Grade Four - Indiana in the Nation and the World

SOCIAL STUDIES

(Grade Four - Indiana in the Nation and the World)

0470-04

In Grade Four, students will study Indiana and its relationships to regional, national, and world communities, including the influence of physical and cultural environments on the state’s growth and development, and principles and practices of citizenship and government in Indiana. Students will describe key events, places, and people, which have shaped their state and region and explain how changes have affected people and communities. They will identify the major physical and cultural characteristics and regions of Indiana and give examples of how people interact with the environment. They will describe Indiana’s changing economy, including the goods and services produced and the importance of the state’s products in world trade. Students will explore the roles of diverse groups of people who have contributed to Indiana’s cultural heritage and describe the impact of science, technology, and the arts on Indiana’s culture. They will describe the basic structure of Indiana’s constitutional form of government and practice responsible citizenship as they participate in school and community activities. Students further develop their understanding of time and spatial relationships and begin to interpret time lines, thematic maps, charts, graphs, and other types of data. They use primary and secondary sources and evaluate sources to distinguish fact from opinion. They ask questions and seek answers using a variety of sources, including information technology, community resource persons, museums, libraries, and historical sites.

Elkhart Community Schools May 2003 Social Studies Curriculum Guide

SOCIAL STUDIES MISSION/PHILOSOPHY STATEMENT

Social studies instruction in Elkhart Community Schools will provide all students with an opportunity to become active lifelong learners, and responsible citizens who participate effectively in our democracy. Therefore, social studies instruction will provide active learning experiences integrating the skills necessary for all students to exercise their responsibilities as citizens in a constitutional democracy by engaging in inquiry, problem solving, and decision making in school and community settings.

Philosophy and Goals Committee: Elaine Fiwek Curriculum and Instruction: Nena Fuller John Hill, Director Jason Grasty Jim Bennett, Assistant Director Bob Harvey Dave Benak, Supervisor Sara Jackowiak

Scope and Sequence Committee: Trends and Research Committee: Diane Myers Steering Committee: Stefanie Foster Tim Osborne Dave Benak Dave Foutz Bruce Rogers Teresa Jamison Sonya Harrington Jeremy Satterfield Karen Kelly Jackie Hilliard Rich Toth (Chair) Gary Mann LuAnn Powers Ronald Wetzel Bob Meyers Bruce Rogers Diane Parker Gladys Stevens Peggy Presser Mary Thomas Steve Starzyk

Elkhart Community Schools May 2003 HIGH SCHOOL African Studies Psychology United States Government World Geography Nena Fuller (Central) Linda Fine (L.I.F.E.) Robyn Freeman (L.I.F.E.) Brian Lattimer (Memorial) Sonya Harrington (Memorial) Erin Hartman (Central) Steve Starzyk (Central) Peggy Presser (Memorial) Bob Harvey (Memorial) Exploratory Teaching Steve Starzyk (Central) Bob Martin (Memorial) Dennis Nowicki (Central) Sociology Phil Stillson (Central) Ron Wetzel (Central) Ken Hauser (Memorial) Dennis Nowicki (Central) Ron Wetzel (Central) Peggy Presser (Memorial) World History United States History Steve Asbury (Memorial) Economics Linda Fine (L.I.F.E.) Bob Harvey (Memorial) Dave Foutz (Memorial) Stefanie Foster (Memorial) Bob Johnson (Central) Bob Martin (Memorial) Nena Fuller (Central) Joe Waltz (Memorial) Beth Velkoff (Central) Sonya Harrington (Memorial) Bob Johnson (Central) Brian Lattimer (Memorial) Phil Stillson (Central)

MIDDLE SCHOOL Seventh Grade Eighth Grade Rich Amacher (West Side) Karen Kelly (North Side) Jason Grasty (Pierre Moran) Gary Mann (West Side) Jeremy Satterfield (Pierre Tim Osborne (Pierre Moran) Moran) Diane Parker (Pierre Moran) Rich Toth (North Side)

Elkhart Community Schools May 2003 GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS

ELEMENTARY SCHOOL Kindergarten Second Grade Sue Walsh (Pinewood) Jackie Hilliard (Roosevelt) Juanita Love (Woodland) Deena Smith (Cleveland) First Grade Third Grade Stephanie Booth (Riverview) Judith Cummins (Pinewood) Luann Burlingame (Roosevelt) Teresa Jamison (Eastwood) Theresa Holmes (Beck) Gladys Stevens (Daly) Bridgett McKay (Cleveland) Fourth Grade Andrea Phillips (Feeser) James Cebra (Osolo) Elaine Fiwek (Beardsley) Rhonda Lobatos (Beck)

Fifth Grade Carole Foutz (Feeser) Phyllis Herczeg (Eastwood) Shirley Riffell (Beck)

Sixth Grade Bruce Rogers (Eastwood) Michele Stauffer (Woodland)

*Boyd, Candy Dawson, et al. Indiana. Glenview, IL: Pearson Learning (Scott Foresman), 2003. (Teacher’s Edition and Student Edition)

Elkhart Community Schools Page 4 Grade 4 Social Studies Curriculum Guide May 2003 Standards Referenced GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS Grade 4 The Standards and Power Indicators Power Indicators are Highlighted in Bold

Standard 1 – History Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. 4.1.1 Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans. Example: Angel Mounds (1050 – 1400 C.E.). 4.1.2 Identify and describe historic Indian groups that lived in the region that became Indiana at the time of early European exploration and settlement in the seventeenth century. Example: The Miami, Shawnee, Potawatomi, and Lenape (Delaware). 4.1.3 Explain the importance of the Revolutionary War and other key events and people that influenced Indiana’s development. Example: George Rogers Clark and the Fall of Fort Sackville (1779), U.S. land treaties with Indians, Chief Little Turtle, Tecumseh, Tenskwatawa (the Prophet), William Henry Harrison, the Battle of Tippecanoe (1811). 4.1.4 Explain the significance of key documents in Indiana’s development from a United States territory to statehood. Example: The Northwest Ordinance (1787) made Indiana part of the United States territory; the 1816 Indiana Constitution established the first state government. 4.1.5 Describe the removal of Indian groups from Indiana in the 1830s. 4.1.6 Explain how key individuals and events influenced the early growth of the new state of Indiana. Example: Jonathan Jennings, Robert Owen, John Tipton, William Conner, Frances Slocum, and Sarah Bolton. Example: Formation of counties, movement of state capitol from Corydon to Indianapolis, canal and road building, the first railroad line (1847), and the Indiana Constitution of 1851. 4.1.7 Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War. Example: Levi and Catherine Coffin, The Underground Railroad, religious groups, the abolition and anti-slavery groups, the Liberia colonization movement. 4.1.8 Summarize the participation of Indiana citizens in the Civil War. *Boyd, Candy Dawson, et al. Indiana. Glenview, IL: Pearson Learning (Scott Foresman), 2003. (Teacher’s Edition and Student Edition)

Elkhart Community Schools Page 5 Grade 4 Social Studies Curriculum Guide May 2003 Standards Referenced GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS Example: Indiana’s volunteer soldiers, the Twenty-eighth Regiment of the United States Colored Troops, Camp Morton, John Hunt Morgan, The Battle of Corydon, Lew Wallace, resistance movements, and women on the home front. 4.1.9 Give examples of Indiana’s increasing agricultural, industrial, and business development in the nineteenth century. Example: Growth of railroads and urban centers, such as Indianapolis, South Bend, Evansville, Fort Wayne, and Gary; expansion of the educational system and universities; the growth of labor unions. 4.1.10 Describe the participation of Indiana citizens in World War I and the changes the war brought to the state. 4.1.11 Identify important events and movements that changed life in Indiana in the twentieth century. Example: The Great Depression, World War II, African American migration from the South, post-war baby boom, civil rights movements, the Vietnam War, increase in Asian and Hispanic immigration. 4.1.12 Research Indiana’s agricultural and industrial transformation, emphasizing new technologies, transportation, and international connections, in the last part of the twentieth century. Example: Use CD-ROMs and Indiana history Web sites to research new farming technologies, development of the highway system, establishment of ports in Indiana, air travel, high-tech industries. 4.1.13 Organize and interpret timelines that show relationships among people, events, and movements in the history of Indiana. 4.1.14 Distinguish fact from opinion and fact from fiction in historical documents and other information resources*. Example: Identify different opinions on local and state events and issues from documents, cartoons, television, and other media. 4.1.15 Using primary source* and secondary source* materials, generate questions, seek answers, and write brief comments about an event in Indiana history. Standard 2 – Civics and Government Students will describe the components and characteristics of Indiana’s constitutional form of government; explain citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written, and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. 4.2.1 Explain the major purposes of Indiana’s Constitution as stated in the Preamble.

4.2.2 Describe major rights, such as freedom of speech and freedom of religion, that people have under Indiana’s Bill of Rights (Article I of the Constitution). 4.2.3 Identify and explain the major responsibilities of the legislative, executive, and judicial branches of state government as *Boyd, Candy Dawson, et al. Indiana. Glenview, IL: Pearson Learning (Scott Foresman), 2003. (Teacher’s Edition and Student Edition)

Elkhart Community Schools Page 6 Grade 4 Social Studies Curriculum Guide May 2003 Standards Referenced GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS written in the Indiana Constitution. 4.2.4 Identify major state offices and the duties and powers associated with them — such as governor, lieutenant governor, chief justice, state senators, and state representatives — and how they are chosen, such as by election or appointment. 4.2.5 Explain that Indiana is one of 50 states in the United States and that other countries are also made up of smaller units, such as states, provinces, or territories. 4.2.6 Give examples of how citizens can participate in their state government and explain the right and responsibility of voting. 4.2.7 Define and provide examples of civic virtues* in a democracy. Example: Individual responsibility, self-discipline/self-governance, civility, respect for the rights and dignity of all individuals, honesty, respect for the law, courage, compassion, reasoned patriotism, fairness, and commitment to the common good. 4.2.8 Use a variety of information resources* to research and write brief comments about a position or course of action on a public issue relating to Indiana’s past or present. Standard 3 – Geography Students will explain how Earth/sun relationships influence the climate of Indiana; identify the components of Earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. 4.3.1 Use latitude* and longitude* to locate places in Indiana and other parts of the world.

4.3.2 Explain the essential facts of Earth/sun relationships* and be able to relate these to the climate of Indiana. 4.3.3 Explain the essential facts of Earth/sun relationships* and be able to relate these to the climate of Indiana.

4.3.4 Locate Indiana on a map of the United States; indicate the state capital, major cities, and rivers in Indiana; and be able to place these on a blank map of the state. 4.3.5 Map the physical regions of Indiana and identify major natural resources and crop regions. 4.3.6 Explain how glacial periods shaped Indiana’s landscape and environment. 4.3.7 Describe Earth’s atmosphere*, lithosphere*, hydrosphere*, and biosphere* and explain how these systems affect life in Indiana. 4.3.8 Create a map tracing the routes and methods of travel used by settlers to reach Indiana and identify ways in which settlers have changed the landscape in Indiana over the past two hundred years. *Boyd, Candy Dawson, et al. Indiana. Glenview, IL: Pearson Learning (Scott Foresman), 2003. (Teacher’s Edition and Student Edition)

Elkhart Community Schools Page 7 Grade 4 Social Studies Curriculum Guide May 2003 Standards Referenced GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS 4.3.9 Create maps of Indiana at different times in history showing regions and major physical and cultural features; give examples of how people in Indiana have modified their environment over time. 4.3.10 Read and interpret thematic maps — such as transportation, population, and products — to acquire information about Indiana in the present and the past. Standard 4 – Economics Students will study and compare the characteristics of Indiana’s changing economy in the past and present. 4.4.1 Give examples of the kinds of goods* and services* produced in Indiana in different historical periods. 4.4.2 Define productivity* and provide examples of how productivity has changed in Indiana during the past 100 years. Example: Improved farm equipment has helped farms to produce more. Computers have helped businesses to produce more. 4.4.3 Explain why both parties benefit from voluntary trade* and give examples of how people in Indiana engaged in trade in different time periods. 4.4.4 Explain that prices change as a result of changes in supply* and demand* for specific products. 4.4.5 Give examples of Indiana’s role in world trade. Example: Identify products made by Indiana companies that are exported and foreign-owned companies that are manufacturing products in Indiana. 4.4.6 List the functions of money* and compare and contrast things that have been used as money in the past in Indiana, the United States, and the world. 4.4.7 Identify entrepreneurs* who have influenced Indiana and the local community. Example: the Studebaker brothers, Madam C.J. Walker, Eli Lilly, and Marie Webster. 4.4.8 Define profit* and describe how profit is an incentive for entrepreneurs.

4.4.9 Identify important goods and services provided by state and local governments by giving examples of how state and local tax revenues are used. 4.4.10 Explain how money helps people to save and develop a savings plan in order to make a future purchase. Standard 5 – Individuals, Society, and Culture Students will examine the interaction between individual and group behavior in state and community life; analyze the roles and relationships of diverse groups of people contributing to Indiana’s cultural heritage; and describe the impacts of science, technology, and the arts on Indiana’s culture. 4.5.1 Identify ways that social groups* influence individual behavior and responsibilities. Example: When people belong to a group they usually interact with each other frequently and follow the rules of the group. *Boyd, Candy Dawson, et al. Indiana. Glenview, IL: Pearson Learning (Scott Foresman), 2003. (Teacher’s Edition and Student Edition)

Elkhart Community Schools Page 8 Grade 4 Social Studies Curriculum Guide May 2003 Standards Referenced GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS 4.5.2 Identify the different types of social groups to which people belong and the functions these groups perform. Example: Social groups may have social, religious, recreational, cultural, educational, service, civic, political, or other functions. 4.5.3 Define the term cultural group* and give examples of the challenges faced by diverse cultural groups in Indiana history. Example: Quakers faced religious and social differences. Recent Asian and Hispanic immigrants face the challenge of adapting to a new language and culture. 4.5.4 Describe the role of Indiana artists in American visual arts, literature, music, dance, and theatre. Example: James Whitcomb Riley, Gene Stratton-Porter, T.C. Steele, Janet Scudder, and the Hoosier Group. 4.5.5 Give examples of the impacts of science and technology* on the migration and settlement patterns of various groups. Example: The invention of the steam engine changed the technology of travel and made it easier for immigrants to reach Indiana. 4.5.6 Investigate the contributions and challenges experienced by people from various cultural, racial, and religious groups in Indiana during different historical periods by reading biographies, historical accounts, stories, and electronic media, such as CD-ROMs and Web sites.

Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Fall 2006

Elkhart Community Schools Page 9 Grade 4 Social Studies Curriculum Guide May 2003 Standards Referenced GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS

Social Studies Essential Vocabulary Terms

Grade 4

Term Description Related Indicator Atmosphere the gases that surround Earth, including the air we breathe 4.3.7 Biosphere all plants and animals 4.3.7 Cardinal Directions north, south, east, west 4.3.2 Civic Virtues qualities that contribute to the healthy functioning of a democracy 4.2.7 Cultural Group a group of people who share common language, religion, and customs 4.5.3 Demand what consumers are willing and able to buy at various prices 4.4.4 Earth/Sun Relationships the rotation and tilt of Earth on its axis and the revolution of Earth around the sun 4.3.3 influence climate variation on Earth; Indiana has major seasonal differences in climate relating to changes in the position of the sun and the amount of sunlight received Entrepreneur a person who takes a risk to start a business 4.4.7 Functions Of Money helps people trade, measures the value of items, facilitates saving 4.4.6 Goods tangible objects, such as food or toys, that can satisfy people’s wants 4.4.1 Hydrosphere all the water on Earth’s surface, including the hydrologic cycle (precipitation, evaporation, 4.3.7 and condensation) Information Resources information resources: print media, such as books, magazines, and newspapers; electronic 4.1.14 media, such as radio, television, Web sites, and databases; and community resources, such 4.2.8 as individuals and organizations Intermediate Directions northeast, southeast, northwest, southwest 4.3.2 Latitude imaginary lines that circle the globe from east to west; the equator is the line of latitude 4.3.1 that divides the globe into two equal hemispheres Lithosphere the soil and rock that form Earth’s surface 4.3.7

Longitude imaginary lines that circle the globe from north to south and pass through the poles 4.3.1

Primary Source developed by people who experienced the events being studied (i.e., autobiographies, 4.1.15 diaries, letters, government documents) Productivity the amount of goods and services produced in a period of time divided by the productive 4.4.2 resources used Profit revenues from selling a good or service minus the costs of producing the good or service 4.48 Secondary Source developed by people who have researched events but did not experience them directly 4.1.15 (i.e., articles, biographies, Internet resources, nonfiction books) Services actions that someone does for someone else, such as dental care or trash removal 4.4.1 Social Group a group of people who share common goals and interests 4.5.1 Supply what producers are willing and able to sell at various prices 4.4.4 Technology the knowledge of how to make things, as well as the invention and development of tools, 4.5.5 machines, and skills by humans Trade the voluntary exchange of goods or services 4.4.3

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. Indicator Example Instruction/Assessment Reference Resource* Historical Knowledge American Indians and the Arrival of Europeans to 1770 4.1.1 Identify and compare the Paleo Indians Instruction: Chapter 3 major early cultures that existed in Compare/contrast Lessons 1-2, pp. 80-103 the region that became Indiana prior Archaic Indians KWLQ to contact with Europeans. Guiding questions Woodland Indians Problem solving Small group work Mississippian Mound Builders Field trip (Angel Mounds) Model technology Direct instruction Read aloud Student research Drawing

Assessment: Paper/pencil test Observations Product assessment Process assessment Essays

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.1.2 Identify and describe historic The Miami Instruction: Chapter 3 Indian groups that lived in the region Compare/contrast Lesson 1, pp. 92-99 that became Indiana at the time of Shawnee KWLQ Chapter 4 early European exploration and Problem-solving approaches Lesson 1, pp. 106-114 settlement in the seventeenth Potawatomi Response to study questions Lesson 2, pp. 116-121 century. Small group work Lenape (Delaware) Ongoing teacher/peer feedback LaSalle’s Exploration Student research Reading- Fur traders & trappers group/individualized Note taking Guided learning Use of project packets Video analysis

Assessment: Paper and pencil tests Papers/essays Discussions Journals Reports

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* The American Revolution and the Indiana Territory: 1770s to 1816 4.1.3 Explain the importance of French and Indian War 1754 Instruction: Chapter 4 the Revolutionary War and other key Small group work Lesson 2, pp. 116-120 events and people that influenced Pontiac’s Rebellion 1763 Ongoing teacher/peer Lesson 3, pp. 122-131 Indiana’s development. feedback Chapter 5 Proclamation of 1763 Reflection-oral/written Lesson 2, pp. 158-167 Video analysis Declaration of Independence 1776 Compare/contrast Outlining George Rogers Clark and the Fall Note taking of Fort Sackville 1779 Sequencing Student research Treaty of Paris 1783 Brainstorming Reading-group/individual U.S. land treaties with Indians Think-pair-share Chief Little Turtle Assessment: Paul Revere Paper and pencil tests Papers/essays Tecumseh Discussions Journals Tenskwatawa (the Prophet) KWLQ William Henry Harrison Battle of Tippecanoe 1811

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.1.4 Explain the significance of The Northwest Ordinance 1787 Instruction: Chapter 5 key documents in Indiana’s made Indiana part of the United Small group work Lesson 1, pp. 152-155 development from a United States States territory. Ongoing teacher/peer Chapter 6 territory to statehood. feedback Lesson 1, pp. 172-174 Miami Confederacy Reflection – oral/written Lesson 3, pp. 184-187 Video analysis Battle of Fallen Timbers 1794 Note taking Sequencing Treaty of Greenville 1795 Student research Reading- Battle of Tippecanoe 1811 group/individualized Manipulatives War of 1812 Field trip Response to study guide Enabling Act 1816 questions Paper and pencil tests The 1816 Indiana Constitution Papers and essays established the first state Discussions government. Journals Debate

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* Statehood and Development: 1816 to 1850s 4.1.5 Describe the removal of Event: Instruction: Chapter 5 Indian groups from Indiana in the  Trail of Tears Compare and contrast Lesson 2, pp. 158-166 1830s.  Removal Act Dramatization Chapter 6  Reservations Video analysis Lesson 1, p. 175 Reflection – oral/written Lesson 3, pp. 184-187 Ongoing teacher/peer feedback KWLQ Student research

Assessment: Papers and essays Discussions Debate Journals

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.1.6 Explain how key individuals Individuals: Instruction: Chapter 6 and events influenced the early  Jonathon Jennings Outlining Lesson 1, pp. 172-174 growth of the new state of Indiana.  Robert Owen Note taking Lesson 3, pp. 184-187  John Tipton Graph analysis And 188-189  William Conner Compare and contrast Chapter 7  Frances Slocum Response to study guide Lesson 1, pp. 194-199  Sarah Bolton questions Lesson 2, pp. 208-209 Small group work Chapter 8 Events: Reflection-oral/written Lesson 1, pp. 232-234  Formation of counties Modeling  Movement of state capitol Sequencing from Corydon to Indianapolis Reading-  Canal and road building group/individualized  The first railroad line (1847) Student research  The Indiana Constitution of 1851 Assessment: Journals Paper and pencil tests Essays Reports Investigation Discussions

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* The Civil War Era: 1850 to 1880s 4.1.7 Explain the roles of various Levi and Catherine Coffin Instruction: Chapter 8 individuals, groups, and movements Outlining Lesson 1, pp. 232-235 in the social conflicts leading to the The Underground Railroad Note taking Lesson 2, pp. 238-245 Civil War. Graph analysis Chapter 9 Religious groups Compare and contrast Lesson 1, pp. 250-253 Response to study guide and 264-265 The abolition and anti-slavery questions groups Small group work Reflection-oral/written The Liberia colonization Modeling movement Sequencing Reading- Abraham Lincoln group/individualized Student research Morgan’s Raid Video analysis

Assessment: Journals Paper and pencil tests Essays Reports Investigation Discussions

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.1.8 Summarize the participation Indiana’s volunteer soldiers Instruction: Chapter 9 of Indiana citizens in the Civil War. Multimedia Lesson 1, pp. 250-253 The Twenty-eighth Regiment of instruction/presentation Lesson 2, pp. 254-265 the United States Video analysis Lesson 3, pp. 272-273 Modeling Colored troops Student research Field trip Camp Morton Reading- group/individualized John Hunt Morgan Ongoing teacher/peer feedback The Battle of Corydon Outlining Note taking Lew Wallace Sequencing Reflection-oral/written Resistance movements KWLQ Women on the home front Assessment: Governor Oliver P. Morton Journals Paper and pencil tests Essays Reports Investigation Discussions

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* Growth and Development: 1880 to 1920 4.1.9 Give examples of Indiana’s Growth of railroads and urban Instruction: Chapter 9 increasing agricultural, industrial, centers, such as Indianapolis, Graph analysis Lesson 3, pp. 266-269 and business development in the South Bend, Evansville, Fort Create a chart Chapter 10 nineteenth century. Wayne, and Gary Modeling Lesson 1, pp. 290-297 Field trip Lesson 2, pp. 293-305 Expansion of the educational Video analysis Chapter 11 system and universities Student research Lesson 1, pp. 316-321 Note taking Lesson 2, pp. 324-328 The growth of labor unions Sequencing Reflection-oral/written Reading- group/individualized Small group work

Assessments: Discussions Journals Paper and pencil tests Essays Reports Investigation

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.1.10 Describe the participation of Self explanatory Instruction: Chapter 11 Indiana citizens in World War I and Small group work Lesson 3, pp. 334-339 the changes the war brought to the Video analysis state. Compare and contrast KWLQ Reading- group/individualized Sequencing Note taking Manipulatives Ongoing teacher/peer feedback Student research

Assessment: Essays Report Discussion Paper and pencil tests

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* 1920 to the Present 4.1.11 Identify important events and Events: Instruction: Chapter 1 movements that changed life in  The Great Depression Student research Lesson 3, pp. 36-41 Indiana in the twentieth century.  World War II Note taking Chapter 11  African-American migration KWLQ Lesson 1, pp. 316-321 from the South Ongoing teacher/peer Lesson 2, pp. 324-328  Post-war baby boom feedback Lesson 3, pp. 334-341  Civil rights movements Sequencing Lesson 4, pp. 342-345  The Vietnam War Reading- Chapter 12  Increase in Asian and Hispanic group/individualized Lesson 2, pp. 372-375 immigration Compare and contrast Chapter 13 Graph analysis Lesson 1, pp. 384-387 Small group work Outlining Multimedia instruction/presentation

Assessment: Learning logs Essays Reports Discussion Paper and pencil tests Journals

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.1.12 Research Indiana’s Use CD-ROM and Indiana history Instruction: Chapter 13 agricultural and industrial web sites to research new farming Student research Lesson 1, pp. 384-389 transformation, emphasizing new technologies, development of the Outlining technologies, transportation and highway system, establishment of Video analysis international connections, in the last ports in Indiana, air travel, high- Multimedia part of the twentieth century. tech industries. instruction/presentation Reading- group/individualized Model technology Manipulatives Small group work Interviewing Use of project packets

Assessment: Investigations Reports

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* Chronological Thinking, Comprehension, Analysis, and Interpretation 4.1.13 Organize and interpret Self explanatory Instruction: Chapter 12 timelines that show relationships Small group work Lesson 2, pp. 378-379 among people, events, and Create a chart movements in the history of Indiana. Sequencing Outlining Note taking Reflection-oral/written Manipulatives Video analysis Reading- group/individualized Student research Outgoing teacher/peer feedback

Assessment: Investigations Reports Paper and pencil tests

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.1.14 Distinguish fact from Identify different opinions on local Instruction: Chapter 3 opinion and fact from fiction in and state events and issues from Reflection-oral/written Lesson 1, pp. 90-91 historical documents and other documents, cartoons, television, Small group work information resources. and other media. Student research Think, pair, share Note taking Reading- group/individualized Manipulatives

Assessment: Paper and pencil tests Investigation Group work or cooperative learning Essays

* information resources: print media, including books, magazines, and newspapers; electronic media, such as radio, television, web sites, and databases; and community resources, such as individuals and organizations

HISTORY

Standard 1: Students will trace the historical periods, places, people, events, and movements that have led to the development of Indiana as a state. (continued) Indicator Example Instruction/Assessment Reference Resource* Research Capabilities 4.1.15 Using primary source* and Identify between a primary source Instruction: Chapter 9 secondary source* materials, generate and a secondary source using Reflection-oral/written Lesson 3, pp. 270-271 a question, seek answers, and write manipulatives. Small group work brief comments about an event in Student research Indiana history. Think, pair, share Note taking Reading- group/individualized Manipulatives KWLQ

Assessment: Paper and pencil test Investigation * primary source: developed by Group work or cooperative people who experienced the events Learning being studied (i.e., autobiographies, Essays diaries, letters, government documents) * secondary source: developed by people who have researched events but did not experience them directly (i.e., articles, biographies, internet resources, non-fiction books)

CIVICS AND GOVERNMENT

Standard 2: Students will describe the components and characteristics of Indiana’s constitutional form of government; explain citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written, and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. Indicator Example Instruction/Assessment Reference Resource* Foundations of Government 4.2.1 Explain the major purposes of Guarantees our freedoms and Instruction: Chapter 6 Indiana’s Constitution as stated in the rights. Guiding questions Lesson 1, pp. 172-174 Preamble. KWLQ Chapter 12 Events: Problem solving Lesson 1, pp. 362-369  First Constitution of 1816 Cooperative group work  Rewritten Constitution of 1851 Direct instruction  Forbids the state to go into Outlining debt Note taking  Rights not listed in the U.S. Constitution  Popular sovereignty Assessment:  Limited government Paper/pencil test KWLQ Reports Discussions Critical thinking

Standard 2: Students will describe the components and characteristics of Indiana’s constitutional form of government; explain citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written, and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.2.2 Describe major rights, such as Events: Instruction: Chapter 6 freedom of speech and freedom of  No citizen may have special Compare/contrast Lesson 1, pp. 172-174 religion, that people have under privileges or titles Guiding questions Chapter 12 Indiana’s Bill of Rights (Article I of  Rights not listed in the U.S. KWLQ Lesson 1, pp. 362-369 the Constitution). Constitution Problem solving Graphic organizers Cooperative group work Dramatization Multimedia Video analysis Read aloud Student research Writing process

Assessment: Paper/pencil tests Essays Role plays Socratic seminars Observations Journals

Standard 2: Students will describe the components and characteristics of Indiana’s constitutional form of government; explain citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written, and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. (continued) Indicator Example Instruction/Assessment Reference Resource* Functions of Government 4.2.3 Identify and explain the major Event: Instruction: Chapter 6 responsibilities of the legislative,  Governor Graphic organizer Lesson 1, pp. 172-174 executive, and judicial branches of  House of Representatives Create a chart Chapter 12 state government as written in the  Senate Guided questions Lesson 1, pp. 362-369 Indiana Constitution.  Supreme Court KWLQ Problem solving Cooperative group work People: Field trip  Birch Bayh Demonstration  Richard Lugar Direct instruction  Johnathan Jennings Graphing  Frank O’Bannon Outlining

Assessment: Paper/pencil test Graphic organizers Reports Mock trial Role play Journals Group work Critical thinking

Standard 2: Students will describe the components and characteristics of Indiana’s constitutional form of government; explain citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written, and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.2.4 Identify major state offices Events: Instruction: Chapter 12 and the duties and powers associated Self explanatory Graphic organizer Lesson 1, pp. 362-369 with them, such as governor, KWLQ lieutenant governor, chief justice, Guiding questions state senators, and state People: Problem solving representatives and how they are  Frank O’Bannon Small group work chosen, such as by election or  Joe Kernan Field trip appointment.  Local state senators Direct instruction  State representatives Graphing  Chief justice Outlining Story mapping Guest speaker

Assessment: Paper/pencil tests Essays Discussions Journals Critical thinking

Standard 2: Students will describe the components and characteristics of Indiana’s constitutional form of government; explain citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written, and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. (continued) Indicator Example Instruction/Assessment Reference Resource* Relationship of the United States and Other Nations 4.2.5 Explain that Indiana is one of Events: Instruction: Chapter 1 fifty states in the United States and  Canada Compare/contrast Lesson 1, pp. 10-18 that other countries are also made up KWLQ of smaller units, such as states, Graphic organizers provinces, or territories. Identify the fifty states. Cooperative group work Direct instruction Read aloud Guided learning Drawing Outlining Student research

Assessment: Paper/pencil tests Reports Essays Journals Discussions Group work

Standard 2: Students will describe the components and characteristics of Indiana’s constitutional form of government; explain citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written, and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. (continued) Indicator Example Instruction/Assessment Reference Resource* Roles of Citizens 4.2.6 Give examples of how Events: Instruction: Chapter 10 citizens can participate in their state  Primary election Mock government Lesson 3, pp. 306-310 government, and explain the right and  General election Graphic organizers Chapter 11 responsibility of voting.  Volunteer Create Lesson 4, pp. 342-345 KWLQ Chapter 12 Small group work Lesson 1, pp. 362-369 Political Parties: Role playing Lesson 2, pp. 372-375  Republican Debates  Democrat Modeling Acting out Projects Research Guided learning

Assessment: Paper/pencil test Papers Reports Debates Observation Journals Discussion

Standard 2: Students will describe the components and characteristics of Indiana’s constitutional form of government; explain citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written, and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.2.7 Define and provide examples Individual responsibility Instruction: Chapter 1 of civic virtues* in a democracy. Compare/contrast Lesson 2, pp. 24-35 Self-discipline/self-governance Create a chart Chapter 4 Graphic organizer Lesson 3, pp. 132-133 Civility KWLQ Chapter 6 Problem solving Lesson 1, p. 175 Respect for the rights and dignity Modeling Lesson 2, pp. 176-183 of all individuals Dramatization Chapter 7 Read aloud Lesson 2, pp. 208-209 Honesty Guided learning Chapter 8 Research Lesson 2, pp. 238-245 Respect for the law Think, pair, share Chapter 9 Writing process Lesson 2, pp. 254-265 Courage Debates Chapter 11 Lesson 2, pp. 342-328 Compassion and 330-331 Assessment: Lesson 4, pp. 342-345 Reasoned patriotism Paper/pencil tests Chapter 12 KWLQ Lesson 1, pp. 362-369 Fairness Graphic organizers Lesson 2, pp. 372-377 Essays Commitment to the common good Journals Reports Debates * civic virtues: qualities that Socratic seminars contribute to the healthy Observation functioning of a democracy Critical thinking

Standard 2: Students will describe the components and characteristics of Indiana’s constitutional form of government; explain citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written, and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.2.8 Use a variety of information Events: Instruction: Chapter 1 resources to research and write brief  Women’s rights Graphic organizers Lesson 2, pp. 24-32 comments about a position or course  Civil rights Research reports and 34-35 of action on a public issue relating to Small group work Chapter 2 Indiana’s past or present. Individual reports Lesson 2, pp. 116-120 People: KWLQ Chapter 8  Katie and Levi Coffin Problem solving Lesson 1, pp. 232-234  George Rogers Clark Interviews Chapter 11  Little Turtle Dramatizations Lesson 3, pp. 340-341  Abraham Lincoln Demonstration  George Rapp Independent work  Robert Owen Sequencing Story mapping

Assessment: Report * information resources: print media, Journals including books, magazines, and Group projects newspapers; electronic media, such Observations as radio, television, web sites, and Role play databases; and community Investigations resources, such as individuals and Essays organizations Papers Paper/pencil tests

GEOGRAPHY

Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. Indicator Example Instruction/Assessment Reference Resource* The World in Spatial Terms 4.3.1 Use latitude* and longitude* Self explanatory Instruction: Chapter 1 to locate places in Indiana and other Small group work Lesson 1, pp. 10-18 parts of the world. Reading- Chapter 2 group/individualized Lesson 2, pp. 58-59 Ongoing teacher/peer Chapter 4 feedback Lesson 3, pp. 134-135 Student research Practice Picture reading Note taking Drawing/labeling Modeling Demonstration Manipulatives Discussion * latitude: imaginary lines that circle the globe from east to west; the equator is the line of latitude that Assessment: divides the globe into two equal Learning Log hemispheres. Paper/pencil tests * longitude: imaginary lines that Report circle the globe from north to south Informal/formal observations and pass through the poles Journals Drawing

GEOGRAPHY

Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.3.2 Estimate distances between Self explanatory Instruction: Chapter 4 two places on a map, using a scale of Small group work Lesson 1, pp. 106-114 miles, and use cardinal* and Reading- Chapter 7 intermediate* directions when group/individualized Lesson 1, pp. 202-203 referring to relative location. Ongoing teacher/peer Chapter 8 feedback Lesson 1, pp. 236-237 Student research Lesson 2, pp. 238-244 Picture reading Chapter 11 Note taking Lesson 1, pp. 316-321 Drawing/labeling Modeling Demonstration Manipulative Discussion Practice

Assessment: Learning log Paper/pencil tests Report * cardinal directions: North, South, Formal/informal East, and West observations * intermediate directions: Northeast, Journals Southeast, Northwest, and Drawing Southwest

GEOGRAPHY

Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.3.3 Explain the essential facts of Self explanatory Instruction: Chapter 1 earth/sun relationships* and be able Student research Lesson 3, pp. 36-41 to relate these to the climate of Think, pair, share Indiana. Direct instruction Modeling Compare/contrast Note taking Video analysis Dramatization Ongoing teacher/peer feedback Reflection-oral/written Manipulatives Drawing/labeling

* earth/sun relationships: the rotation Assessment: and tilt of the earth on its axis and Journals the revolution of the earth around Paper/pencil tests the sun influence climate variation Reports on earth; Indiana has major Drawing seasonal differences in climate relating to changes in the position of the sun and the amount of sunlight received

GEOGRAPHY

Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. (continued) Indicator Example Instruction/Assessment Reference Resource* Places and Regions 4.3.4 Locate Indiana on a map of Self explanatory Instruction: Chapter 1 the United States; indicate the state Student research Lesson 1, pp. 10-18 capital, major cities, and rivers in Manipulatives and 20-21 Indiana and be able to place these on Drawing/labeling Chapter 2 a blank map of the state. Note taking Lesson 1, pp. 46-50 Modeling Lesson 2, pp. 52-57 Direct instruction Lesson 3, pp. 60-63 Ongoing teacher/peer feedback

Assessment: Paper/pencil test Drawing Journal

GEOGRAPHY

Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.3.5 Map the physical regions of Self explanatory Instruction: Chapter 1 Indiana, and identify major natural Student research Lesson 2, pp. 24-32 resources and crop regions. Manipulatives Chapter 2 Drawing/labeling Lesson 1, pp. 46-50 Note taking Lesson 2, pp. 52-57 Modeling Lesson 3, pp. 60-67 Direct instruction Ongoing teacher/peer feedback Graph analysis Create a chart Compare/contrast Reflection-oral/written

Assessment: Report Paper/pencil tests KWLQ Essay Labeling

GEOGRAPHY

Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. (continued) Indicator Example Instruction/Assessment Reference Resource* Physical Systems 4.3.6 Explain how glacial periods Self explanatory Instruction: Chapter 1 shaped Indiana’s landscape and Student research Lesson 1, pp. 22-23 environment. Think, pair, share Chapter 2 Video analysis Lesson 1, pp. 46-50 Reading- Lesson 2, pp. 52-57 group/individualized Chapter 5 Reflection-oral/written Lesson 1, pp. 156-157 Small group work Demonstration Modeling

Assessment: Essay Paper/pencil test Report KWLQ

GEOGRAPHY

Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.3.7 Describe the earth’s Self explanatory Instruction: Chapter 1 atmosphere*, lithosphere*, Student research Lesson 1, pp. 24-32 hydrosphere*, and biosphere*, and Manipulatives Chapter 2 explain how these systems affect life Modeling Lesson 2, pp. 52-57 in Indiana. Demonstration Lesson 3, pp. 60-63 Drawing/labeling Direct instruction Ongoing teacher/peer feedback Create a chart Reflection-oral/written Video analysis

* atmosphere: the gasses that Assessment: surround the earth, including the air Essay we breathe Report * lithosphere: soil and rock that form Paper/pencil test the earth’s surface KWLQ * hydrosphere: all the water on the earth’s surface, including the hydrologic cycle (precipitation, evaporation, and condensation) * biosphere: all plants and animals

GEOGRAPHY

Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. (continued) Indicator Example Instruction/Assessment Reference Resource* Human Systems 4.3.8 Create a map, tracing the Self explanatory Instruction: Chapter 1 routes and methods of travel used by Small group work Lesson 3, pp. 36-41 settlers to reach Indiana, and identify Video analysis Chapter 2 ways in which settlers have changed Reflection-oral/written Lesson 2, pp. 92-99 the landscape in Indiana over the past Reading- Chapter 3 two hundred years. group/individualized Lesson 1, pp. 106-114 Student research Chapter 4 Create a chart Lesson 2, pp. 176-180 Direct instruction Chapter 8 Modeling Lesson 2, pp. 238-244 Note taking Chapter 9 Outlining Lesson 3, pp. 266-269 Compare/contrast Chapter 11 Lesson 1, pp. 316-321 Assessment: Report Essays Paper/pencil tests

GEOGRAPHY

Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. (continued) Indicator Example Instruction/Assessment Reference Resource* Environment and Society, Uses of Geography 4.3.9 Create maps of Indiana at Self explanatory Instruction: Chapter 1 different times in history showing Compare/contrast Lesson 2, pp. 24-35 regions and major physical and Small group work Lesson 3, pp. 36-41 cultural features; give examples of Reflection-oral/written Chapter 2 how people in Indiana have modified Reading- Lesson 2, pp. 55-57 their environment over time. group/individualized Chapter 6 Student research Lesson 2, pp. 176-180 Direct instruction Chapter 7 Create a chart Lesson 1, pp. 194-199 Note taking Lesson 3, pp. 210-213 Sequencing Chapter 9 Lesson 3, pp. 262-269 Assessment: Report Essay Paper/pencil tests

Elkhart Community Schools Page 43 Grade 4 Social Studies Curriculum Guide May 2003 Standards Referenced GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS GEOGRAPHY Standard 3: Students will explain how earth/sun relationships influence the climate of Indiana; identify the components of earth’s physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how the interaction of people with their environment has changed over time and continues to change; and identify regions of Indiana. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.3.10 Read and interpret thematic Self explanatory Instruction: Chapter 1 maps, such as transportation, Graph analysis Lesson 1, pp. 10-18 population, and products, to acquire Create a chart and 20-21 information about Indiana in the Student research Lesson 2, pp. 24-32 present and the past. Compare/contrast Lesson 3, pp. 36-41 Note taking Chapter 3 Feedback Lesson 2, pp. 92-99 Reflection Chapter 4 Reading Lesson 1, pp. 106-114 Direct instruction Lesson 2, pp. 116-120 Lesson 3, pp. 122-128 Chapter 5 Assessment: Lesson 1, pp. 152-155 Reports Lesson 2, pp. 158-166 Essays Chapter 6 Paper/pencil tests Lesson 1, pp. 172-174 Journals Lesson 2, pp. 176-180 Chapter 8 Lesson 1, pp. 232-234 Lesson 2, pp. 238-244 Chapter 9 Lesson 1, pp. 250-253 Chapter 10 Lesson 2, pp. 293-303 Chapter 11 Lesson 1, pp. 316-321 Chapter 12 Lesson 1, pp. 362-369 Chapter 13 Lesson 2, pp. 398-399

ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. Indicator Example Instruction/Assessment Reference Resource* 4.4.1 Give examples of the kinds of Goods and services: Instruction: Chapter 1 goods* and services* produced in  Studebaker Brainstorming Lesson 1, pp. 10-18 Indiana in different historical periods.  Medicines KWLQ Lesson 2, pp. 24-32  Automobiles Chart Lesson 3, pp. 36-41  Glass jars Guided questions Chapter 2  Farming-corn Group work Lesson 2, pp. 52-57  Steam engine Interviewing Lesson 3, pp. 60-63  Musical instruments Reports Chapter 7  Recreational vehicles Research Lesson 1, pp. 194-199 Video analysis Lesson 3, pp. 210-213 Drawing Chapter 9 People: Independent work Lesson 3, pp. 266-269  Elwood Haynes Outlining Chapter 10  Madame Walker Sequencing Lesson 1, pp. 290-294  Theodore C. Steele Timeline Chapter 11  Eli Lilly Lesson 1, pp. 316-323  C.G. Conn Assessment: Paper/pencil test Essays Reports * goods: tangible objects, such as Observations food or toys, that can satisfy Journals people’s wants Critical thinking * services: actions that someone does Discussions for someone else, such as dental Projects care or trash removal

ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.4.2 Define productivity* and Improved farm equipment has Instruction: Chapter 7 provide examples from Indiana helped farms to produce more. Chart Lesson 3, pp. 210-213 history of how productivity has Computers have helped businesses Compare/contrast Chapter 9 changed in Indiana during the past to produce more. KWLQ Lesson 3, pp. 266-269 100 years. Graphic organizers Chapter 11 Steam engine helped with Video analysis Lesson 1, pp. 316-321 manufacturing and travel. Demonstrations Chapter 13 Outlining Lesson 1, pp. 384-387 Medicines improved quality of life Drawing and longevity. Sequencing Student research

Assessment: Paper/pencil test Essays Journals Reports Discussion Observation

* productivity: amount of goods and services produced in a period of time divided by the productive resources used

ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.4.3 Explain why both parties Native Americans with French and Instruction: Chapter 1 benefit from voluntary trade*, and British explorers. KWLQ Lesson 1, pp. 10-18 give examples of how people in Problem solving Chapter 7 Indiana engaged in trade in different Indiana with other countries of the Research Lesson 1, pp. 194-199 and time periods. world Video analysis pp. 202-203 Guided learning Chapter 10 Dramatization Lesson 1, pp. 290-294 and Think, pair, share pp. 296-297 Reports

Assessment: Paper/pencil tests Reports Essays Role playing Group work

* trade: voluntary exchange of goods or services

ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.4.4 Explain that prices change as Automobile manufacturing Instruction: Chapter 7 a result of changes in supply* and Compare/contrast Lesson 1, pp. 194-199 demand* for specific products. RV manufacturing Graphic organizers Chapter 10 KWLQ Lesson 1, pp. 290-294 Small group work Chapter 11 Cooperative group work Lesson 3, pp. 334-339 Charts Problem solving Research/reports Guided reading/learning Sequencing Projects

Assessment: Paper/pencil tests Reports Projects Journals Discussions

* supply: what producers are willing and able to sell at various prices * demand: what consumers are willing and able to buy at various prices

ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.4.5 Give examples of Indiana’s Identify products made by Indiana Instruction: Chapter 1 role in world trade. companies that are exported and Charts Lesson 1, pp. 10-18 foreign-owned companies that are Projects Chapter 2 manufacturing products in Indiana. Discussions Lesson 3, pp. 60-63 Guided learning Chapter 11 Selmer (musical instruments) Reports Lesson 1, pp. 316-321 Demonstrations Lilly Individual instruction Role playing Manufactured housing KWLQ Delco Assessment: Bayer Paper/pencil tests Essays Journals Observations Critical thinking

ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.4.6 List the functions of money* Native-American trading with the Instruction: Chapter 10 and compare and contrast things that French and British. Group work Lesson 1, pp. 290-294 have been used as money in the past Research Chapter 11 in Indiana, the United States, and the Fur trade Reports Lesson 3, pp. 334-339 world. Projects Lesson 4, pp. 342-345 Farm crops KWLQ Chapter 12 Problem/solving Lesson 1, pp. 362-369 Money Demonstration Compare/contrast Trading/bartering Assessment: Paper/pencil tests Projects Observation Journals Essays Discussion

* functions of money: helps people trade, measures the value of items, facilitates saving

ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.4.7 Identify entrepreneurs* who Studebaker brothers Instruction: Chapter 7 have influenced Indiana and the local Reports Lesson 3, pp. 214-215 community. Madam C.J. Walker Research Chapter 10 Guided learning Lesson 1, pp. 290-295 Eli Lilly KWLQ Chapter 11 Outlining Lesson 1, pp. 316-321 Marie Webster Graphic organizers Lesson 2, pp. 324-329 Small group work Chapter 13 Elwood Haynes Project packets Lesson 2, pp. 396-397 C. G. Conn Assessment: Havilah Beardsley Paper/pencil tests Essays Journals Discussions Projects Group work

* entrepreneur: a person who takes a risk to start a business

ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.4.8 Define profit* and describe Mini economy Instruction: Chapter 7 how profit is an incentive for Graphic organizer Lesson 1, pp. 194-199 entrepreneurs. Chart Chapter 10 KWLQ Lesson 1, pp. 290-294 Group work Lesson 4, pp. 342-345 Guided learning Outlining Projects

Assessment: Paper/pencil tests Journals Projects Group work

* profit: revenues from selling a good or service minus the costs of producing the good or service

ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.4.9 Identify important goods and Roads Instruction: Chapter 7 services provided by state and local Charts Lesson 2, pp. 204-207 governments by giving examples of Schools Compare/contrast Chapter 10 how state and local tax revenues are Graphic organizers Lesson 2, pp. 293-303 used. County parks KWLQ Brainstorming Welfare system Group work Guided learning Field trips Projects

Assessment: Paper/pencil tests Discussion Projects Journals Essays

Elkhart Community Schools Page 53 Grade 4 Social Studies Curriculum Guide May 2003 Standards Referenced GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE INDIANA ACADEMIC STANDARDS ECONOMICS

Standard 4: Students will study and compare the characteristics of Indiana’s changing economy in the past and present. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.4.10 Explain how money helps Process of banking Instruction: Chapter 10 people to save, and develop a savings Graphic organizer Lesson 1, pp. 290-294 plan in order to make a future Investments into stocks, bonds, Project Chapter 11 purchase. and mutual funds. Discussion Lesson 4, pp. 342-345 Guided learning Chapter 12 Retirement funds Reports/research Lesson 1, pp. 362-369 Group work

Assessment: Paper/pencil tests Journals Group work Observation Projects

INDIVIDUALS, SOCIETY, AND CULTURE

Standard 5: Students will examine the interaction between individual and group behavior in community life; analyze the roles and relationships of diverse groups of people contributing to Indiana’s cultural heritage; and describe the impacts of science, technology, and the arts on Indiana’s culture. Indicator Example Instruction/Assessment Reference Resource* 4.5.1 Identify ways that social When people belong to a group, Instruction: Chapter 7 groups* influence individual behavior they usually interact with each Graphic organizer Lesson 2, pp. 208-209 and responsibilities. other frequently and follow the Student research Lesson 3, pp. 210-213 rules of the group. Reading-group/individual Chapter 8 Interviewing Lesson 2, pp. 238-244 Modeling Chapter 11 Demonstration Lesson 2, pp. 324-328 Dramatization Video analysis Reflection-oral/written Graph analysis Compare/contrast Create a chart

Assessment: Report Paper/pencil test Investigation

* social group: a group of people who share common goals and interests

Standard 5: Students will examine the interaction between individual and group behavior in community life; analyze the roles and relationships of diverse groups of people contributing to Indiana’s cultural heritage; and describe the impacts of science, technology, and the arts on Indiana’s culture. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.5.2 Identify the different types of Social groups may have social, Instruction: Chapter 6 social groups to which people belong religious, recreational, cultural, Student research Lesson 3, pp. 184-187 and the functions these groups educational, service, civic, Reading- Chapter 7 perform. political, or other functions. group/individualized Lesson 3, pp. 210-213 Modeling Chapter 8 Church Demonstration Lesson 2, pp. 238-244 Video analysis Chapter 11 Athletic groups Compare/contrast Lesson 3, pp. 334-341 Create a chart Lesson 4, pp. 342-345 YMCA/YWCA Interviewing Chapter 12 Direct instruction Lesson 2, pp. 376-377 Committees Note taking Chapter 13 Lesson 2, pp. 390-394 Assessment: Report Essays Journals Investigation Paper/pencil tests

Standard 5: Students will examine the interaction between individual and group behavior in community life; analyze the roles and relationships of diverse groups of people contributing to Indiana’s cultural heritage; and describe the impacts of science, technology, and the arts on Indiana’s culture. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.5.3 Define the term cultural Quakers faced religious and social Instruction: Chapter 4 group*, and give examples of the differences. Student research Lesson 2, pp. 116-120 challenges faced by diverse cultural Note taking Chapter 5 groups in Indiana history. Recent Asian and Hispanic Small group work Lesson 2, pp. 158-166 immigrants face the challenge of Reading- Chapter 6 adapting to a new language and group/individualized Lesson 3, pp. 184-187 culture. Direct instruction Chapter 8 Demonstration Lesson 1, p. 235 Reflection-oral/written Lesson 2, pp. 238-244 Ongoing teacher/peer Chapter 9 feedback Lesson 3, pp. 266-269 Graphic organizer Chapter 10 Lesson 2, pp. 293-303 Assessment: Report Essays Paper/pencil test

* cultural group: a group of people who share common language, religion, and customs

Standard 5: Students will examine the interaction between individual and group behavior in community life; analyze the roles and relationships of diverse groups of people contributing to Indiana’s cultural heritage; and describe the impacts of science, technology, and the arts on Indiana’s culture. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.5.4 Describe the role of Indiana James Whitcomb Riley Instruction: Chapter 1 artists in American visual arts, Student research Lesson 1, pp. 10-18 literature, music, dance, and theatre. Gene Stratton-Porter Outlining Chapter 2 Sequencing Lesson 1, p. 51 T.C. Steele Create a chart Chapter 10 Direct instruction Lesson 3, p. 311 Janet Scudder Field trip Chapter 13 Video analysis Lesson 3, pp. 400-403 Hoosier Group Reading- group/individualized Kelby Love Reflection-oral/written Modeling

Assessment: Journals Report Essays Paper/pencil tests

Standard 5: Students will examine the interaction between individual and group behavior in community life; analyze the roles and relationships of diverse groups of people contributing to Indiana’s cultural heritage; and describe the impacts of science, technology, and the arts on Indiana’s culture. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.5.5 Give examples of the impacts The invention of the steam engine Instruction: Chapter 7 of science and technology* on the changed the technology of travel Student research Lesson 1, pp. 194-199 and migration and settlement patterns of and made it easier for immigrants Modeling pp. 200-201 various groups. to reach Indiana. Reading- Lesson 3, pp. 214-215 group/individualized Chapter 10 The invention of the Oliver plow Create a chart Lesson 1, pp. 290-297 and its effects on rural life. Direct instruction Chapter 13 Dramatization Lesson 1, pp. 384-389 Compare/contrast Small group work Note taking Sequencing

Assessment: Journals Reports Essays Paper/pencil tests

* technology: the knowledge of how to make things, as well as the invention and development of tools, machines, and skills by humans

Standard 5: Students will examine the interaction between individual and group behavior in community life; analyze the roles and relationships of diverse groups of people contributing to Indiana’s cultural heritage; and describe the impacts of science, technology, and the arts on Indiana’s culture. (continued) Indicator Example Instruction/Assessment Reference Resource* 4.5.6 Investigate the contributions Compare and contrast the life of Instruction: Chapter 4 and challenges experienced by people two racially different families. Video analysis Lesson 2, p. 121 from various cultural, racial, and Graph analysis Chapter 5 religious groups in Indiana during Create a chart Lesson 2, p. 167 different historical periods by reading Student research Chapter 6 biographies, historical accounts, Graphic organizer Lesson 1, pp. 172-175 stories, and electronic media, such as Compare/contrast Chapter 8 CD-ROMs and web sites. Direct instruction Lesson 1, p. 235 Reading- Lesson 2, pp. 238-244 group/individualized Chapter 12 Reflection-oral/written Lesson 1, pp. 370-371 Field trip Manipulatives

Assessment: Report Essay Paper/pencil test Investigations

Elkhart Community Schools Page 60 Grade 4 Social Studies Curriculum Guide May 2003 Standards Referenced