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.

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 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, 4-4.1 Compare the ideas in the Articles of Confederation and kinesthetic modalities. with those in the United States Constitution, including how Standard 10: Analyze and provide evidence of how the Lesson 9 powers are now shared between state and national author’s choice of purpose or perspective shapes content, government and how individuals and states are meaning, and style. How many representatives should each represented in Congress. state have in Congress? 4-4.2 Explain the structure and function of the legislative, Writing Standards Grades 3,4,5 executive, and judicial branches of the federal Standard 1: Write arguments to support claims with clear government. reasons and relevant evidence.

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]

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 4-4.1 Compare the ideas in the Articles of Confederation Standard 3: Write narratives to develop real or imagined with those in the United States Constitution, including how experiences or events using effective techniques, well- powers are now shared between state and national chosen details, and well-structured event sequences. government and how individuals and states are Standard 4: Demonstrate command of the conventions of represented in Congress. standard English grammar and usage when writing and 4-3.4 Explain how the American Revolution affected Lesson 10 speaking. attitudes toward and the future of slavery, women, and

What did the Framers do about the problem Native Americans. Communication Standards Grades 3,4,5 of slavery? 4-4.3 Explain how the United States Constitution and the Standard 1: Interact with others to explore ideas and Bill of Rights placed importance on the active involvement concepts, communicate meaning, and develop logical of citizens in government and protected the rights of white interpretations through collaborative conversations; build male property owners but not those of the slaves, women, upon the ideas of others to clearly express one’s own and Native Americans. views while respecting diverse perspectives.

Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

UNIT 3 – HOW DOES THE CONSTITUTION ORGANIZE OUR GOVERNMENT?

LESSON TITLE SOCIAL STUDIES STANDARDS ELA STANDARDS

4-3.1 Explain the major political and economic factors Inquiry-Based Literacy Standards Grades 3,4,5 leading to the American Revolution, including the French Standard 1: Formulate relevant, self-generated questions and Indian War, the Stamp Act, the Tea Act, and the based on interests and/or needs that can be investigated. Intolerable Acts as well as American resistance to these Standard 2: Transact with texts to formulate questions, acts through boycotts, petitions, and congresses. propose explanations, and consider alternative views and 4-3.2 Explain the significance of major ideas and multiple perspectives. philosophies of government reflected in the Declaration of Standard 3: Construct knowledge, applying disciplinary Independence. concepts and tools, to build deeper understanding of the Lesson 11 4-3.4 Explain how the American Revolution affected world through exploration, collaboration, and analysis. What basic ideas about government are attitudes toward and the future of slavery, women, and Standard 4: Synthesize integrated information to share included in the Preamble to the Native Americans. learning and/or take action. Constitution? 4-4.1 Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how Reading Informational Text Standards Grades 3,4,5 powers are now shared between state and national Standard 1: Demonstrate understanding of the government and how individuals and states are organization and basic features of print. represented in Congress. Standard 2: Demonstrate understanding of spoken words, 4-4.3 Explain how the United States Constitution and the syllables, and sounds. Bill of Rights placed importance on the active involvement Standard 5: Determine meaning and develop logical of citizens in government and protected the rights of white interpretations by making predictions, inferring, drawing male property owners but not those of the slaves, women, conclusions, analyzing, synthesizing, providing evidence, and Native Americans. and investigating multiple interpretations. Standard 6: Summarize key details and ideas to support 4-4.1 Compare the ideas in the Articles of Confederation analysis of central ideas. with those in the United States Constitution, including how Standard 7: Research events, topics, ideas, or concepts powers are now shared between state and national through multiple media, formats, and in visual, auditory, government and how individuals and states are and kinesthetic modalities. Lesson 12 represented in Congress. 4-4.2 Explain the structure and function of the legislative, Writing Standards Grades 3,4,5 How does the Constitution limit the powers executive, and judicial branches of the federal Standard 1: Write arguments to support claims with clear of our government? government. reasons and relevant evidence. 4-4.3 Explain how the United States Constitution and the Standard 2: Write informative/explanatory texts to examine Bill of Rights placed importance on the active involvement and convey complex ideas and information clearly and of citizens in government and protected the rights of white accurately through the effective selection, organization, male property owners but not those of the slaves, women, and analysis of content. and Native Americans.

Standard 4: Demonstrate command of the conventions of Lesson 13 4-4.2 Explain the structure and function of the legislative, standard English grammar and usage when writing and What is the legislative branch? executive, and judicial branches of the federal speaking. government. Communication Standards Grades 3,4,5 Lesson 14 4-4.2 Explain the structure and function of the legislative, Standard 1: Interact with others to explore ideas and What is the executive branch? executive, and judicial branches of the federal concepts, communicate meaning, and develop logical government. interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own

views while respecting diverse perspectives. 4-4.2 Explain the structure and function of the legislative, Lesson 15 Standard 2: Articulate ideas, claims, and perspectives in a executive, and judicial branches of the federal What is the judicial branch? logical sequence using information, findings, and credible government. evidence from sources.

Lesson 16 4-4.1 Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how How did the Constitution create a federal powers are now shared between state and national system of government? government and how individuals and states are represented in Congress.

UNIT 4 – HOW DOES THE CONSTITUTION PROTECT OUR BASIC RIGHTS?

LESSON TITLE SOCIAL STUDIES STANDARDS ELA STANDARDS

4-4.2 Explain the structure and function of the legislative, Inquiry-Based Literacy Standards Grades 3,4,5 executive, and judicial branches of the federal Standard 1: Formulate relevant, self-generated questions Lesson 17 government. based on interests and/or needs that can be investigated. How does the Constitution protect your 4-4.3 Explain how the United States Constitution and the Standard 2: Transact with texts to formulate questions, right to freedom of expression? Bill of Rights placed importance on the active involvement propose explanations, and consider alternative views and of citizens in government and protected the rights of white multiple perspectives. male property owners but not those of the slaves, women, Standard 3: Construct knowledge, applying disciplinary and Native Americans. concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 4-4.2 Explain the structure and function of the legislative, Standard 4: Synthesize integrated information to share executive, and judicial branches of the federal learning and/or take action. Lesson 18 government. How does the Constitution protect your 4-4.3 Explain how the United States Constitution and the Reading – Literary Text (RL) right to freedom of religion? Bill of Rights placed importance on the active involvement Standard 1: Demonstrate understanding of the of citizens in government and protected the rights of white organization and basic features of print. male property owners but not those of the slaves, women, Standard 2: Demonstrate understanding of spoken words, and Native Americans. syllables, and sounds. Standard 4: Read with sufficient accuracy and fluency to 4-4.1 Compare the ideas in the Articles of Confederation support comprehension. with those in the United States Constitution, including how Standard 5: Determine meaning and develop logical powers are now shared between state and national interpretations by making predictions, inferring, drawing government and how individuals and states are conclusions, analyzing, synthesizing, providing evidence, represented in Congress. and investigating multiple interpretations. 4-4.2 Explain the structure and function of the legislative, Standard 6: Summarize key details and ideas to support executive, and judicial branches of the federal analysis of thematic development. Lesson 19 government. Standard 7: Analyze the relationship among ideas, 4-4.3 Explain how the United States Constitution and the themes, or topics in multiple media, formats, and in visual, How does the Constitution protect your Bill of Rights placed importance on the active involvement auditory, and kinesthetic modalities. right to equal protection of the laws? of citizens in government and protected the rights of white Standard 9: Interpret and analyze the author’s use of male property owners but not those of the slaves, women, words, phrases, and conventions, and how their and Native Americans. relationships shape meaning and tone in print and 5-1.1 Summarize the aims and course of Reconstruction, multimedia texts. including the effects of Abraham Lincoln’s assassination, Standard 11: Analyze and provide evidence of how the Southern resistance to the rights of freedmen, and the author’s choice of point of view, perspective, or purpose agenda of the Radical Republicans. shapes content, meaning, and style. 5-1.2 Explain the effects of Reconstruction, including new rights under the thirteenth, fourteenth, and fifteenth 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]

amendments; the actions of the Freedmen’s Bureau; and the move from a plantation system to sharecropping.

5-3.2 Explain the practice of discrimination and the Reading Informational Text Standards Grades 3,4,5 passage of discriminatory laws in the United States and Standard 1: Demonstrate understanding of the their impact on the rights of African Americans, including organization and basic features of print. the Jim Crow laws and the ruling in Plessy v. Ferguson. Standard 6: Summarize key details and ideas to support 4-4.1 Compare the ideas in the Articles of Confederation analysis of central ideas. with those in the United States Constitution, including how Standard 7: Research events, topics, ideas, or concepts powers are now shared between state and national through multiple media, formats, and in visual, auditory, government and how individuals and states are and kinesthetic modalities. represented in Congress. 4-4.2 Explain the structure and function of the legislative, Writing Standards Grades 3,4,5 executive, and judicial branches of the federal Standard 1: Write arguments to support claims with clear Lesson 20 government. reasons and relevant evidence. How does the Constitution protect your 5-1.2 Explain the effects of Reconstruction, including new Standard 3: Write narratives to develop real or imagined right to due process of law? rights under the thirteenth, fourteenth, and fifteenth experiences or events using effective techniques, well- amendments; the actions of the Freedmen’s Bureau; and chosen details, and well-structured event sequences. the move from a plantation system to sharecropping. Standard 4: Demonstrate command of the conventions of 5-5.3 Explain the advancement of the modern Civil Rights standard English grammar and usage when writing and Movement; including the desegregation of the armed speaking. forces, Brown v. Board of Education, the roles of Rosa Parks, Martin Luther King Jr., Malcolm X, the Civil Rights Communication Standards Grades 3,4,5 acts, and the Voting Rights Act. Standard 1: Interact with others to explore ideas and 4-4.3 Explain how the United States Constitution and the concepts, communicate meaning, and develop logical Bill of Rights placed importance on the active involvement interpretations through collaborative conversations; build of citizens in government and protected the rights of white upon the ideas of others to clearly express one’s own male property owners but not those of the slaves, women, views while respecting diverse perspectives. and Native Americans. Standard 2: Articulate ideas, claims, and perspectives in a 5-1.2 Explain the effects of Reconstruction, including new logical sequence using information, findings, and credible rights under the thirteenth, fourteenth, and fifteenth evidence from sources. amendments; the actions of the Freedmen’s Bureau; and Lesson 21 the move from a plantation system to sharecropping. 5-4.1 Summarize daily life in the post–World War I period How does the Constitution protect your of the 1920s, including improvements in the standard of right to vote? living, transportation, and entertainment; the impact of the Nineteenth Amendment, the Great Migration, the Harlem Renaissance, and Prohibition; and racial and ethnic conflict. 5-5.3 Explain the advancement of the modern Civil Rights Movement; including the desegregation of the armed forces, Brown v. Board of Education, the roles of Rosa Parks, Martin Luther King Jr., Malcolm X, the Civil Rights acts, and the Voting Rights Act.

UNIT 5 – WHAT ARE THE RESPONSIBILITIES OF CITIZENS?

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. 4-5.2 Explain the motivations and methods of migrants Standard 4: Synthesize integrated information to share and immigrants, who moved West, including economic learning and/or take action. opportunities, the availability of rich land, and the Standard 5: Reflect throughout the inquiry process to country’s belief in Manifest Destiny. assess metacognition, broaden understanding, and guide Lesson 22 5-5.4 Explain the international political alliances that actions, both individually and collaboratively. impacted the United States in the latter part of the What is the role of the United States in the twentieth century, including the United Nations, the North Reading Informational Text Standards Grades 3,4,5 world today? Atlantic Treaty Organization (NATO), and the Standard 2: Demonstrate understanding of spoken words, Organization of Petroleum Exporting Countries (OPEC). syllables, and sounds. 5-6.1 Summarize the changes in world politics that Standard 5: Determine meaning and develop logical followed the collapse of the Soviet Union and the end of interpretations by making predictions, inferring, drawing Soviet domination of eastern Europe. conclusions, analyzing, synthesizing, providing evidence, 5-6.2 Identify places in the world where the United States and investigating multiple interpretations. is involved in humanitarian and economic efforts, Standard 6: Summarize key details and ideas to support including the Middle East, the Balkans, Central America, analysis of central ideas. Africa, and Asia. Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, Lesson 23 4-4.3 Explain how the United States Constitution and the and kinesthetic modalities. Bill of Rights placed importance on the active involvement What are some responsibilities of citizens? of citizens in government and protected the rights of white Writing Standards Grades 3,4,5 male property owners but not those of the slaves, women, Standard 3: Write narratives to develop real or imagined and Native Americans. experiences or events using effective techniques, well- chosen details, and well-structured event sequences. 4-3.2 Explain the significance of major ideas and philosophies of government reflected in the Declaration of Communication Standards Grades 3,4,5 Independence. Standard 1: Interact with others to explore ideas and Lesson 24 4-4.3 Explain how the United States Constitution and the concepts, communicate meaning, and develop logical How can citizens promote the common Bill of Rights placed importance on the active involvement interpretations through collaborative conversations; build good? of citizens in government and protected the rights of white upon the ideas of others to clearly express one’s own male property owners but not those of the slaves, women, views while respecting diverse perspectives. and Native Americans. Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.