Standards to Be Taught

Pacing Guide 4th Grade Social Studies

Common Standards to be Taught Resources Assessment Quarter 1 Essential Skills ASSESSMENT S1C1 PO 1. Use the following to interpret historical data: PROGRAM a. Timelines – B.C.E. and B.C.; C.E. and A.D. Unit 1 test- b. Graphs, tables, charts, and maps questions 1- 4,6, 10-14 S1C1PO 2. Describe the difference between primary and secondary sources.

S1C1PO 3. Locate information using both primary and secondary sources.

S1C1 PO 2. Discuss the connections between current and historical events and issues from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

PREHISTORIC AMERICA S1C1 PO 4. Describe how archaeological research adds to our understanding of the past.

S1C2 PO 1. Describe the legacy and cultures of prehistoric people in the Americas: a. Characteristics of hunter-gatherer societies b. Development of agriculture

S3C4.PO1 – Identify examples of responsible citizenship in the school setting and in stories about the past and present.

BCESD #15 (9/2011) 1 4th Grade Social Studies Pacing Guide Page 1 of 19 BCESD #15 (9/2011) 2 4th Grade Social Studies Pacing Guide Page 2 of 19 Common Standards to be Taught Resources Assessment Quarter 1 PREHISTORIC AMERICA (cont.) ASSESSMENT PROGRAM S3C4.PO2 – Describe the rights and responsibilities of citizenship: Unit 1 test- a) Elements of fair play, good sportsmanship, and the idea of treating questions 1- others the way you wanted to be treated 4,6, 10-14 b) Importance of participation and cooperation in a classroom and community c) Why there are rules and the consequences for violating them d) Responsibility of voting (every vote counts)

S3C4.PO3 – Discuss the importance of students contributing to a community (e.g., helping others, working together, cleaning up the playground).

S3C1.PO4 – Recognize how students work together to achieve common goals.

WE LOVE OUR COUNTRY S3C1.PO2 – Recognize the Pledge of Allegiance and the National Anthem.

S3C1.PO5 – Discuss the significance of national holidays: a) Constitution Day – September 17 b) Fourth of July

S3C1.PO7 – Recognize that people in Arizona and the United States have varied backgrounds, but may share principles, goals, customs, and traditions.

S3C1.PO6 – Recognize state symbols of Arizona (e.g., bird, flower, tree flag).

S4C1.PO6 – Locate Arizona on a map of the United States.

S3C1.PO1 – Identify national symbols and monuments that represent American democracy and values:

BCESD #15 (9/2011) 3 4th Grade Social Studies Pacing Guide Page 3 of 19 a) American flag b) Bald Eagle c) Statue of Liberty d) White House e) Washington Monument

BCESD #15 (9/2011) 4 4th Grade Social Studies Pacing Guide Page 4 of 19 Common Standards to be Taught Resources Assessment Quarter 1 WE LOVE OUR COUNTRY (cont.) ASSESSMENT PROGRAM S3C1.PO1 – Identify the current President of the United States and the Unit 1 test- Governor of Arizona questions 1- 4,6, 10-14 S1C1.PO2 – Retell stories to describe past events, people, and places.

S2C1.PO2 - Retell stories to describe past events, people, and places.

S1C1.PO3 – Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

S2C1.PO3 - Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

S1C10.PO1 – Use information from written documents, oral presentations, and the media to discuss current local and state events.

S2C9.PO1 - Use information from written documents, oral presentations, and the media to discuss current local and state events.

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

BCESD #15 (9/2011) 5 4th Grade Social Studies Pacing Guide Page 5 of 19 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 4.SL.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation). 4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (continued next page) a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Quarter 2 NATIVE AMERICANS/WINTER HOLIDAYS Assessment S3C1.PO1 – Identify the current President of the United States and the Program Governor of Arizona Unit 2 test Questions # S3C1.PO3 – Practice examples of democracy in action (e.g., voting, making 1-2, 5-7, 11-15 BCESD #15 (9/2011) 6 4th Grade Social Studies Pacing Guide Page 6 of 19 classroom rules).

S3C1.PO5 – Discuss the significance of national holidays: a) Thanksgiving

S1C3.PO2 – Describe the interaction of Native Americans with the Pilgrims (e.g., arrival of the Mayflower, Squanto, the Wampanoag, the First Thanksgiving).

S1C2.PO2 – Recognize that settlement led to developments in farming techniques (e.g., irrigation), government, art, architecture, and communication in North America.

S1C3.PO1 – Describe the interaction of Native Americans with the Spanish (e.g., arrival of Columbus, settlement of St. Augustine, exploration of the Southwest, exchange of ideas, culture and goods).

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences. 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

BCESD #15 (9/2011) 7 4th Grade Social Studies Pacing Guide Page 7 of 19

4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (continued next page) a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Common Standards to be Taught Resources Assessment Quarter 2 NATIVE AMERICANS/WINTER HOLIDAYS (cont.)

S1C2.PO1 – Recognize that the development of farming allowed groups of people to settle in one place and develop into cultures/civilizations (e.g., Ancestral Puebloans (Anasazi), Hohokam, Moundbuilders, Aztec, Mayan).

S1C3.PO5 – Compare the way people lived in Colonial times with how Assessment people live today (e.g., housing, food, transportation, school). Program Unit 2 test S1C3. PO3 – Describe the exchange of ideas, culture and goods between Questions # the Native Americans and the Pilgrims. 1-2, 5-7, 11-15

S1C3.PO4 – Recognize that the United States began as the Thirteen Colonies ruled by England.

S5C1.PO4 – Recognize that people are buyers and sellers of goods and services.

S4C4.PO3 – Describe how people earn a living in the community and the Places they work.

S1C1.PO2 – Retell stories to describe past events, people, and places.

BCESD #15 (9/2011) 8 4th Grade Social Studies Pacing Guide Page 8 of 19 S2C1.PO2 - Retell stories to describe past events, people, and places.

S1C1.PO3 – Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

S2C1.PO3 - Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

S1C10.PO1 – Use information from written documents, oral presentations, and the media to discuss current local and state events.

S2C9.PO1 - Use information from written documents, oral presentations, and the media to discuss current local and state events.

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 4.SL.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (continued next page) BCESD #15 (9/2011) 9 4th Grade Social Studies Pacing Guide Page 9 of 19 a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

4.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

BCESD #15 (9/2011) 10 4th Grade Social Studies Pacing Guide Page 10 of 19 Common Standards to be Taught Resources Assessment ARIZONA STATEHOOD

S3C4.PO1.Describe the importance of citizens being actively involved in the democratic process (e.g. voting, campaigning, civil and community service, volunteering, jury duty

S4C6PO2 Describe geographic knowledge and skills related to current events

S4C6PO3 Use geography concepts and skills (e.g., recognizing patterns ,,mapping, graphing) to find solutions for local, state or national problems (e.g., shortage or abundance of natural resources)

S4C6PO1 Describe the impact of geographic features (e.g., rivers, mountains, resources, deserts, climate) on migration and the location of human activities (e.g., exploration, mining, transportation routes, Assessment settlement patterns) Program Quarter 3 Questions # 4- Arizona Statehood 10, 13-15, S3C1P02- Identify the rights and freedoms supported by the following documents: a. Preamble of the U.S. Constitution b. Bill of Rights c. Statement of Natural Rights as found in the Declaration of Independence (We hold these truths to be self evident……….)

S3C1PO3 Describe Arizona’s transition from territory to statehood: a. Locations of capital b. Founding people c. Arizona’s constitution

S4C2PO2 PO 2. Describe ways in which Arizona has changed over time from statehood to today

BCESD #15 (9/2011) 11 4th Grade Social Studies Pacing Guide Page 11 of 19 Common Standards to be Taught Resources Assessment GOVERNMENT

S3C1PO1. Describe state and national symbols and monuments that represent American democracy and values: d. Great Seal of the United States e. Arizona symbols (e.g., seal, flag) f. War memorials (e.g., Pearl Harbor- Arizona Memorial, WW II, Korean, and Vietnam Memorials)

S1C8PO1.Describe changes in the lives of U.S. and Arizona residents during the Great Depression; g. Poverty h. Unemployment i. Loss of homes or businesses j. Migration Assessment Program Quarter 3 S3C1PO1 Describe the three branches of state and national government: Questions # 4- a. Executive 10, 13-15, b. Legislative c. Judicial

S4C3PO1. Describe how natural events and human activities impact

Environments

S3C4PO2. Identify traits of character (e.g., response, respect, perseverance, loyalty, integrity, involvement, justice and tolerance) that are important to the preservation and improvement of democracy

S3C2 PO 2. Describe different levels of government (e.g., local, tribal, state, national).

BCESD #15 (9/2011) 12 4th Grade Social Studies Pacing Guide Page 12 of 19 Common Standards to be Taught Resources Assessment Quarter 3 IMPACT OF GEOGRAPHY Assessment Program S4C1PO5. Describe characteristics of human and physical features: Questions # 4- a. Physical – (i.e., river, lake, mountain, range, coast, sea, desert, gulf, 10, 13-15, bay, strait, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes) b. Human – (i.e., equator, four hemispheres, city, state, country, harbor, dams, territory, county)

S4C1PO7. Locate physical and human features in Arizona using maps, illustrations, or images: a. Physical (e.g., Grand Canyon, Mogollon Rim, Colorado River, Gila River, Salt River) b. human (e.g., Phoenix, Yuma, Flagstaff, Tucson, Prescott, Hoover Dam, Roosevelt Dam)

S4C3PO6 Understand characteristics of weather conditions and climate.

S4C1PO6. Locate physical and human features using maps, illustrations, images, or globes: a. Physical (i.e., river, lake, mountain range, coast, sea, desert, gulf, bay, strait) b. human (i.e., equator four hemispheres, city, state, country, roads, railroads)

S4C5PO2. . Describe the impact of extreme natural events (e.g., fires, volcanoes, floods, droughts) on human and physical environments

S4C3PO6. Science Strand 6 Concept 2 Understand processes acting on the earth (erosion, floods, earthquakes, volcanoes, forest fires) and evidence of their occurrence.

S4C2PO5. . Describe how regions and places (e.g., Grand Canyon, Colorado River, Casa Grande Ruin, Canyon de Chelly, Yucatan Peninsula) have distinct characteristics. (Connect to content studied

BCESD #15 (9/2011) 13 4th Grade Social Studies Pacing Guide Page 13 of 19 S4C5PO3. Describe human modifications (e.g., dams, mining, air conditioning, irrigation, agricultural) on the physical environment and ecosystems

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 4.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. AZ.4.RI.10 a. By the end of year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 4.SL.2 BCESD #15 (9/2011) 14 4th Grade Social Studies Pacing Guide Page 14 of 19 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. 4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

BCESD #15 (9/2011) 15 4th Grade Social Studies Pacing Guide Page 15 of 19 Common Standards to be Taught Resources Assessment ARIZONA’S GOVERNMENT AND ECONOMY

S5C2PO3. Describe how education, skills, and career choices affect income. Assessment S5C1PO3 Give examples of how voluntary exchanges of goods and Program services can be mutually beneficial (e.g., ice cream vendor receives Questions Quarter 4 money, child receives ice cream; doctor receives monetary benefit, patient Unit 4 test receives care). Questions # 1- 10 S1C7PO1. Describe the economic development of Arizona: a. Mining b. Ranching c. Farming and dams

Quarter 4 MODERN ARIZONA Assessment S5C1PO2. Identify that specialization improves standards of living (e.g., Program medical care, home building, agriculture). Questions Unit 4 test S4C4PO2. Describe how Mexico and Arizona are connected by the Questions # 1- movement of people, goods, and ideas. 10

S1C10PO3. Describe the influence of key individuals (e.g., Sandra Day O’Connor, Carl Hayden, Ernest W. McFarland, Barry Goldwater, César Chavez, John McCain) in Arizona.

S1C10PO1. Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

S4C5PO1. Describe human dependence on the physical environment and natural resources to satisfy basic needs.

S4C3PO1. Describe uses, types, and conservation of natural resources.

BCESD #15 (9/2011) 16 4th Grade Social Studies Pacing Guide Page 16 of 19 S2C9PO1. Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

S5C2PO2. Describe why (e.g., schools, fire, police, libraries) state and local governments collect taxes.

S3C4PO1. Discuss ways an individual can contribute to a school or community.

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. 4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 4.RI.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. AZ.4.RI.10 a. By the end of year, read and comprehend functional texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range 4.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make BCESD #15 (9/2011) 17 4th Grade Social Studies Pacing Guide Page 17 of 19 comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). 4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

BCESD #15 (9/2011) 18 4th Grade Social Studies Pacing Guide Page 18 of 19 Common Standards to be Taught Resources Assessment PERSONAL ECONOMICS ND FINANCE

S5C1PO1. Explain the decision for a personal spending choice.

S4C4PO1. Describe the factors (push and pull) that have contributed to the settlement, economic development (e.g., mining, ranching, agriculture, and tourism), and growth of major Arizona cities.

S4C4PO5. Describe PO 1. Explain how price incentives affect peoples’ behavior and choices, such as colonial decisions about what crops to grow and which products to produce. Assessment Program S5C2PO1. Explain how price incentives affect peoples’ behavior and Questions Quarter 4 choices, such as colonial decisions about what crops to grow and which Unit 4 test products to produce. Questions # 1- 10 S5C5PO1. Describe how interest is an incentive to saving money.

S5C2PO5. Describe risks that are taken by entrepreneurs

S5C2 PO 4. Discuss how profit is an incentive to entrepreneurs.

S5C2 PO 6. Identify the role of financial institutions in providing services (e.g., savings accounts, loans).

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