding Workers have also painted the outline of Theodore Roosevelt oversaw the expansion of US buildings in order to make way for new structures The Crazy Horse’s extended hand, which will rest atop the Once the project got underway, almost 400 people power in the world and championed the preservation of teacher’s guide pages are listed after the dynamite is carefully set to explode on critical support horse’s mane, pointing forward worked on it, including blacksmiths and housekeepers the country’s land and resources through conservation structures of a building so that the remainder of the in addition to the drillers About 90 percent of the rock efforts and reserving land for public use A monument like Mount Rushmore can extend into building is pulled down by gravity face was carved using dynamite (student book, p 8) everyday culture In addition to its feature role in the Although some people have urged that a fifth person be Workers needed to be a safe distance away before the movie classic North by Northwest, Mount Rushmore or carved onto Mount Rushmore, the National Park Service selection title. Social studies concept words dynamite charges could be set off To move them from a likeness of it has appeared in many other movies and and engineers maintain that the surrounding rock is not MOUNT RUSHMORE OR the area, the drillers on the rock face were lifted to the TV series For example, it is the key location in National suitable for carving and might undermine the whole top in “bosun chairs” pulled by steel cables If pulled too SIX GRANDFATHERS?/ Treasure: Book of Secrets The premise of this movie is that structure if carved Many people also believe that the fast, they might be dragged up along the rock So “call the monument served as a cover-up to hide the presence sculpture is a work of art conceived by Gutzon Borglum RUSHMORE ROCKS! boys” were hired to sit at the edge of the mountain and of an ancient mythical city of gold are noted, and student book page references and indicative of its time Therefore, it is a monument Student Book, pp 24–31 call out messages, making sure the transit went safely that should not be altered Teacher’s Guide, pp 13–14 Another way that Mount Rushmore is referenced No lives were lost during the 14 years of work spent on in popular culture is by replacing the faces on the In the first of these two selections, students will learn building the monument monument or by adding a fifth face In some cases that while the Mount Rushmore sculpture is a symbol At the end of those 14 years, the wish of Doane Robinson the monument is parodied In Mars Attacks!, Martian where these words appear in bold are (student book, p 25) of the United States, the mountain to create a monument that would bring tourists invaders replace the presidents’ faces with their own also has symbolic meaning for the Native Americans (student book, p 3) to his state was fulfilled Well over alien features Some people suggest that a fifth face from whom the land was taken in the 1800s In the two million tourists now visit Mount Rushmore National should appear, usually another president The Internet second selection, students will learn how images of Memorial each year abounds with images of a fifth president appearing on provided in parentheses. Mount Rushmore are used in popular culture as a symbol Mount Rushmore, such as Barack Obama, George W of the United States Bush, or Ronald Reagan

MouNT RuShMoRe | SoCIaL STudIeS BaCkGRouNd 5 © National Geographic Learning, Cengage Learning, Inc. MouNT RuShMoRe | SoCIaL STudIeS BaCkGRouNd 6 © National Geographic Learning, Cengage Learning, Inc.

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Social Studies background 12 © National Geographic Learning, Cengage Learning, Inc.

002-026_OTG_72462_G4.indd 12 3/25/14 3:46 PM Notes

Informational & Literary Text Genres

Classrooms that are linked to high achievement use a multi-source, multi-level, multi- cultural, multi-genre curriculum. National Geographic Ladders Social Studies includes many informational and literary text genres. The graphics below show these genres. A list of elements for each genre is shown on pages 14–16.

Personal Narrative Social Studies Science Article Profile Firsthand Article History Account Article Comparison Informational Text Article Nonfiction Explanatory/ Narrative Expository Persuasive Geography First-Person Tour Procedural Biography Narrative Historical Tour Reference Article Third-Person Opinion Photo Essay Narrative Piece How-To Process Article Article

Literature

Narrative Fiction Drama

Historical Poetry Fiction Graphic Novel Play Folk Tale Poem Song

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text genres 13 © National Geographic Learning, Cengage Learning, Inc.

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INFORMATIONAL TEXT Explanatory/Expository Social Studies Article • A social studies article covers topics related to culture, government, • Details, examples, reasons, and evidence are used to convey information. economics, history, or geography. • The text is often organized using headings and contains specialized • It explores the impact a topic has on society. vocabulary. • Factual information and ideas may be presented using a compare/ • Facts and information may be conveyed through photos, captions, contrast structure. diagrams, illustrations, or other graphics. Science Article • A science article uses facts, details, examples, and evidence to convey • The text is often organized using headings and has specialized information about a science topic. vocabulary. • Ideas and concepts may be explained by pointing out problem/solution • Facts and information may be conveyed through photos, captions, relationships. diagrams, illustrations, or other graphics. • Ideas and concepts may be explained by pointing out cause/effect relationships. History Article • A history article tells about historic events and may also tell how events • The text is often organized using headings and contains specialized impacted subsequent time periods. vocabulary. • Information is based on real people and events. • Facts and information may be conveyed through photos, captions, • Factual information and ideas may be presented using a compare/ diagrams, illustrations, time lines, or other graphics. contrast structure. • Events are most often organized and presented in the order in which they happened (chronological order). Comparison Article • A comparison article tells about similarities and differences using words • Facts and information may be conveyed through photos, captions, such as like and too. diagrams, illustrations, or other graphics. • It explores the ways that two or more people, ideas, or places are alike • Photographs are arranged side by side to easily compare and contrast and different. the people, ideas, or places. • Ideas and concepts are explained through comparisons and contrasts. Photo Essay • A photo essay is a group of photos that tells a story or explores a theme. • The photos may not need to be viewed in order; the order may be chosen • The photos are accompanied by text or captions. by the reader. • Its purpose is to bring out an emotional response from the reader. Reference Article • The content of a reference article does not have to be read sequentially. • The text is often categorized using headings. Sometimes it is arranged Readers can dip in and out of a reference article as needed over time. alphabetically. • Its purpose is to provide concise, easy-to-scan information, which may • Facts and information may be conveyed through photos, captions, include different types of descriptive and/or measurable data. Other diagrams, illustrations, or other graphics. purposes may be to provide background information on a topic or to • The same format may be repeated in multiple entries. provide supplemental information. • The title of a reference text is often straightforward or descriptive. • Subject-area vocabulary is defined and explained. Some words may be in bold or italics to emphasize their importance. Geography Tour • A geography tour describes what tourists would experience on a typical • The text is often organized using headings and has specialized tour of an area. The focus is on the physical characteristics of the area, vocabulary. as well as unique sights that tourists see. • Facts and information may be conveyed through photos, captions, • It uses facts, details, examples, and evidence to convey information diagrams, illustrations, or other graphics. about the geography of a region or place. Historical Tour • A historical tour describes what tourists would experience during • The text is often organized using headings and has specialized a specific time in history. The focus is on the historical events that vocabulary. happened and the people who were involved. • Facts and information may be conveyed through photos, captions, • It uses facts, details, examples, and evidence to convey information diagrams, illustrations, or other graphics. about the history of a region or place.

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text genres 14 © National Geographic Learning, Cengage Learning, Inc.

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Procedural How-To Article • A how-to article is a type of procedural text. • The procedure is explained in a series of steps. The steps are in order, • The text provides directions for the reader to do or make something. often by number. • The text begins with a goal stating what the reader will make or do. • Both text and graphic features demonstrate and explain. • Unfamiliar terms are defined or explained. Process Article • A process article is a type of procedural text. • The text describes a process but does not provide directions to follow. • The text describes how something is made. • Both text and graphic features demonstrate and explain. Persuasive Opinion Piece • In an opinion piece, a writer presents facts about a topic in an organized • Reasons, evidence, or personal experiences support the opinion. way and states an opinion. • The writer generally concludes by emphasizing the opinion. • The writer cares about the topic and attempts to persuade the reader to • The piece may include both pro and con sides of an issue. accept or embrace his or her opinion. Nonfiction Narrative Biography • A biography tells about a person’s life and achievements. The person • It may include quotes from the person who is the subject of the may or may not be alive. biography. • It explores the impact of the person’s achievements on a group or • Facts and information may be conveyed through photos, captions, society. diagrams, illustrations, or other graphics. • Details, examples, reasons, and evidence are used to convey information • Events are often organized and presented in the order in which they about the person and his or her achievements. happened (chronological order). Third-Person Narrative • A third-person narrative tells about real people, places, objects, or events. • The writer brings a subject to life by using narrative elements to tell a • The writer uses a third-person point of view, which includes pronouns story. These narrative elements, such as interesting anecdotes and vivid such as he, she, and they. descriptions of people and places, distinguish a third-person narrative • The writer does research in order to write credibly about a subject. from journalistic reporting. • Events may be described in chronological order. The description may • Graphics, such as photos with captions, are often included. include dates, times, places, and people involved. First-Person Narrative • A first-person narrative is told from the perspective of the subject of • The narrator often includes his or her own personal opinions, thoughts, the story, most often the writer. feelings, and expertise as part of the story. • The narrator speaks in the first-person point of view, using pronouns • Because the story is told entirely from the narrator’s perspective, it may such as I, we, and our. be biased and not reflect the “true” events that happened. Firsthand Account • A firsthand account is a report of something that happened. The person • Events are described, often in chronological order. The description may who reports the event was present when it happened and experienced it include dates, times, places, and people involved. personally. • A firsthand account is a form of personal narrative. • The person who reports the event speaks directly to the reader using the first-person point of view. Pronouns such as I, we, and our are used. Personal Narrative • In a personal narrative, the writer speaks directly to the reader using the • Firsthand and secondhand accounts are forms of personal narrative. first-person point of view to tell about his or her own experiences. In a firsthand account, the writer tells about his or her own experience. • Pronouns such as I, we, and our are used. In a secondhand account, the writer tells about events he or she knows • Events are described, often in chronological order. The description may about or has heard or learned about but did not personally experience. include dates, times, places, and people involved. • Graphics, such as photos with captions, are often included. • The most common form of personal narrative is memoir.

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text genres 15 © National Geographic Learning, Cengage Learning, Inc.

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Profile • A profile tells about a person’s life and achievements. • Profiles may feature anecdotes, photos, and descriptions, as well as • A profile focuses on a limited time frame and/or a few aspects of the observations and analysis by the writer. subject’s life. A biography covers a long time frame and many aspects of • Details, examples, reasons, and evidence are used to convey information the subject’s life. about the person and his or her achievements. • The writer uses the third-person point of view. Pronouns such as he, she, • Facts and information are conveyed through photos, captions, diagrams, and they are used. or illustrations.

LITERATURE Narrative Fiction Historical Fiction • A historical fiction story includes narrative, or story, elements such as • Characters are fictional or may include both fictional characters and plot, character, setting, and theme. characters based on real people from a particular time in history. • The plot is realistic and seems as if it could have happened. The plot may • The setting is a definite time in history, and the location may or may not be focused on a specific historical event. be a real place.

Folk Tale • A folk tale is a short story with a message or lesson. • It may attempt to explain a natural phenomenon or how something came • It is handed down from one generation to the next. In the past, this was to be. done orally. • Certain phrases may be repeated multiple times. • It is set in the past, but not at any specific time. • Supernatural powers or trickery may be involved. • Generic names identify or describe the characters (“the poor man,” “the official”). The characters may be “common folk.” • The plot is simple and can be easily remembered and retold.

Graphic Novel • A graphic novel is a story that mostly uses graphics, or art, to tell the story. • Cartoon images and captions narrate, or tell the story. • The story can be fictional or it can be based on real people, places, and • Speech bubbles are used for first-person dialogue or comments. events. Poetry Poem • A poem is often written in a concise form to evoke an emotional response. • It may include figurative language and symbolism. • It may be divided into stanzas of four or more lines that have a fixed • It is often written to be read aloud. length, meter, or rhyme scheme. • Free verse poetry is a form that is not bound by the conventions • It may not follow standard conventions of punctuation and capitalization. attributed to other forms of poetry.

Song • Song lyrics, or words, are set to music. • They may tell a story. • They often rhyme, making them easier to remember. • They may have parts, such as verses and a refrain. • They may be poetic and include figurative language and symbolism. Drama Play • A play is a form of drama that is divided into acts and/or scenes. • In addition to dialogue, the text may also include narration, stage • There is a cast of one or more characters. directions, and setting notes. • The text of a play is written as a script, with dialogue assigned to each of • A play is written to be performed. the characters.

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text genres 16 © National Geographic Learning, Cengage Learning, Inc.

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Vocabulary & Social Studies Concepts

Another goal of National Geographic Ladders Social Studies is to focus on vocabulary and social studies concepts as well as instructional strategies for word and concept development that support students’ ability to remember and understand over time.

Social studies concepts are words or terms The NG Ladders on-level eBook for Native Americans of the Great Plains is available in .pdf format. Project the eBook SOCIAL STUDIES on your interactive whiteboard, or have students listen to Literacy Overview SOCIAL STUDIES or read it on tablets or other mobile devices. Reading Selections

NATIVE AMERICANS OF THE that represent the big social studies ideas in • Horse Power (social studies article) GREAT PLAINS • How the Horse Came to Be (folk tale)

830L NGL.Cengage.com 888-915-3276 • Crazy Horse (biography) NATIVE AMERICANS OF THE Horse Power How the Horse economy Crazy Horse Came to Be OC_SE_48629_4_U21.indd All Pages The Mighty government Buffalo the student book. Suggestions for building • The Mighty Buffalo (social studies article) GREAT language 11/6/13 2:20 PM

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS PLAINS background for these social studies concepts 110.15. English Language Arts and Reading, Grade 4. How can we describe the Reading/Comprehension Skills. Students use a flexible cultures of Native Americans Ask students to Turn and Talk about the different range of metacognitive reading skills in both assigned and of the Great Plains? aspects of culture that are listed on the graphic organizer . independent reading to understand an author’s message. NGL.Cengage.com 888-915-3276 Prompt students to discuss what they know about that Students will continue to apply830L earlier standards with feature of Native American culture . greater depth in increasingly more complex texts as they Crazy Horse The Mighty Horse Power How the Horse Buffalo are provided in the Literacy Overview. Came to Be become self-directed, critical readers. The student is art history Students can then Share their ideas and add information expected to: (A) establish purposes for reading selected 11/6/13 2:20 PM religion to the graphic organizer . texts based upon own or others’OC_SE_48629_4_U21.indd desired All Pages outcome to enhance comprehension; (B) ask literal, interpretive, CONTENT GOAL You may want to return to the graphic organizer to add and evaluative questions of text; (C) monitor and adjust Students will read four selections in Native Americans of the Great daily life more information after students read each selection . comprehension (e.g., using background knowledge, Plains. They will be introduced to the concept of Native American social groups creating sensory images, re-reading a portion aloud, generating questions); (D) make inferences about text history and culture as they learn about important people and and use textual evidence to support understanding; (E) historical events, as well as the role of horses and buffalo in the BUILD SOCIAL STUDIES summarize information in text, maintaining meaning and culture . BACKGROUND logical order; (F) make connections (e.g., thematic links, ACTIVATE & BUILD BACKGROUND author analysis) between literary and informational texts Pages 4–6 of this teacher’s guide address how certain Draw the graphic organizer shown above, heading each with similar ideas and provide textual evidence. social studies concepts relate to each selection in Native COMPREHENSION GOAL circle with one feature of a culture . Ask: How can we (b) Knowledge and skills. Americans of the Great Plains. This information will provide Remind students that as thinking-intensive readers they must describe the cultures of Native Americans of the Great Plains? you with social studies background knowledge as you plan (11) Reading/Comprehension of Informational Text/ listen to their inner voice to monitor and repair comprehension as Write students’ responses in the graphic organizer . your teaching for this book . Expository Text. Students analyze, make inferences they read . Find opportunities to model and teach active thinking and draw conclusions about expository text and provide Model for students by thinking aloud . You might say strategies to help students access content . You may want to focus Help students access background knowledge related evidence from text to support their understanding. something similar to the following: When I think about the on the following strategies for Native Americans of the Great Plains. to the social studies concepts . Support the concepts of Students are expected to: (A) summarize the main idea culture of the Native Americans living on the Great Plains, and supporting details in a text in ways that maintain sacred, reservations, and rituals in ways that are familiar • Summarize and Synthesize: Readers synthesize and I can begin with what I already know. For example, I know meaning; (C) describe explicit and implicit relationships to your students . among ideas in texts organized by cause-and-effect, summarize information to see the bigger picture . They piece that Native Americans were living on the Great Plains before sequence, or comparison. together the parts to come up with the whole . They integrate European settlers arrived. I can write this for history . • sacred: Ask students to name examples of things that new information with what they already know to get a more are so important to a religious group that they are Explain that the concept map shows eight features of complete understanding of the ideas in the text . considered sacred . Research Standards (page 17) a culture . You might say:We’re going to think about these • Infer and Visualize: A writer doesn’t always tell everything . • reservations: Display a map of the Great Plains of the aspects of culture and use the background knowledge we have Readers have to use their background knowledge and pay United States that shows the different reservations . to discuss the Native Americans of the Great Plains. Note that attention to the text and picture clues to make inferences and Have students point out and name several reservations . students may not have a response for one or more of the visualize to construct meaning . • rituals: Display photos of weddings from different features . You might say:If we want to describe a culture, parts of the world and explain that weddings are one then we look at all of these different parts of people’s lives. For example of a ritual . Ask students to describe some parts example, we might talk about the artifacts they left behind of a wedding ritual that they may be familiar with from that give clues to how they lived. television, movies, or weddings in their family .

NATIVE AMERICANS OF THE GREAT PLAINS NATIVE AMERICANS OF THE GREAT PLAINS

LITERACy OVERVIEw 2 © National Geographic Learning, Cengage Learning, Inc. LITERACy OVERVIEw 3 © National Geographic Learning, Cengage Learning, Inc.

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GENRE Folk Tale Read to find out how the horse came to the Blackfoot people. Many years ago, an orphan boy named Long Arrow lived among the Blackfoot because his parents had died. Long Arrow came from a different tribe, so he felt like he didn’t belong. He was always looking for ways to make his life better. He In addition to social studies concepts, decided to go search for the secret to happiness and strength. He prayed, but his prayers were not answered. Then he stopped eating for days because he hoped How the his hunger would give him a vision of what to do. Still, he found no answer, so he went to the plains to search for a sign.

The plains seemed endless. But Long Arrow was so upset, he could not see how beautiful the land was. Tired, hopeless, and not knowing what else to do, he Horse stopped beside a lake to cry. Came to Be How the Horse Came retold by Sherri Patoka illustrated by Amanda Hall

Native American stories such as this one often include a vision quest. During a vision quest, a person goes to a guardian spirit to ask what to do. This story tells about a boy who gets help from a spirit, and it also shows how important horses were to the Native Americans of the Great Plains. Folk Tale The Blackfoot were among the earliest Native American to Be nations to move westward and settle on the Great Plains. They became skilled buffalo hunters. When the Blackfoot people got their own vocabulary specific to each selection is listed horses, it made a huge difference in their lives. This Blackfoot folk tale is a story from the past that is known to many. Read it to find out how the horse first came to these Native Americans. more about the characters . Have students read page 12 . 10 11 READ 10-17_SE48629_4U21_S2_R.indd 10 10/21/13 1:24 PM 10-17_SE48629_4U21_S2_R.indd 11 10/21/13 1:24 PM Then say something like: When the Water Spirit heard Long READING OBJECTIVES Summary “How the Horse Came to Be” is a folk tale that tells about The content goal for Native Americans of the Great Plains Arrow crying, he sent his son to fetch the boy. This shows me under Build Vocabulary & Concepts on the • Describe characters and events in a story . how the Blackfoot got the horse . is for students to learn about the history and culture that the Water Spirit probably wants to help Long Arrow, so • Make connections between text and visuals . of the Native Americans of the Great Plains . Remind he has the character trait of generosity. As I continue reading, SOCIAL STUDIES OBJECTIVES BUILD BACKGROUND FOR THE GENRE students that each selection relates to this goal . Explain I will look for more details about what happens between • Evaluate how culture affects people’s that “How the Horse Came to Be” describes the story of the characters and how they change. Have partners turn environments . selection pages of the teacher’s guide. Using Tell students that they will read a folk tale . Point out that “How the how the horse was created as well as its importance in and talk about what the characters say and do and their • Analyze how culture brings people together . Horse Came to Be” is a folk tale with the following elements: Native American culture . Point out theRead to find out character traits . Suggest that students make a chart and statement at the top of page 10 in the student book: Read • The story would have been handed down from one generation to label the first column Character Words, the second column to find out how the horse came to the Blackfoot people. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS the next . Character Actions, and the third column Character Traits. context clues is the number one way for 110.15 English Language Arts and Reading, Grade 4 • The story is set in the past but not at any specific time . Help students with the comprehension goal of Have partners think about how words and actions lead Reading/Comprehension Skills. Students use a flexible • The story tells the origin of something—how the horse first came accessing content by summarizing and synthesizing . them to come up with a character trait, such as honesty, range of metacognitive reading skills in both assigned and to the Blackfoot . Model the strategy using page 10 . You might say obedience, or trust . independent reading to understand an author’s message. something like this: The text tells me that the story will be Students will continue to apply earlier standards with Make Connections Between Media Tell students students to understand an unfamiliar word. greater depth in increasingly more complex texts as they about a boy who goes on a vision quest. I know that when that sometimes the illustrations are used to help tell become self-directed, critical readers. The student is BUILD VOCABULARY & C ONCEPTS a person seeks help to answer questions they are usually the story itself . Use the illustration on page 11 to model expected to: (A) establish purposes for reading selected • vision quest questions about something very important to the person. texts based upon own or others’ desired outcome to making connections between the text of the story and enhance comprehension; (B) ask literal, interpretive, Remind students that Using Context Clues is a strategy to infer the Here’s how I could summarize it: The story is going to tell the visuals . You might say something like:In the picture, I and evaluative questions of text; (C) monitor and adjust meaning of an unfamiliar word . They can “read around” the word, or about what happens to a boy when he goes on an important see a young boy who is crying while all of the creatures around After a reminder regarding using context comprehension (e.g., using background knowledge, personal journey. creating sensory images, re-reading a portion aloud, read a few sentences before and after it, to make meaning from the him are just fine. In fact, the frog jumping in the water generating questions); (E) summarize information in text, context . Remind them to look at the pictures, too . Before students begin reading, say: As you read, pause seems to be happy or playful. This picture helps me to better maintaining meaning and logical order. understand what the text says when it describes how the boy Another strategy is Using Graphic Organizer Notes. Have every once in a while to summarize what is happening. Use 113.15. Social Studies, Grade 4. (b) Knowledge and skills. was not able to see the beauty of the land. Have partners students create a graphic organizer with four columns labeled Word, what you already know to help you understand the events in clues, another great vocabulary strategy is (21) Social studies skills. The student applies the story. turn and talk about the illustrations in the rest of the critical-thinking skills to organize and use information Inferred Meaning, Clue, and Sentence or Picture . Ask students to turn story, describing how the images connect to ideas that acquired from a variety of valid sources, including to page 10 of the student book and read the first paragraph . Then electronic technology. The student is expected to: are written in the text . have pairs turn and talk about what they infer the term vision quest (B) analyze information by sequencing, categorizing, TURN & TALK identifying cause-and-effect relationships, comparing, means . Have them write the term in the first column and the inferred offered for each selection. contrasting, finding the main idea, summarizing, making meaning in the second column . In the third column, students should Revisit the Read to find out statement . Have students WRITE & ASSESS generalizations and predictions, and drawing inferences write the clue or clues that helped them infer the meaning . Finally, turn and talk to discuss what happens to Long Arrow in and conclusions. You may want to have students do a “quick write” to in the fourth column, they should write a sentence or draw a picture the story . To check understanding, have students turn assess understanding . It’s always helpful to have students that shows the meaning of the term . and talk about the Check In question: What rule did Long Arrow have to follow once he accepted the Water Spirit’s gift? reflect on both the content of the selection and their Invite pairs to search the selection for other important words, such (Long Arrow was not allowed to look back as he walked thinking process . as spirit and sign . Suggest students use context clues or graphic away .) • What cultural beliefs are shown in the story? organizer notes to determine the meaning of these and any words or • How do the illustrations help you as you read the story? terms that might be challenging or unfamiliar . Describe Story Elements Explain that one way to analyze the details about characters is to look at what characters say to each other and how they act toward one another . Model using those types of details to learn

NATIVE AMERICANS OF THE GREAT PLAINS NATIVE AMERICANS OF THE GREAT PLAINS

HOw THE HORSE CAME TO BE 9 © National Geographic Learning, Cengage Learning, Inc. HOw THE HORSE CAME TO BE 10 © National Geographic Learning, Cengage Learning, Inc.

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Program information

vocabulary & Social Studies concepts 17 © National Geographic Learning, Cengage Learning, Inc.

002-026_OTG_72462_G4.indd 17 3/25/14 3:46 PM Notes

Using Context Clues Playing Word Charades Have students read what comes before and what comes Give students words or phrases to act out. Give them after a word to draw inferences about the meaning. about a minute to come up with a strategy to act out the words or phrases silently, as in charades. Using Background Knowledge Ask students to turn and talk about what they think a Dramatizing Words word means. Then have them read the word in context. As Students can act out a word or phrase in small groups their ideas emerge, the class can begin to co-construct the of three or four, creating a short scene, as if in a play. meaning of the word through collaborative discussion. However, students will need to convey the meaning of the word or phrase without ever saying it. Creating a Content Word Wall Find a wall or area of the classroom to designate as the Becoming Wordkeepers Content Word Wall. Select content words for students, Ask students to turn and talk about what a zookeeper or have them choose their own. Throughout the year, does, and have a few share their thoughts. Explain that a students can write words and draw illustrations of the wordkeeper takes care of words instead of animals. Tell words on cards, which will be placed on the Word Wall. students that you are going to give away a word. Write a word on a sticky note and ask if anyone knows the Using Visual Vocabulary meaning of the word. Call on one of the volunteers who Page through a text to find a picture that will help knows the meaning of the word to be the wordkeeper. students infer the meaning of a word. While sharing Explain that the wordkeeper is responsible for really the picture, have students turn and talk about what knowing that word: its meaning, part of speech, and they think the word might mean, based on the picture. correct spelling. Emphasize that while all of those aspects Then have students page through the text searching for of the word are important, nothing is more important another word and seeing if there is a picture that can help than the meaning. As the volunteer shares the meaning them get at the meaning. of the word, write the meaning and part of speech on the sticky note. Give the sticky note with the word written on it to the volunteer and ask the rest of the class whom Creating an Online Image Bank they should go to if they forget the word. If no one knows Select several images from an Internet image site and the meaning of the word, give the word and its meaning project them as you present a word, giving students to a volunteer who offers to learn it and keep it. a chance to anchor the meaning of the word with the images. This is also a great way to teach multiple Using Graphic Organizer Notes meanings, as different images relate to different meanings. Have students create a graphic organizer with four columns: Word/Inferred Meaning/Clue/Sentence or Picture. Sketching Words Ask students to write the word in the first column and then Present a word in context and have students sketch turn and talk about what they infer it means. Then have their idea of its meaning on a sticky note. Have them them write the inferred meaning in the second column. In spend a minute or so doing this, and then have them the third column, have students write the clue from the turn and share their sketches with a partner, explaining, text that helped them infer the meaning, and in the final comparing, and contrasting their sketches. column have them write a sentence or draw a picture that demonstrates their understanding of the word.

Program information

vocabulary & social studies concepts 18 © National Geographic Learning, Cengage Learning, Inc.

002-026_OTG_72462_G4.indd 18 3/25/14 3:46 PM Notes

Assessment

Assessment tends to inform three different things—students’ progress, future instruction, and past instruction. Teachers assess students’ progress continually by listening to them read, hearing them talk, reading their work, and interacting with them on a regular basis, both formally and informally. Students must make their thinking audible and visible so teachers can assess their learning and understanding. National Geographic Ladders Social Studies provides multiple opportunities for students to make their thinking audible by turning and talking and visible by expressing themselves through writing. Another powerful piece of assessment in National Geographic Ladders Social Studies involves the three levels of text. After reading a book at one level, a student may choose to re-read that same book, but at the next “rung,” or level, of the ladder. And the student may be able to do this because of the background knowledge gleaned from the first reading of the text. Having multiple levels of the same title gives teachers a great tool for assessing ongoing reading development and may also assist students with assessing their own development, allowing them to challenge themselves appropriately.

On the Literacy Overview pages, students The NG Ladders on-level eBook for Symbols of Liberty is available in .pdf format. Project the eBook on your SOCIAL STUDIES interactive whiteboard, or have students listen to or read Literacy Overview SOCIAL STUDIES it on tablets or other mobile devices. Reading Selections ymbolS are invited to turn and talk before reading. • The National Mall (reference article) S

LibertyAMERICAN WONDERS • A Monumental Earthquake (social studies article)

830L • The Making of a Memorial (history article) The National A Monumental The Making of Mall Earthquake Honoring OC_SE_48582_4_U20.indd All Pages a Memorial The Story Honest Abe of a Dream This helps teachers assess students’ • Honoring Honest Abe (graphic novel) SymbolS 1/3/14 3:23 PM • The Story of a Dream (biography) What does the LibertyAMERICAN WONDERS background knowledge. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS word “liberty” 110.15. English Language Arts and Reading, Grade 4. mean to you? BUILD SOCIAL STUDIES Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and BACKGROUND independent reading to understand830L an author’s message. Pages 4–6 of this teacher’s guide address how certain The Story The Making of Honoring Students will continue to apply earlier standards with greater The National A Monumental of a Dream Earthquake a Memorial Honest Abe depth in increasingly more complex texts as they become Mall social studies concepts relate to each selection in Symbols

self-directed, critical readers. The student is expected to: 1/3/14 3:23 PM of Liberty. This information will provide you with social (A) establish purposes for readingOC_SE_48582_4_U20.indd selected All Pages texts based upon CONTENT GOAL studies background knowledge as you plan your teaching own or others’ desired outcome to enhance comprehension; for this book (B) ask literal, interpretive, and evaluative questions of text; Students will read five selections in Symbols of Liberty They (C) monitor and adjust comprehension (e.g., using background will be introduced to the National Mall and to four of the Help students access background knowledge related knowledge, creating sensory images, re-reading a portion to the social studies concepts Support the concepts of aloud, generating questions); (D) make inferences about monuments and memorials found there They will learn the ACTIVATE & BUILD monument, symbols, and civil rights in ways that are text and use textual evidence to support understanding; cultural significance of each of these monuments and what they BACKGROUND (E) summarize information in text, maintaining meaning symbolize to Americans familiar to your students and logical order; (F) make connections (e.g., thematic links, Draw the graphic organizer shown above Ask: What does • monument: Explain that people have long built author analysis) between literary and informational texts the word liberty mean to you? Write students’ responses in with similar ideas and provide textual evidence. structures such as statues or buildings to honor people COMPREHENSION GOAL the graphic organizer (b) Knowledge and skills. who have done great things Share that these structures Remind students that as thinking-intensive readers they must Model for students by thinking aloud You might say are called monuments Ask students to name examples (6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions listen to their inner voice to monitor and repair comprehension as something along these lines: Some friends of mine who of monuments they have seen or read about Guide the about the structure and elements of fiction and provide they read Find opportunities to model and teach active thinking recently moved to a farm discovered there was a cat living in the class to use these examples to construct a complete evidence from text to support their understanding. Students strategies to help students access content You may want to focus barn. They decided to name her Liberty. When I asked why, they definition of monument. are expected to: (B) describe the interaction of characters on the following strategies for Symbols of Liberty. said it was because she seems to love her freedom. She doesn’t • symbols: Draw or show pictures of the following: a including their relationships and the changes they undergo. really want to be “owned” and live in a house, like most cats. circle with a line running diagonally through it, a skull (11) Reading/Comprehension of Informational Text/ • Ask Questions: Readers expand understanding when they She likes to take care of herself and come and go as she pleases. and crossbones, and an American flag Point out that Expository Text. Students analyze, make inferences and ask themselves questions as they read and when they ask these are all symbols Ask volunteers to explain what draw conclusions about expository text and provide evidence others questions as they discuss the content Self-questioning Explain that liberty is often defined as the state of being from text to support their understanding. Students are each one means or represents propels readers to discover answers, ask more questions, and free and having the power to do what you want to and expected to: (C) describe explicit and implicit relationships • civil rights: Ask: Do I have the right to drink from a public among ideas in texts organized by cause-and-effect, do further research to make your own choices Point out that liberty was the water fountain? To sit anywhere I want on a bus? To send sequence, or comparison. foundation of the United States and that Americans enjoy • Summarize and Synthesize: Readers synthesize and my children to the same schools as other children in the (13) Reading/Comprehension of Informational Text/ more rights and freedoms than people in many countries summarize information to see the bigger picture They piece community? To vote in elections? Point out that these civil Procedural Texts. Students understand how to glean and together the parts to come up with the whole They integrate Ask students to about what some of these use information in procedural texts and documents. Students Turn and Talk rights were denied to some Americans in the past are expected to: (B) explain factual information presented new information with what they already know to get a more rights and freedoms are and how they affect our lives graphically (e.g., charts, diagrams, graphs, illustrations). complete understanding of the ideas in the text Students can then Share their ideas about liberty

Research Standards (page 17) You may want to return to the graphic organizer to add more information after students read each selection

SymboLS of LI berTy | LITeraCy overvIew 2 © National Geographic Learning, Cengage Learning, Inc. SymboLS of LI berTy | LITeraCy overvIew 3 © National Geographic Learning, Cengage Learning, Inc.

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002-026_OTG_72462_G4.indd 19 3/25/14 3:47 PM Notes

GENRE History Article Read to find out what it takes to create a national monument. it be located? What would it look like? These questions and more had to be answered before construction could begin. Congress appointed a group of The Making of a people to make all of these decisions. On the Selection pages, teachers will The site they selected had a perfect view of the White House, but it was right in the middle of a grove of cherry trees. This was a problem, because the trees would have to be moved. The city of Tokyo, Japan, had sent the Memorialby Hugh Westrup beautiful trees to Washington, D.C., as a gift. Some people were worried that moving them might offend the Japanese. Also, digging up the trees could A champion of liberty. That’s how Americans view Thomas Jefferson, one of our damage them, and no one wanted the trees to be harmed. In the end, workers nation’s founders and the third president of the United States. Jefferson was the did move some of the cherry trees to new locations. Many cherry trees still main author of the Declaration of Independence, the document that told the The Making of a surround the monument. British that the American colonies wanted their freedom. His essays and speeches have taught us the importance of independence. It’s easy to see why the U.S. Congress approved the creation of a memorial to Jefferson in 1934. But

creating the monument was easier said than done. Where would Protesters chained themselves to cherry trees in 1938 to try to prevent them from being moved to make way for the memorial. often be asked to model their thinking for Memorial History Article

Explain Information Tell students that one measure 10 11 READ 10-15_SE48582_4U20_S3_R.indd 10 12/17/13 11:10 AM 10-15_SE48582_4U20_S3_R.indd 11 12/17/13 11:10 AM of how well we understand the information in a text is READING OBJECTIVES Summary “The Making of a Memorial” is a history article that tells The content goal for Symbols of Liberty is to introduce how well we are able to explain it Direct students to students first and then have students turn • Explain events and ideas based on information in the story of the Jefferson Memorial The article explores the reasons students to the National Mall and to the great American pages 10–11 and model an explanation Say: The text on the text for honoring Thomas Jefferson, and it discusses challenges that leaders who are memorialized there Share that “The • Interpret visual information in a text these pages tells me that because Thomas Jefferson is such an planners faced in creating the memorial Making of a Memorial” tells how the Jefferson Memorial important figure in American history, Congress approved a SOCIAL STUDIES OBJECTIVES was created Point out the Read to find out statement plan to create a memorial to him. Congress then appointed • Evaluate how culture affects people’s and talk. Teachers can then circulate and at the top of page 10 in the student book: Read to find out a committee to work out details such as the memorial’s environments BUILD BACKGROUND FOR THE GENRE what it takes to create a national monument. • Analyze how culture brings people together location and design. Have partners go through the rest Tell students that they will read a history article Explain that a history Help students achieve the comprehension goal of of the selection and take turns explaining the process of article describes real people and places and real events that happened accessing content by asking questions as they read Model designing and building the monument Encourage them in the past Point out that “The Making of a Memorial” is a history listen in to students’ discussions to assess TEXAS ESSENTIAL KNOWLEDGE AND SKILLS by referring to pages 10–11 and saying: This history article to be thorough in their explanations and to use their own article with the following elements: 110.15. English Language Arts and Reading, Grade 4. begins by discussing Thomas Jefferson and the important role words as much as possible Reading/Comprehension Skills. Students use a flexible • It tells about historical events and how those events impacted later he played in our country’s history. It then tells us that creating a Interpret Visual Information Remind students of the range of metacognitive reading skills in both assigned and time periods memorial to Jefferson “was easier said than done.” When I read independent reading to understand an author’s message. saying “A picture is worth a thousand words” Point out their content knowledge and thinking Students will continue to apply earlier standards with • The text organizes events in the order in which they happened this phrase, I think to myself: Why was it easier said than done? that the photos and other visuals are not just enjoyable greater depth in increasingly more complex texts as they (chronological order) What were some of the challenges in creating the monument? I to look at; they also provide information Direct students become self-directed, critical readers. The student is • Facts and information are presented through photos, captions, and don’t know the answers to these questions, but I expect to find expected to: (A) establish purposes for reading selected to pages 10–11 and model by saying: The photo on these texts based upon own or others’ desired outcome to diagrams them as I continue reading. pages tells me a lot about the Jefferson Memorial. I can see, enhance comprehension; (B) ask literal, interpretive, Before students begin reading, say: As you read, you can ask for example, that the monument is built in the style of great process. Teachers can also compare and and evaluative questions of text; (C) monitor and adjust buildings in ancient Greece and Rome and that it is made comprehension (e.g., using background knowledge, BUILD VOCABULARY & C ONCEPTS yourself questions to determine what you understand and to creating sensory images, re-reading a portion aloud, figure out what is unclear or has not yet been explained. Re- from white or light-colored stone. It is surrounded by trees, • architect • columns • dome generating questions). read the text when you do not understand something or read on including some beautiful ones with pink blossoms. These (b) Knowledge and skills. Remind students that Using Context Clues is a strategy to infer the to see if your questions are answered further on in the text. must be the cherry trees mentioned on page 11. Ask partners assess what students knew before reading (13) Reading/Comprehension of Informational Text/ meaning of an unfamiliar word They can “read around” the word, or to turn and talk about the photos on pages 12–13, Procedural Texts. Students understand how to glean read a few sentences before and after it, to make meaning from the discussing what they can learn about the Pantheon, the and use information in procedural texts and documents. Students are expected to: (B) explain factual information context Remind them to look at the photos and drawings, too TURN & TALK University of Virginia building, and the Chrysler Building presented graphically (e.g., charts, diagrams, graphs, Revisit the Read to find out statement Have students by studying the photos illustrations). Another strategy to try is Using Background Knowledge. Direct with what they learned after reading. pairs to turn and talk about what they think the word architect means turn and talk about what it took to create the Jefferson 113.15. Social Studies, Grade 4. (b) Knowledge and skills. Then have them read the word in context As their ideas emerge, Memorial (Possible response: The group of people WRITE & ASSESS (21) Social studies skills. The student applies critical- appointed by Congress to plan the memorial had to come thinking skills to organize and use information acquired pairs can begin to co-construct the meaning of the word through You may want to have students do a “quick write” to from a variety of valid sources, including electronic collaborative discussion Have pairs follow the same steps with together and make difficult, sometimes controversial technology. The student is expected to: (C) organize and assess understanding It’s always helpful to have students columns and dome decisions about the location and architectural design interpret information in outlines, reports, databases, and of the memorial, the quotations that would appear on reflect on both the content and their thinking process visuals, including graphs, charts, timelines, and maps. Point out other important words in the selection, such as founders, its inside walls, and the statue that would stand in its • What were some of the challenges involved in the creation quotation, and inalienable. Have pairs use background knowledge and center) To check understanding, have students turn and of the Jefferson Memorial? context clues to determine meaning for these words and any words talk about the Check In question: How does this memorial • What do you still wonder about the Jefferson Memorial? that might be challenging or unfamiliar to students honor Jefferson’s words and deeds? (Possible response: The memorial includes some of Jefferson’s most famous words, displays a statue of him, and has a design that reflects some of his architectural designs)

In Write & Assess, questions are provided SymboLS of LI berTy | THe makING of a memorIaL 9 © National Geographic Learning, Cengage Learning, Inc. SymboLS of LI berTy | THe makING of a memorIaL 10 © National Geographic Learning, Cengage Learning, Inc.

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about the National Mall in Washington, D.C. what it takes to create a national monument. about a man whose dream helped change the country. Read to find out how Abraham Lincoln’s character and Read to find out experiences helped make him a great leader. The Discuss pages offer multiple GENRE Reference Article Read to find out GENRE History Article GENRE Graphic Novel Read to find out GENRE Biography The The Making of a HonoringThe Storyof a by Sheri Reda Memorialby Hugh Westrup illustrated by Eric Larsen by Elizabeth Massie The National Mall in Washington, D.C., isn’t a patriotic Honest illustratedAbe by David Harrington A champion of liberty. That’s how Americans view Thomas Jefferson, one of our shopping center. It’s a long, grassy park that is lined . with trees and museums. The Mall is a great spot for nation’s founders and the third president of the United States. Jefferson was the parades and political events. It’s also where you can see main author of the Declaration of Independence, the document that told the of byDream Becky Manfredini some of the most famous American monuments British that the American colonies wanted their freedom. His essays and speeches These monuments that honor important people and have taught us the importance of independence. It’s easy to see why the U.S. He had a dream that all U.S. citizens would have equal rights. events in American history are powerful symbols Discuss WashingtonCongress approved the creation of a memorial to Jefferson in 1934. But He dreamed that the color of their skin or how rich or poor liberty. They represent the ideals that Americans have Monument they were wouldn’t matter. Dr. Martin Luther King, Jr. led the fought for throughout history. creating the monument was easier said than done. Where would The Lincoln fight for civil rights to make his dream come true. Memorial was completed in 1922. It has Dr. King faced threats, violence, and jail time from those 36 marble columns: one who disagreed with him, but he never gave up his fight. He for each of the states in the always used peaceful methods. This process was slow, but Union when Lincoln died Martin it was effective. in 1865. Luther King, Jr. Lincoln Memorial Memorial opportunities for students to talk about Reflecting Pool Dr. Martin Luther King, Jr. attends a meeting of a civil rights group he started in the 1950s. The Martin Luther King, Some people are “larger than life.” Abraham Lincoln was one of Jr. Memorial, cut from an enormous single block of those people. Lincoln was born a simple country boy, but with solid stone, is the Mall’s hard work, he became a successful lawyer and eventually the 16th newest monument and a The Reflecting Pool lies tribute to a national hero. president of the United States. His experiences and challenges between the Lincoln Memorial Lincoln Memorial and the Washington Monument. growing up helped shape the president he would become. It is more than 2,000 feet long 12/17/13 10:44 AM 12/17/13 11:10 AM 12/17/13 11:44 AM 12/17/13 11:52 AM but less than three feet deep.

2 10 16 24

02-03_SE48582_4U20_S1_R.indd 2 10-15_SE48582_4U20_S3_R.indd 10 16-23_SE48582_4U20_S4_R.indd 16 24-31_SE48582_4U20_S5_R.indd 24 DISCUSS READING OBJECTIVES Have students collaboratively answer the questions on CONTENT & COMPREHENSION GOALS Discuss what they’ve read and for teachers to assess • Refer to details and examples when explaining a page 32 as you move about the room and listen in to 1. What connections can you make among the five selections in this text or when making inferences Foster a discussion about the selections in Symbols of Liberty Ask: support and scaffold student conversations and clarify book? How are the selections related? • Integrate information from two texts on the same What famous Americans did you learn about in this book, and why are 2. What is a symbol of liberty? How are the monuments on the misconceptions National Mall symbols of liberty? Can you think of any others? topic they honored with monuments? (Possible responses are given in the 3. What were some of Abraham Lincoln’s personal qualities that 1. What connections can you make among the five made him a great leader? SOCIAL STUDIES OBJECTIVES chart Students may have more or different information) students’ understanding of content and 4. Dr. Martin Luther King, Jr. dreamed of equality and justice for all selections in this book? How are the selections related? • Evaluate how culture affects people’s Americans. In your opinion, has this dream come true? Explain your answer. environments (Each selection is about the history, features, and 5. What else do you want to know about the famous leaders from our • Analyze how culture brings people together What famous Americans did you learn cultural impact of monuments that symbolize past who inspired these monuments? How can you find out more? about in this book, and why are they the country’s liberty and honor the people who 32 helped bring freedom and equality to the people genre as well as their ability to synthesize honored with monuments? 32_SE48582_4U20_D_R.indd 32 TEXAS ESSENTIAL KNOWLEDGE AND SKILLS of the United States One connection between the 110.15. English Language Arts and Reading, Grade 4. George Thomas Abraham Dr. Martin selections is that as a culture, we honor those who 12/17/13 10:26 AM Reading/Comprehension Skills. Students use a flexible Washington Jefferson Lincoln Luther King, have made important contributions to the United 3. What were some of Abraham Lincoln’s personal qualities range of metacognitive reading skills in both assigned and States and who have protected the liberty of its and summarize ideas and concepts. Students independent reading to understand an author’s message. Jr. that made him a great leader? (Possible response: Students will continue to apply earlier standards with citizens “The National Mall” describes the area Lincoln was a hard worker who loved to read and greater depth in increasingly more complex texts as they in Washington, DC, where the monuments and learn, including learning the law He was also honest become self-directed, critical readers. The student is Served as first Was the main Helped end Led civil rights memorials honor people who have made freedom expected to: (F) make connections (e.g., thematic links, U.S. president author of the slavery and movement and wanted to help others by finding common author analysis) between literary and informational texts Declaration of save the possible in the United States “A Monumental ground and being a peacekeeper in disagreements) Independence Union are also asked about what questions they with similar ideas and provide textual evidence. Earthquake” explains the importance of the 4. Dr. Martin Luther King, Jr. dreamed of equality and 113.15. Social Studies, Grade 4. (b) Knowledge and skills. Washington Monument and how the monument justice for all Americans. In your opinion, has this (21) Social studies skills. The student applies was damaged by a recent earthquake “The Making The five selections in Symbols of Liberty are a reference article, a social dream come true? Explain your answer. (Answers will critical-thinking skills to organize and use information of a Memorial” tells about the planning, design, acquired from a variety of valid sources, including studies article, a history article, a graphic novel, and a biography vary, but students should explain their responses and building of the Jefferson Memorial “Honoring still have or wonder about after reading electronic technology. The student is expected to: Social studies concepts (monument, symbols, and civil rights) thread Possible response: The dream for equality for all (B) analyze information by sequencing, categorizing, Honest Abe” and “The Story of a Dream” tell about through the selections Guide a discussion about these concepts Americans has come true because there are laws identifying cause-and-effect relationships, comparing, two important men—one a president and one a contrasting, finding the main idea, summarizing, making in place to make sure people are treated equally What makes the selections especially interesting, though, is the civil rights leader—who helped bring freedom and generalizations and predictions, and drawing inferences There are leaders who still work today to make sure and conclusions. interdisciplinary context—real-life stories and events that include equality to African Americans and all Americans, all of the selections. These questions can government, history, and culture Explain what interdisciplinary everyone is treated fairly and with equality) and why these ideas are still important today) means Then have students turn and talk about the interdisciplinary 5. What else do you want to know about the famous 2. What is a symbol of liberty? How are the monuments on nature of the selections You might ask: How is reading Symbols of leaders from our past who inspired these monuments? the National Mall symbols of liberty? Can you think of Liberty different from reading a textbook about important historical How can you find out more? (Answers will vary, but any others? (Answers will vary, but students should offer teachers an even greater window into figures? Also ask them to consider differences in the ways the students should explain their responses and describe explain their responses Possible response: Symbols selections were written (such as genre, text structure, and point of a variety of references, such as books and magazine of liberty are objects that stand for freedom The view) and how the writing style helps the social studies concepts articles, reliable Internet sites, and talking with monuments on the National Mall are symbols come alive experts) because they represent people and events that students’ learning and understanding of helped us gain our freedom) ideas and concepts. SymboLS of LI berTy | dISCuSS 15 © National Geographic Learning, Cengage Learning, Inc. SymboLS of LI berTy | dISCuSS 16 © National Geographic Learning, Cengage Learning, Inc.

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Research & Share

The selections in the National Geographic Ladders Social Studies student books tell about real-life stories and events that hinge on social studies and, in many cases, other disciplines as well. This interdisciplinary approach, combined with a lively writing style, helps the social studies concepts come alive. The student books in National Geographic Ladders Social Studies are intended to engage students and spark their interest in various aspects of social studies. But the student books are just the beginning, because, to paraphrase program consultants Stephanie Harvey and Anne Goudvis, the more we read, the more we wonder. And wonder requires questions and research and sharing of new information.

The Research & Share pages offer SOCIAL STUDIES students an opportunity to explore Research & Share

NGL.Cengage.com 888-915-3276 790L Deadly Jellies and All in a Oil, Oil ANALYZE & SYNTHESIZE SHARE Welcome to the Day’s Work Everywhere Winds Gulf Coast Other Creatures

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OC_SE_48346_4_U13.indd All Pages Guide students to carefully and thoughtfully review their When students share their research, they become OBJECTIVES questions they may still wonder about In small groups or individually, offer students the chance to explore notes to determine the big ideas related to their question . teachers, consider how their ideas were shaped by the • Ask questions based on reading Gulf Coast. questions they have or ideas they still wonder about, based on their As students prepare to use the information they’ve investigation, and pose new questions . Students may • Research, document, and share information . reading in Gulf Coast. Use question 5 on the Discuss page of the gathered to formulate an answer to their question, express their knowledge by writing, speaking, creating a student book as a springboard for student questions and ideas for support them as they analyze and synthesize . Be sure visual piece, or taking action in the community . The best further research . after reading. Explore, Gather Information, TEXAS ESSENTIAL KNOWLEDGE AND SKILLS they do the following: culminating projects are ones with authentic purposes . 110.15. English Language Arts and Reading, Grade 4. For example, a student might be interested in exploring • Revise any misconceptions . (b) Knowledge and skills. the relationship between the people of this area and EXPLORE • Notice incongruities in their information . (23) Research/Research Plan. Students ask open-ended the effect they have on their environment . He or she research questions and develop a plan for answering • Evaluate all the various pieces of information . Encourage students to express their curiosity in their own way . The can then communicate information about the effects Analyze & Synthesize, and Share is a them. Students are expected to: (A) generate research questions students have matter . You might have students talk with • Pull together the most pertinent information that by putting together a pamphlet that educates others on topics from personal interests or by brainstorming with addresses their question . others, narrow to one topic, and formulate open-ended peers, write about what they wonder, or create drawings based on how to protect the environment . questions about the major research topic; (B) generate what they learned from reading the different selections in Gulf Coast. While analyzing and synthesizing their research, students a research plan for gathering relevant information (e.g., When students are given the time to gather information Guide them to immerse themselves in resources related to what they may realize that the more they learn, the more they surveys, interviews, encyclopedias) about the major about a topic that interests them, they will find unique lesson framework for teachers to use with research question. are most interested in learning more about . They might ask questions wonder . To help focus their thinking, students may want and individual ways to share what they learned . Some (24) Research/Gathering Sources. Students determine, or make statements about their interests, for example: to talk with classmates or write in a research notebook . options you can suggest might include the following: locate, and explore the full range of relevant sources • What are some negative effects that people have on the Remind them that just as in real-world social studies addressing a research question and systematically record research, there may not be a final answer to the question • A brochure that can warn the population why they the information they gather. Students are expected to: environment of the Gulf Coast region from living and students. (A) follow the research plan to collect information from working there? they posed . should take better care of the environment multiple sources of information both oral and written, • What are some of the biggest benefits people in this region get • A rule book for industries and businesses to follow to including: (i) student-initiated surveys, on-site inspections, be more careful while producing goods and interviews; (ii) data from experts, reference texts, from the land, water, and natural resources of the area? and online searches; (iii) visual sources of information • How are the organisms of this area well suited to living in this region? • An ad that educates the public about how to protect (e.g., maps, timelines, graphs) where appropriate; (B) use the land, water, and organisms while visiting the area skimming and scanning techniques to identify data by looking at text features (e.g., bold print, italics); (C) take simple notes GATHER INFORMATION and sort evidence into provided categories or an organizer; (D) identify the author, title, publisher, and publication year After students explore, they should arrive at a question that will of sources; (E) differentiate between paraphrasing and drive their research . Students may want to read, listen to, and view plagiarism and identify the importance of citing valid and information with their question in mind . Guide students to use reliable sources. resources, such as reliable sites on the Internet, social studies texts (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize and articles, library books, and magazines, that address the question collected information. Students are expected to improve they posed . Collecting information may lead students to revise or the focus of research as a result of consulting expert narrow their question . sources (e.g., reference librarians and local experts on the topic). You may want students to follow a specific note taking system to (26) Research/Organizing and Presenting keep track of their thinking and findings as they gather information . Ideas. Students organize and present their ideas and In addition to taking notes, ask students to make a list of their information according to the purpose of the research and their audience. Students are expected to draw sources . You may want to model how to take notes by interacting conclusions through a brief written explanation and with text, jotting down your thoughts in the margins or on sticky create a works-cited page from notes, including the notes, and demonstrating how to summarize the most important author, title, publisher, and publication year for each source used. information . Remind students that their question will drive their research and note taking .

GULF COAST | reSeArCH & SHAre 19 © National Geographic Learning, Cengage Learning, Inc. GULF COAST | reSeArCH & SHAre 20 © National Geographic Learning, Cengage Learning, Inc.

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SOCIAL STUDIES Once per grade, Fact-Question-Response Question Response Fact How does I hope Runoff water this affect there are near Chesapeake Research & Share animals laws to Bay contains and plants prevent and Research Notebook samples are NORTH ATLANTIC pesticides, C O A S T living in pollution fertilizers, and and protect NGL.Cengage.com 888-915-3276 the bay? 850L Where Wild Pools of Boats, Bogs, Lighting Up even sewage. SHARE Rugged Ponies Run living things the Coastline Coast Wonder and Bolts 11/18/13 10:26 AM in the bay. OC_SE_48469_4_U16.indd All Pages When students share their research, they become OBJECTIVES included to show how students might take In small groups or individually, offer students the chance to explore teachers, consider how their ideas were shaped by the • Ask questions based on reading North Atlantic questions they have or ideas they still wonder about, based on their investigation, and pose new questions . Students may Coast. reading in North Atlantic Coast. • Research, document, and share information . express their knowledge by writing, speaking, creating a visual piece, or taking action in the community . The best notes and record their thinking. EXPLORE ANALYZE & SYNTHESIZE culminating projects are ones with authentic purposes . TEXAS ESSENTIAL KNOWLEDGE AND SKILLS For example, the student who is interested in educating 110.15. English Language Arts and Reading, Grade 4. Encourage students to express their curiosity in their own way . The Guide students to carefully and thoughtfully review their others about environmental issues facing Chesapeake Bay (b) Knowledge and skills. questions students have matter . You might have students talk with notes to determine the big ideas related to their question . can visit the Environmental Protection Agency’s Web site (23) Research/Research Plan. Students ask open-ended peers, write about what they wonder, or create drawings based on As students prepare to use the information they’ve and Web sites of the Maryland and Virginia departments research questions and develop a plan for answering what they learned from reading the different selections in North gathered to formulate an answer to their question, them. Students are expected to: (A) generate research of natural resources, all of which have information on Atlantic Coast. Guide them to immerse themselves in resources related topics from personal interests or by brainstorming with support them as they analyze and synthesize their the issue . After doing research, the student can do a others, narrow to one topic, and formulate open-ended to what they are most interested in learning more about . They might research . Be sure they do the following: presentation for the class discussing how pollution, questions about the major research topic; (B) generate ask questions or make statements about their interests, for example: a research plan for gathering relevant information (e.g., • Revise any misconceptions . loss of habitat, and overfishing are damaging the bay’s surveys, interviews, encyclopedias) about the major • What are some other fun facts about the North Atlantic coast • Notice incongruities in the information gathered . ecosystem . The student might end with a call to action, research question. besides the ones presented on pages 4–5? • Evaluate all the various pieces of information . such as sending letters to state and federal legislators (24) Research/Gathering Sources. Students determine, • How was the North Atlantic coast affected by Superstorm Sandy in • Pull together the most pertinent information that urging them to address the problems . locate, and explore the full range of relevant sources addressing a research question and systematically record 2012? addresses the question . When students are given the time to gather information the information they gather. Students are expected to: • What are some of the environmental challenges facing While analyzing and synthesizing their research, students about a topic that interests them, they will find unique (A) follow the research plan to collect information from Chesapeake Bay? multiple sources of information both oral and written, may realize that the more they learn, the more they and individual ways to share what they learned . Some including: (i) student-initiated surveys, on-site inspections, wonder . To help focus their thinking, students may want options you can suggest might include the following: and interviews; (ii) data from experts, reference texts, GATHER INFORMATION and online searches; (iii) visual sources of information to talk with classmates or write in a research notebook . • A tourism brochure that uses text, photos, and (e.g., maps, timelines, graphs) where appropriate; (B) use After students explore, they should arrive at a question that will Remind them that just as in real-world social studies captions to present some of the top things to see and skimming and scanning techniques to identify data by drive their research . Students may want to read, listen to, and view research, there may not be a final answer to the question do along the North Atlantic coast looking at text features (e.g., bold print, italics); (C) take they posed . simple notes and sort evidence into provided categories information with their question in mind . Guide students to use • A poster focusing on the wild ponies of Assateague or an organizer; (D) identify the author, title, publisher, resources, such as reliable sites on the Internet, science texts and Island, including a hand-drawn map showing where and publication year of sources; (E) differentiate between Research Notebook articles, library books, and magazines, that address the question they the ponies roam, where they cross the channel to paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. posed . Collecting information may lead students to revise or narrow • Day 1: I’m going to focus on the environmental problems Chincoteague Island, and where the carnival and sale facing Chesapeake Bay . I want to find out what the biggest (25) Research/Synthesizing Information. Students clarify their question . are held threats are and what can be done about them . research questions and evaluate and synthesize collected Teach students how to keep track of their thinking and findings • A blog about the student’s efforts to learn the history information. Students are expected to improve the focus • Days 2-3: Reading and researching of every lighthouse along the North Atlantic coast of research as a result of consulting expert sources (e.g., as they gather information . Present some options for note taking . • Day 4: I have learned a lot about how the bay is affected by reference librarians and local experts on the topic). Students may want to use a Fact-Question-Response (FQR) runoff, or water that runs into the bay from the surrounding (26) Research/Organizing and Presenting format . Have students keep track of their sources in their FQR notes . land . This water often carries dirt, sewage, fertilizers, and Ideas. Students organize and present their ideas and chemicals such as pesticides . I am going to explain how the The purpose of the FQR note taking scaffold is for students to think information according to the purpose of the research polluted runoff harms the bay’s plants and animals . For and their audience. Students are expected to draw about the facts they gather . When students ask questions about or example, I will discuss how nutrients in the runoff cause algae conclusions through a brief written explanation and respond to facts and information they are more likely to remember create a works-cited page from notes, including the to grow very fast . These algae “blooms” block sunlight from author, title, publisher, and publication year for each and understand them . reaching underwater grasses . When these grasses die, the source used. whole ecosystem suffers .

NORTH ATLANTIC COAST | ReSe ARCH & SHARe 19 © National Geographic Learning, Cengage Learning, Inc. NORTH ATLANTIC COAST | ReSe ARCH & SHARe 20 © National Geographic Learning, Cengage Learning, Inc.

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Write

The reading that students do in National Geographic Ladders Social Studies is “real-world reading.” The selections could rest on your nightstand. At their heart, the issues, ideas, and topics are all authentic, relevant, and significant. Students can relate to them, and the themes are important and worth reading. The Write section of the teacher’s guide offers an opportunity for students to use the selections as mentor texts to help guide their own writing. Many writing standards can be addressed through the Writing Process segment in this section. The genres for writing covered in National Geographic Ladders Social Studies include a reference article, a comparison article, an opinion piece, a narrative, and a graphic novel.

GENRE Reference Article Read to find out about lighthouses on the North Atlantic coast. It lights up rocks near the shore. Now the ship can steer away from the rocks and continue safely on its way.

Lighthouses have one very important purpose. They One selection from the student book is Lighting Up shine a strong beam of light to warn navigators, the crew members who steer and direct a ship, of dangers in the water, such as rocks or shallow seas. They also help ships figure out their location in fog or a storm. the Coastline More than 120 lighthouses line the long North Atlantic coastline. You can visit nearly all of them. Lighthouses by David Holford come in many shapes and sizes, and people visit them A ship is traveling from Nova Scotia, Canada, to New York. Strong winds to learn about their history and see how they work. and heavy rain scare the crew and make it impossible to see where they’re They are tourist attractions on coastlines throughout featured. Teachers can review the genre going. Suddenly a light shines through the darkness. It shows where the land is. the world. Write

Marshall Point Lighthouse near Port Clyde, Maine, was built in 1832. Today, more than 60 lighthouses line Maine’s rocky coast. enough information to give us a good understanding of 18 19 18-25_SE48469_4U16_S4_R.indd 18 11/4/13 2:18 PM 18-25_SE48469_4U16_S4_R.indd 19 11/4/13 2:18 PM the topics but does not weigh the article down with too OBJECTIVES GENRE: REFERENCE ARTICLE much detail. Concise, straightforward sentences and vivid Topic elements with students. • Use a mentor text as a writing model . descriptions help to keep us engaged in the article. • Plan and research information on a topic . Hold up “Lighting Up the Coastline” and remind students that it is a • Write and revise a reference article . reference article . Explain that a reference article offers information Ask students to Turn and Talk about a topic of interest Detail Response • Publish and present a reference article . about a particular topic . Share the following elements of a reference that relates to human interaction with the environment . article with students: Have them brainstorm ideas relating to the topic that would be interesting to explore . (Possible ideas: state TEXAS ESSENTIAL KNOWLEDGE AND SKILLS • The content of the article does not have to be read sequentially . parks in your area; landmarks in your area or anywhere in 110.14. English Language Arts and Reading, Grade 3. Readers can dip in and out of the article as needed over time . Write Students can use their background knowledge, (b) Knowledge and skills. the United States) • The article’s purpose is to provide concise, easy-to-scan their planning, and their research notes to begin writing . (15) Writing/Writing Process. Students use elements of information, which may include different types of descriptive Have several students Share their ideas . Remind them to keep looking back at the mentor text to the writing process (planning, drafting, revising, editing, and/or measurable data . and publishing) to compose text. Students are expected Wrap up by explaining that students will be writing use as a model for their own reference article . • Subject-area vocabulary is defined and explained . Some words may to: (A) plan a first draft by selecting a genre appropriate their own reference article on a topic of their choosing . for conveying the intended meaning to an audience and be in bold or italics to emphasize their importance . Conference and Revise Have students hold a writing generating ideas through a range of strategies (e.g., They may need to research appropriate facts about the • The text is often organized using headings . conference with a partner to review their drafts . Ask brainstorming, graphic organizers, logs, journals); topic . reviewers to look for elements of a reference article as The featured selection is used as a mentor (B) develop drafts by categorizing ideas and organizing • Facts and information may be conveyed through photos, captions, they read their partner’s writing . Have the writers ask them into paragraphs; (C) revise drafts for coherence, diagrams, illustrations, or other graphics . You might share your own thoughts to help students organization, use of simple and compound sentences, and with topic selection . Say: Reference articles intrigue me. their partner the following questions: audience; (D) edit drafts for grammar, mechanics, and They give lots of information in an organized way, and the spelling using a teacher-developed rubric; (E) revise final MENTOR TEXT • What struck you about the piece? (to highlight interesting text to help students better understand the draft in response to feedback from peers and teacher and topics can be pretty specific. For example, I’d be interested parts) publish written work for a specific audience. Use “Lighting Up the Coastline” as a mentor text, or model, for in writing a reference article about a famous bridge such • What do you wonder or want to know more about? (to student writing . (18) Writing/Expository and Procedural as the Chesapeake Bay Bridge-Tunnel, which is one of the suggest ideas for adding information or revising) Texts. Students write expository and procedural or work- world’s largest bridge-tunnel complexes. I think I’d have fun related texts to communicate ideas and information to Model the elements of a reference article . Walk students through • Are there any confusing parts? (to pinpoint areas to specific audiences for specific purposes. Students the selection, sharing your thinking as you go . Say: Note that the researching, organizing, and writing an article on this topic. revise for clarity and accuracy) genre and to begin thinking about a topic for are expected to: (A) create brief compositions that: article is organized by headings, with a separate heading introducing each (i) establish a central idea in a topic sentence; (ii) include After students get feedback from a partner, have them two-page section. Each section offers concise, easy-to-scan information supporting sentences with simple facts, details, and WRITING PROCESS revise and edit their own pieces . explanations; (iii) contain a concluding statement. and descriptive data. The sections do not have to be read sequentially; you could read one section today and then pick up the book tomorrow and read Plan and Research Have students use the mentor text Publish and Present Find opportunities for students to their own writing. another section. Subject-area terms such as tides and navigators appear to plan their writing . Remind students that they should publish and present in authentic, relevant, and significant in bold type and are defined. In addition to the text, the article conveys look closely at how the writer introduces the topic as ways . Use or adapt the following ideas to best reflect information through photos and captions. well as the facts and details used to explain it . Students your classroom goals and individual student interests . should research their topic to find relevant facts about Explain that students can use this article as a mentor text to • Submit the reference article to the school or local it . Remind them to take notes as they plan and research . help them write their own reference article . Tell students that our community newspaper . Suggest that students use a graphic organizer such as a best writing teachers are the professional writers whose work we • Turn the reference article into a speech and present it Topic Detail Response chart to organize their facts and read . Suggest that they look closely at what the writer of “Lighting to the class . information . Using the chart helps them organize facts Up the Coast” does to convey information in a clear way and to • Create a picture book, with photos and/or illustrations and details about the topic . When students respond to hold our interest . Say: The writer first draws us in with a gripping accompanying the reference article . information as they take notes, this adds their personal scenario involving a ship sailing through treacherous conditions. This voice to their research and writing process . first paragraph and the next one clearly convey the purpose and vital importance of lighthouses. In the rest of the article, the writer presents

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The Writing Process segment gives the teacher information that will support students in taking their writing from the planning stages to presenting finished pieces.

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Glossary

adobe (noun) a brick made from sun-dried clay commission (noun) money paid for a specific task, such as the creation of an item or work of art ally (noun) a person, group, or nation that joins with another for a specific purpose, usually for help defending against conifer (noun) a tree that produces cones, has thin leaves enemies called needles, and stays green all year ancestor (noun) a relative who lived a long time ago conservationist (noun) a person who works to protect natural resources archaeologist (noun) a scientist who studies human cultures of the past by examining their tools, buildings, and other corrosion (noun) the gradual wearing away of materials such objects they have left behind as metal archaeology (noun) the study of artifacts, or objects of the current (noun) a flowing part of a body of water; a past, to learn about the ways people lived long ago movement of water or air flowing through a larger body of water or air architect (noun) a person who designs and oversees the construction of buildings and other large structures debris (noun) scattered remains of objects; the scattered pieces of something that has been broken authentic (adjective) true, the quality of being real and actual dependent (adjective) in a position of great need bank (noun) a set of similar things, such as elevators, grouped in rows derrick (noun) a structure used to drill oil basin (noun) a bowl-shaped region that drains into a body of devastate (verb) to cause great destruction water devastated (adjective) ruined by a violent event binocular viewer (noun) a device for seeing distances, made distress call (noun) a call for help up of two magnifying lenses on a stand; often found in places with scenic views divine (adjective) godlike or relating to a god boycott (noun) the act of refusing, as a group, to buy a good dome (noun) a large rounded roof or ceiling or service in order to make a point Doppler radar (noun) a method of sending out radio butte (noun) a hill with steep sides that rises from flat land waves to detect the movement and speed of objects such as tornadoes canal (noun) a human-made waterway often used for transportation; a human-made waterway that joins bodies of drought (noun) a period of little or no rain water or moves water from one area to another dune (noun) a hill of sand civilian (noun) a person who is not a part of the armed Dust Bowl (noun) the dust storms of the 1930s on the Great services of a country Plains; also the area of the Great Plains where the storms took civil rights (noun) the rights of citizens, especially the place rights guaranteed to all U.S. citizens, regardless of race, color, dynamite (noun) a substance that can explode powerfully, religion, or gender usually packed into round sticks and set off with a string called clan (noun) a large family group a fuse climate (noun) the average weather of a region over time earthquake (noun) a sudden, violent shaking of a portion of Earth’s surface; a violent movement of Earth’s crust column (noun) a supporting pillar in a building; a column is made up of a base, a thick pole, and a top economy (noun) the management of money, goods, and resources in a business, community, or country commercial diver (noun) someone who is paid to work underwater ecosystem (noun) all the plants, animals, and nonliving things in a specific environment

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exhibit (verb) to put something on display to the public lava (noun) hot melted rock that flows from a volcano onto Earth’s surface expansion (noun) the act of becoming greater in size legacy (noun) a valuable gift or act worth remembering from explosive (noun) a substance that blows up someone in the past; something handed down or transmitted exposition (noun) a public exhibition or show by someone who came before express (noun) a way to send something very fast magma (noun) hot melted rock found inside Earth; turns to lava once it reaches Earth’s surface extinction (noun) the complete destruction or disappearance of something, especially an animal species mangrove (noun) a thick, twisty tree that grows in salty marshes fault (noun) a crack in Earth’s crust manufacturer (noun) one that makes something from raw foundation (noun) the solid underground base of a building materials by hand or with machinery or other structure marine (adjective) of the ocean geological (adjective) of the science that studies Earth’s physical history and structure mesa (noun) a hill or small plateau with a flat top and steep sides glacier (noun) a large sheet of ice that moves slowly down a slope or spreads over land meteorologist (noun) a scientist who studies and forecasts the weather gold rush (noun) an event where many people move to a region in search of newly discovered gold migrant worker (noun) a laborer who travels, following crops that need to be planted and picked Great Depression (noun) a time in the 1930s when the U.S. economy crashed, businesses closed, banks failed, and millions migrate (verb) to move from one region to another of Americans lost their savings and their jobs monument (noun) a structure that honors an important hammock (noun) an area of land that rises over wet, grassy person or event swamps mortar (noun) a building material used between bricks or harsh (adjective) rough or unpleasant building stones to hold them together hurricane (noun) a violent storm with spinning winds mythology (noun) a collection of myths, or stories, that explain the origin, history, and gods of a certain group of indigenous (adjective) native, occurring naturally in a place people inlet (noun) a small body of water extending into land from a navigate (verb) to find one’s way from one place to another larger body of water nomadic (adjective) roaming about and not staying or living invasive species (noun) an alien or non-native species that long in one place causes harm to an ecosystem obelisk (noun) a tall, four-sided tower with a pyramid at the jackhammer (noun) a tool that is used for drilling or breaking top apart rock or concrete observation deck (noun) a floor, or deck, often near the top kelp (noun) large brown seaweed of a tall building, that is designed for sightseeing; may be in the knead (verb) to work something with your hands until it is open air or enclosed by windows soft enough to shape oral tradition (noun) the act of telling stories to pass down lake effect (noun) the effect or influence that a lake history and culture containing a large body of water has on the weather on nearby organism (noun) a living person, animal, or plant land origin (noun) the starting point or beginning landmark (noun) an important building or structure

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petroglyph (noun) an image carved into the surface of a rock ritual (noun) a ceremony performed again and again, usually a religious ceremony phantom (noun) ghost royalty (noun) people, such as kings and queens, who hold plate (noun) one of the large pieces of Earth’s crust power over a group or nation plaza (noun) a central meeting place in a city or a village sacred (adjective) deeply respected; the quality of being holy pollute (verb) to poison or meaningful in a religious or spiritual way popular culture (noun) the parts of public life that show the salary (noun) money paid at regular times for work or customs, tastes, and traditions of the people in a society, such services as movies, magazines, advertisements, and television shows scale model (noun) a smaller version of a planned pourquoi tale (noun) a story that explains why or how construction that helps the builder see how the parts will something in nature came to be relate to one another prairie (noun) a large area of grassland segregation (noun) separation of people of different races, especially in schools, restaurants, theaters, and other public precipitation (noun) water, such as rain or snow, that falls spaces from the sky shards (noun) pieces of broken pottery predator (noun) an animal that preys upon other animals silversmith (noun) a craftsperson who works with silver, preserve (verb) to try to keep something safe and in its making objects such as bracelets and silverware original condition skyscraper (noun) a very tall building prow (noun) the front of a boat or ship slang (noun) words or phrases that are used in ways that quest (noun) a long and difficult journey in search of differ from standard or formal speech something snowbelt (noun) a region that receives a large amount of radiation (noun) the process of giving off energy, either in lake-effect snow the form of waves or particles; large doses of these waves or particles can be harmful to health sodbuster (noun) a farmer who breaks up sod to plant crops rappel (verb) to travel downward over a cliff or a wall using a sonar (noun) a method of using sound waves to locate objects rope and harness attached to one’s body in water recreation (noun) activities that are done for fun or for souvenir (noun) an object that serves as a reminder of a relaxation place, an occasion, or a person recruit (noun) a member who is enlisted, or signed up, stampede (verb) to become startled and rush away suddenly to join a group, particularly an army or other branch of the with many others, usually used in reference to cattle or other armed services; to invite or sign up members to join a group, herd animals particularly one of the armed services strait (noun) a waterway that connects two large bodies of refuge (noun) a place that provides shelter or protection water relay (noun) the passing of something from one person to suffrage (noun) the right to vote in elections another suspension bridge (noun) a bridge with overhead cables to reservation (noun) land that is set aside by the government support a roadway above the water for a special use, often as a place where Native Americans live symbol (noun) something that stands for, or represents, reserve (noun) a large underground pool of oil something else riptide (noun) a strong current that flows from the shore temper (verb) to make clay stronger by mixing it with other toward the ocean materials, such as sand, crushed pebbles, or animal bones

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tentacle (noun) one of the arms that a jellyfish or a man-of- war uses to sting and capture prey tidal marsh (noun) a grassy wetland that is regularly flooded by tidewater tipi (noun) a portable home in the shape of a cone, covered with animal skins, that was used by many Native Americans of the Great Plains topsoil (noun) the dirt on the surface of Earth in which plants grow tornado (noun) a violent whirling wind forming a funnel- shaped cloud that moves in a narrow path over the land tourism (noun) the practice of traveling to a place in order to see the sights and enjoy the trip tourist (noun) a person who travels for pleasure trawl (noun) a huge net used to catch shrimp treaty (noun) an official agreement between nations or governments trestle (noun) a supporting structure that holds up a bridge tribal elder (noun) a leader of a Native American community tributary (noun) a river or stream that is connected to a larger body of water tsunami (noun) a large, powerful wave usually created by an underwater earthquake or volcanic eruption vision quest (noun) a lone journey taken by a young Native American to find his or her purpose in life and guiding spirit animal volcano (noun) an opening in Earth’s crust where melted rock, steam, and gases escape a mountain formed by volcanic eruptions weir (noun) an underwater trap made of stone and branches weld (verb) use heat to melt metal so that it joins together

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Standards Correlation to National Geographic Ladders Social Studies

Texas Essential Knowledge and Skills for English Language Arts and Reading Correlated to National Geographic Ladders Social Studies, Grade 4 Where on Earth? Native Americans American Wonders Great Lakes Great Plains Coast Gulf North Atlantic Coast Coast Pacific Pacific Northwest Great Plains Southeast Southwest Golden Gate Bridge Niagara Falls Empire State Building Rushmore Mount Symbols of Liberty Texas Essential Knowledge and Skills 110.15. English Language Arts and Reading, Grade 4. Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based XXXXXXXXXXXXXX upon own or others’ desired outcome to enhance comprehension; (B) ask literal, interpretive, and evaluative questions of XXXXXXXXXXXXXX text; (C) monitor and adjust comprehension (e.g., using XXXXXXXXXXXXXX background knowledge, creating sensory images, re-reading a portion aloud, generating questions); (D) make inferences about text and use textual evidence XXXXXXXXXXX to support understanding; (E) summarize information in text, maintaining meaning XXXXXXXXXXXXXX and logical order; (F) make connections (e.g., thematic links, author XXXXXXXXXXXXXX analysis) between literary and informational texts with similar ideas and provide textual evidence. (b) Knowledge and skills.

(2) Reading/Vocabulary Development. Students nc. I understand new vocabulary and use it when reading and writing. Students are expected to: ning, ear L (B) use the context of the sentence (e.g., in-sentence X XX X X age

example or definition) to determine the meaning of eng unfamiliar words or multiple meaning words; C (E) use a dictionary or glossary to determine the X ning, ear meanings, syllabication, and pronunciation of L

unknown words. raphic eog G ational N

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(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) summarize and explain the lesson or message of a X work of fiction as its theme. (6) Reading/Comprehension of Literary Text/ Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) sequence and summarize the plot’s main events and XX explain their influence on future events; (B) describe the interaction of characters including their X X X relationships and the changes they undergo. (11) Reading/Comprehension of Informational Text/ Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main idea and supporting details in a XXXXXXXXXXXXX text in ways that maintain meaning; (B) distinguish fact from opinion in a text and explain how X to verify what is a fact; (C) describe explicit and implicit relationships among XXXXXXXXXXX ideas in texts organized by cause-and-effect, sequence, or comparison; (D) use multiple text features (e.g., guide words, topic XXXXXX XX nc.

and concluding sentences) to gain an overview of the I contents of text and to locate information; ning,

(12) Reading/Comprehension of Informational Text/ X X ear L

Persuasive Text. Students analyze, make inferences age

and draw conclusions about persuasive text and provide eng C evidence from text to support their analysis. Students are expected to explain how an author uses language to ning, ear present information to influence what the reader thinks L or does. raphic eog G ational N

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(13) Reading/Comprehension of Informational Text/ Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) determine the sequence of activities needed to carry XXXXXXX out a procedure (e.g., following a recipe); (B) explain factual information presented graphically XXXXXXXXXXXX (e.g., charts, diagrams, graphs, illustrations). (15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by selecting a genre appropriate for XX X X conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals); (B) develop drafts by categorizing ideas and organizing XX X X them into paragraphs; (C) revise drafts for coherence, organization, use of XX X X simple and compound sentences, and audience; (D) edit drafts for grammar, mechanics, and spelling XX X X using a teacher-developed rubric; (E) revise final draft in response to feedback from peers XX X X and teacher and publish written work for a specific audience. (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a X climax and contain details about the characters and setting; nc. (B) write poems that convey sensory details using the X I

conventions of poetry (e.g., rhyme, meter, patterns of ning, ear

verse). L age eng C ning, ear L raphic eog G ational N

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(18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create brief compositions that: XX X (i) establish a central idea in a topic sentence; XX X (ii) include supporting sentences with simple facts, XX X details, and explanations; (iii) contain a concluding statement. XX X (19) Writing/Persuasive Texts. Students write persuasive X texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and use supporting details. (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) generate research topics from personal interests or XXXXXXXXXXXXXX by brainstorming with others, narrow to one topic, and formulate open-ended questions about the major research topic; (B) generate a research plan for gathering relevant XXXXXXXXXXXXXX information (e.g., surveys, interviews, encyclopedias) about the major research question. nc. I ning, ear L age eng C ning, ear L raphic eog G ational N

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(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect information from XXXXXXXXXXXXXX multiple sources of information both oral and written, including: (i) student-initiated surveys, on-site inspections, XXXXXXXXXXXXXX and interviews; (ii) data from experts, reference texts, and online XXXXXXXXXXXXXX searches; (iii) visual sources of information (e.g., maps, XXXXXXXXXXXXXX timelines, graphs) where appropriate. (B) use skimming and scanning techniques to identify data XXXXXXXXXXXXXX by looking at text features (e.g., bold print, italics); (C) take simple notes and sort evidence into provided XXXXXXXXXXXXXX categories or an organizer; (D) identify the author, title, publisher, and publication XXXXXXXXXXXXXX year of sources; (E) differentiate between paraphrasing and plagiarism XXXXXXXXXXXXXX and identify the importance of citing valid and reliable sources. (25) Research/Synthesizing Information. Students clarify XXXXXXXXXXXXXX research questions and evaluate and synthesize collected information. Students are expected to improve the focus of research as a result of consulting expert sources (e.g., reference librarians and local experts on the topic). (26) Research/Organizing and Presenting Ideas. Students XXXXXXXXXXXXXX organize and present their ideas and information according to the purpose of the research and their nc. audience. Students are expected to draw conclusions I

through a brief written explanation and create a ning,

works-cited page from notes, including the author, title, ear L publisher, and publication year for each source used. age eng C ning, ear L raphic eog G ational N

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Texas Essential Knowledge and Skills for Social Studies Correlated to National Geographic Ladders Social Studies, Grade 4 Where on Earth? Native Americans American Wonders Great Lakes Great Plains Coast Gulf North Atlantic Coast Coast Pacific Pacific Northwest Great Plains Southeast Southwest Golden Gate Bridge Niagara Falls Empire State Building Rushmore Mount Symbols of Liberty Texas Essential Knowledge and Skills 113.15. Social Studies, Grade 4. (2) History. The student understands the causes and effects of European exploration and colonization of Texas and North America. The student is expected to: (A) summarize motivations for European exploration and X settlement of Texas, including economic opportunity, competition, and the desire for expansion. (5) History. The student understands important issues, events, and individuals of the 20th century in Texas. The student is expected to: (A) identify the impact of various issues and events on X life in Texas such as urbanization, increased use of oil and gas, the Great Depression, the Dust Bowl, and World War II. (7) Geography. The student understands the concept of regions. The student is expected to: (A) describe a variety of regions in Texas and the United XX States such as political, population, and economic regions that result from patterns of human activity; (B) identify, locate, and compare the geographic regions XX of Texas (Mountains and Basins, Great Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation. (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (C) compare the positive and negative consequences of X human modification of the environment in Texas, past and present, both governmental and private, such as nc. economic development and the impact on habitats I

and wildlife as well as air and water quality. ning, ear L age eng C ning, ear L raphic eog G ational N

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(12) Economics. The student understands patterns of work and economic activities in Texas. Students are expected to: (A) explain how people in different regions of Texas earn X their living, past and present, through a subsistence economy and providing goods and services; (B) explain how geographic factors such as climate, X transportation, and natural resources have influenced the location of economic activities in Texas. (20) Science, technology, and society. The student understands the impact of science and technology on life in Texas. The student is expected to: (B) describe how scientific discoveries and innovations XX such as in aerospace, agriculture, energy, and technology have benefited individuals, businesses, and society in Texas. (21) Social studies skills. The student applies critical- thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, XXXXXXXXXXXXX identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information in outlines, X XX XXXXXXX reports, databases, and visuals, including graphs, charts, timelines, and maps; (D) identify different points of view about an issue, topic, XXXXXX XXX historical event, or current event. nc. (23) Social studies skills. The student uses problem-solving I and decision-making skills, working independently ning,

and with others, in a variety of settings. The student is ear L expected to: age

(A) use a problem-solving process to identify a problem, X eng C gather information, list and consider options, consider advantages and disadvantages, choose and ning, ear implement a solution, and evaluate the effectiveness L

of the solution. raphic eog G ational N

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Experience the Complete National Geographic Ladders Program

SOCIAL STUDIES

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NGL.Cengage.com 888-915-3276 920L Jason and Geocaching: the Golden Dreams A High-Tech Fleece of Treasure Treasure Hunt Welcome to A Tour of Volcanic Too Strange Return of Yellowstone Yellowstone to Believe the Wolf

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Visit National Geographic Learning online at NGL.Cengage.com age Visit our corporate website at cengage.com eng C ISBN: 978-12857-7249-3 ning, ear

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