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Grades 4-5 [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades 4-5 [2015]

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Grades 4-5 [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades 4-5 [2015] Correlation of We The People Series – Level One to the South Carolina Social Studies Academic Standards, Grades 4-5 [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades 4-5 [2015] UNIT 1 – WHAT BASIC IDEAS ABOUT GOVERNMENT DID THE FOUNDERS HAVE? LESSON TITLE SOCIAL STUDIES STANDARDS ELA STANDARDS 4-2.2 Compare the various European settlements in North Inquiry-Based Literacy Standards Grades 3,4,5 America in terms of economic activities, religious emphasis, government, and lifestyles. Standard 1: Formulate relevant, self-generated questions 4-2.3 Explain the impact of the triangular trade, indentured based on interests and/or needs that can be investigated. servitude, and the enslaved and free Africans on the Standard 2: Transact with texts to formulate questions, Lesson 1 developing culture and economy of North America. propose explanations, and consider alternative views and 4-2.4 Summarize the relationships among the Native multiple perspectives. What were the British colonies in America Americans, Europeans, and Africans, including the French Standard 3: Construct knowledge, applying disciplinary like in the 1700s? and Indian Wars, the slave revolts, and the conduct of concepts and tools, to build deeper understanding of the trade. world through exploration, collaboration, and analysis. 4-3.1 Explain the major political and economic factors Standard 4: Synthesize integrated information to share leading to the American Revolution, including the French learning and/or take action. and Indian War, the Stamp Act, the Tea Act, and the Intolerable Acts as well as American resistance to these Reading Informational Text Standards Grades 3,4,5 acts through boycotts, petitions, and congresses. Standard 2: Demonstrate understanding of spoken words, 4-3.1 Explain the major political and economic factors syllables, and sounds. leading to the American Revolution, including the French Standard 3: Know and apply grade-level phonics and word and Indian War, the Stamp Act, the Tea Act, and the analysis skills in decoding words. Intolerable Acts as well as American resistance to these Standard 4: Read with sufficient accuracy and fluency to acts through boycotts, petitions, and congresses. support comprehension. 4-3.2 Explain the significance of major ideas and Standard 5: Determine meaning and develop logical philosophies of government reflected in the Declaration of interpretations by making predictions, inferring, drawing Independence conclusions, analyzing, synthesizing, providing evidence, Lesson 2 4-4.1 Compare the ideas in the Articles of Confederation and investigating multiple interpretations Why did the Founders believe that people with those in the United States Constitution, including how Standard 6: Summarize key details and ideas to support needed a government? powers are now shared between state and national analysis of central ideas. government and how individuals and states are Standard 7: Research events, topics, ideas, or concepts represented in Congress. through multiple media, formats, and in visual, auditory, 4-4.2 Explain the structure & function of the legislative, and kinesthetic modalities. executive, & judicial branches of the federal government. Standard 10: Analyze and provide evidence of how the 4-4.3 Explain how the United States Constitution and the author’s choice of purpose or perspective shapes content, Bill of Rights placed importance on the active involvement meaning, and style. of citizens in government and protected the rights of white male property owners but not those of the slaves, women, and Native Americans. Updated: March 2015 Correlation of We The People Series – Level One to the South Carolina Social Studies Academic Standards, Grades 4-5 [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades 4-5 [2015] 4-3.2 Explain the significance of major ideas and philosophies of government reflected in the Declaration of Writing Standards Grades 3,4,5 Independence. Standard 1: Write arguments to support claims with clear 4-4.1 Compare the ideas in the Articles of Confederation reasons and relevant evidence. with those in the United States Constitution, including how Standard 2: Write informative/explanatory texts to examine powers are now shared between state and national and convey complex ideas and information clearly and Lesson 3 government and how individuals and states are accurately through the effective selection, organization, What is a republican government? represented in Congress. and analysis of content. 4-4.2 Explain the structure & function of the legislative, Standard 3: Write narratives to develop real or imagined executive, & judicial branches of the federal government. experiences or events using effective techniques, well- 4-4.3 Explain how the United States Constitution and the chosen details, and well-structured event sequences. Bill of Rights placed importance on the active involvement Standard 4: Demonstrate command of the conventions of of citizens in government and protected the rights of white standard English grammar and usage when writing and male property owners but not those of the slaves, women, speaking. and Native Americans. Communication Standards Grades 3,4,5 4-3.2 Explain the significance of major ideas and Standard 1: Interact with others to explore ideas and philosophies of government reflected in the Declaration of concepts, communicate meaning, and develop logical Independence. interpretations through collaborative conversations; build 4-4.1 Compare the ideas in the Articles of Confederation upon the ideas of others to clearly express one’s own with those in the United States Constitution, including how views while respecting diverse perspectives. powers are now shared between state and national Standard 2: Articulate ideas, claims, and perspectives in a Lesson 4 government and how individuals and states are logical sequence using information, findings, and credible What is a constitutional government? represented in Congress. evidence from sources. 4-4.2 Explain the structure & function of the legislative, executive, & judicial branches of the federal government. 4-4.3 Explain how the United States Constitution and the Bill of Rights placed importance on the active involvement of citizens in government and protected the rights of white male property owners but not those of the slaves, women, and Native Americans. Lesson 5 4-3.2 Explain the significance of major ideas and What ideas did the Founders use in the philosophies of government reflected in the Declaration of Declaration of Independence? Independence. Lesson 6 4-3.2 Explain the significance of major ideas and philosophies of government reflected in the Declaration of What were the first state governments like? Independence. Correlation of We The People Series – Level One to the South Carolina Social Studies Academic Standards, Grades 4-5 [2011] and the South Carolina College- and Career-Ready Standards for English Language Arts, Grades 4-5 [2015] UNIT 2 – HOW DID THE FRAMERS WRITE OUR CONSTITUTION? LESSON TITLE SOCIAL STUDIES STANDARDS ELA STANDARDS 4-3.2 Explain the significance of major ideas and Inquiry-Based Literacy Standards Grades 3,4,5 philosophies of government reflected in the Declaration of Standard 1: Formulate relevant, self-generated questions Independence. based on interests and/or needs that can be investigated. 4-4.1 Compare the ideas in the Articles of Confederation Standard 2: Transact with texts to formulate questions, with those in the United States Constitution, including how propose explanations, and consider alternative views and Lesson 7 powers are now shared between state and national multiple perspectives. What was the first national government government and how individuals and states are Standard 3: Construct knowledge, applying disciplinary represented in Congress. concepts and tools, to build deeper understanding of the like? 4-4.2 Explain the structure and function of the legislative, world through exploration, collaboration, and analysis. executive, and judicial branches of the federal Standard 4: Synthesize integrated information to share government. learning and/or take action. 4-4.4 Compare the roles and accomplishments of early leaders in the development of the new nation, including Reading Informational Text Standards Grades 3,4,5 George Washington, John Adams, Thomas Jefferson, Standard 1: Demonstrate understanding of the Alexander Hamilton, John Marshall, and James Madison. organization and basic features of print. Standard 3: Know and apply grade-level phonics and word 4-4.1 Compare the ideas in the Articles of Confederation analysis skills in decoding words. with those in the United States Constitution, including how Standard 4: Read with sufficient accuracy and fluency to powers are now shared between state and national support comprehension. Lesson 8 government and how individuals and states are Standard 5: Determine meaning and develop logical How was the Philadelphia Convention represented in Congress. interpretations by making predictions, inferring, drawing organized? 4-4.4 Compare the roles and accomplishments of early conclusions, analyzing, synthesizing, providing evidence, leaders in the development of the new nation, including and investigating multiple interpretations. George Washington, John Adams, Thomas Jefferson, Standard 6: Summarize key details and ideas to support Alexander Hamilton, John Marshall, and James Madison. analysis of central ideas. Standard
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