Norton City Schools Standards-Based Social Studies Course of Study 2005
4th Grade Ohio History Original Suggested Units and Pacing Guide
Scope and Sequence - Ohio: Its Past, Its Location, Its Government The state of Ohio is the focus for fourth grade. Students learn about the geography, history, government and economy of their state. They learn about issues and ways that citizens participate in Ohio’s government. Students develop their research skills through individual and group activities.
Unit 1: Early History 30 days End by first week in October The first unit introduces the early history of Ohio from prehistoric peoples through early historic Indians. It also includes the major geographical features of the state. Problem Solving – Patterns & Relationships
Unit 2: Territory to Early Statehood 30 days End by Thanksgiving The emphasis is on Ohio’s history as it became a state, including the purposes of government as a foundation for statehood. Economic factors influencing Ohio’s development during this time period are also included. Problem Solving – Patterns & Relationships
Unit 3: Industrialization of Ohio 30 days End by the First Semester This unit focuses on the economic development of Ohio. This includes the influence of immigrants, their origins and cultural practices on the economic growth of Ohio. Problem Solving – Patterns & Relationships
Unit 4: Modern Ohio 40+ days End by March 31 (Includes 2 weeks of assessments) A study of famous people, who have ties to Ohio, presents an opportunity for in depth research and a review of many earlier indicators. In this section on modern Ohio, it is also important to consider citizenship rights and responsibilities. Problem Solving – Patterns & Relationships
Unit 5: Economics Application 20 days End by May 7 (Includes a week for Spring Break) The focus of this unit will be a hands-on, economics entrepreneurship project involving problem solving and decision making. Problem Solving – Patterns & Relationships
Unit 6: County Projects 20 days End the Semester The focus of this unit will be independent research on an Ohio county. The research will look at the geography, government, history, culture and economics of the county, pulling together the year’s study. Problem Solving – Patterns & Relationships
th Bold indicates student vocabulary mastered at this grade level. 4 - 16 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005
4th Grade Benchmarks (ID= Indicator: These number references will clarify the intent of Indicators in each unit.)
History Government A. Construct time lines to demonstrate an understanding of units of time A. Identify the responsibilities of the branches of the United and chronological order. (ID: 1) States government and explain why they are necessary. B. Describe the cultural patterns that are evident in North America today (ID: 1, 2) as a result of exploration, colonization and conflict. B. Give examples of documents that specify the structure of (ID: 2, 3) (ONLY 4-5) state and national governments in the United States and C. Explain how new developments led to the growth of the United explain how these documents foster self-government in States. (ID: 4, 5, 6) a democracy. (ID: 3, 4) (ONLY 4-5)
People In Societies A Compare practices and products of North American cultural groups. Citizenship Rights & Responsibities (ID: 1) B. Explain the reasons people from various cultural groups came to A. Explain how citizens take part in civic life in order to North America and the consequences of their interactions with each promote the common good. (ID: 1) other. (ID: 2, 3) B. Identify rights and responsibilities of citizenship in the Geography United States that are important for preserving democratic government. (ID: 2, 3, 4, 5) A. Use map elements or coordinates to locate physical and human features of North America. (ID: 1, 2, 3, 4) B. Identify the physical and human characteristics of places and regions in North America. (ID: 5, 6, 7) Study Skills & Methods C. Identify and explain ways people have affected the physical A. Obtain information from a variety of primary and secondary environment of North America and analyze the positive and negative sources using the component parts of the source. consequences. (ID: 8, 9) (ID: 1, 2, 3, 4) D. Analyze ways that transportation and communication relate to B. Use a variety of sources to organize information and draw patterns of settlement and economic activity. (ID: 10) inferences. (ID: 5, 6, 7, 8) C. Communicate social studies information using graphs or tables. (ID: 9) Economics D. Use problem-solving skills to make decisions individually A. Explain the opportunity costs involved in the allocation of scarce and in groups. (ID: 10) productive resources. (ID: 1, 2) B. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services. (ID: 3) Continually check your alignment between the C. Explain how competition affects producers and consumers in a Indicators and the Benchmarks. market economy and why specialization facilitates trade. (ID: 4, 5, 6)
th Bold indicates student vocabulary mastered at this grade level. 4 - 17 Norton City Schools June 2005 Fourth Grade: Early History SCESC Unit 1 30 days End the first week of October History Geography Economics Study Skills and Methods Settlement B Location A Obtaining Information A 2. Describe the earliest settlements in Ohio 3. Describe the location of Ohio None 1. Obtain information about state issues from a including those of prehistoric people. relative to other states and variety of print and electronic sources, and countries. determine the relevance of information to a 3. Explain the cause and effects of the Government research topic: frontier wars of the 1790s, including the 4. Use maps to identify the a. atlases; Battle of Fallen Timbers, on American location of major physical and None b. encyclopedia; Indians in Ohio and the United States human features of Ohio c. dictionaries; including: Citizenship Rights d. newspapers; Note: a. Lake Erie; & Responsibilities e. multimedia / electronic sources. Suggested Vocabulary: History b. rivers;
1. chronological order c. plains; 2. Use a glossary and index to locate None historical era d. the Appalachian Plateau; information. intervals e. bordering states; time periods h. Ohio River. 3. Use primary and secondary sources to answer questions about Ohio history.
People in Societies Human Environmental Interaction C 4. Describe how archaeologists and historians 8. Identify how environmental processes including glaciation study and interpret the past. Cultures A and weathering and 1. Describe the cultural practices and products of various groups who have characteristics including Thinking and Organizing B landforms, bodies of water, settled in Ohio over time: 5. Identify main ideas and supporting details climate, vegetation influence from factual information. a. the Paleo Indians, Archaic Indians, human settlement and activity Woodland Indians including Adena and in Ohio. 6. Distinguish between fact and opinion. Hopewell and Late Prehistoric Indians including Fort Ancient; 7. Read and interpret pictographs, bar graphs, line graphs and tables. b. historic Indians of Ohio including Ottawa, Wyandot, Mingo, Miami, Problem Solving D Shawnee and Delaware. (Introduce as Indians faced/solved problems ) 10. Use a problem-solving/decision-making Note: Note: The bolded letter process which includes: Students are to apply the Problem at the end of each a. identifying a problem; Solving steps in order to identify organizer heading aligns b. gathering information; Patterns & Relationships. with the Benchmark for c. listing and considering options; the given Standard. d. considering advantages and disadvantages
Continually align the of options; e. choosing and implementing a solution; Note: Strategies & Resources: Indicators to the th Benchmark goals page f. developing criteria for judging its See pages 4 – 4 & 7 for teaching ideas and th 4 – 17. effectiveness; materials. g. evaluate the effectiveness of the solution.
th Bold indicates student vocabulary mastered at this grade level. 4 - 18 Norton City Schools June 2005
Fourth Grade: Territory to Early Statehood SCESC Unit 2 30 Days End by Thanksgiving History Geography Economics Study Skills and Methods Chronology A Location A Scarcity & Resource Allocation A Obtaining Information A 1. Construct time lines with evenly 4. Use maps to identify the location of major 1. Identify the productive resources 1. Obtain information about state spaced intervals for years, decades physical and human features of Ohio needed to produce a good or service and issues from a variety of print and and centuries to show the order of including: suggest opportunity costs for the electronic sources, and determine the significant events in Ohio history. a. Lake Erie; resources involved. relevance of information to a research b. rivers; topic: c. plains; 2. Explain how the availability of Growth C d. the Appalachian Plateau; productive resources in Ohio promotes a. atlases; 4. Explain how Ohio progressed from e. bordering states; specialization in the production of b. encyclopedia; territory to statehood, including the f. the capital city; goods and services and leads to trade. c. dictionaries; terms of the Northwest Ordinance. g. other major cities; d. newspapers; h. Ohio River. Markets C e. multimedia / electronic sources. 5. Explain how canals and railroads 5. Explain why people in Ohio specialize changed settlement patterns in Ohio Places and Regions B in what they produce and then trade with 2. Use a glossary and index to locate and Ohio’s economic and political status 5. Describe and compare the landforms, others, which then increases the amount information. in the United States. climates, population, vegetation and of goods and services available. economic characteristics of places and 3. Use primary and secondary sources to regions in Ohio. Government answer questions about Ohio history.
7. Explain how resources, transportation 4. Describe how archaeologists and and location influenced the development of Rules and Laws B historians study and interpret the past. People in Societies cities and industries in Ohio including major 3. Explain the purpose of a industries such as, oil, steel, rubber and democratic constitution: Thinking and Organizing B
glass. a. to provide a framework for 5. Identify main ideas and supporting Cultures A government; details from factual information. 1. Describe the cultural practices and Human Environment Interaction C b. to limit the power of government; products of various groups who have 6. Distinguish between fact and opinion. 8. Identify how environmental processes c. to define the authority of elected settled in Ohio over time: including glaciation and weathering and officials. 7. Read and interpret pictographs, bar c. European immigrants. characteristics including landforms, bodies of water, climate, vegetation influence graphs, line graphs and tables. 4. Explain that the Ohio Constitution Interactions B human settlement and activity in Ohio. tells how the state government 2. Describe the impact of the Problem Solving D should be organized and expansion of European settlements on 9. Identify ways that people have affected 10. Develop as settlers solved problems guarantees the rights of American Indians in Ohio. the physical environment of Ohio a. identifying a problem; including: individuals b. gathering information; 3. Explain the reasons people came to a. use wetlands; b. use of forests; c. listing and considering options; Ohio including: c. building farms, towns and transportation d. considering advantages and a. opportunities in agriculture, mining systems. disadvantages of options; and manufacturing; e. choosing and implementing a b. family ties; Movement D solution; c. freedom from political and religious 10. Use elevation, natural resources and Citizenship Rights & f. developing criteria for judging its oppression. road maps to answer questions about Responsibilities effectiveness; patterns of settlement, economic activity and g. evaluate the effectiveness of the Suggested Vocabulary: movement. th solution. See People in Societies page 4 – 1.
th Bold indicates student vocabulary mastered at this grade level. 4 - 19 Norton City Schools June 2005 Fourth Grade: Industrialization of Ohio SCESC Unit 3 30 Days End by the Semester History Geography Economics Study Skills and Methods Growth C Location A Production, Distribution and Consumption B Obtaining Information A 6. Explain the importance of 1. Use a linear scale to measure the 3. Explain how entrepreneurs organize 1. Obtain information about state issues from a inventors such as, the Wright distance between places on a map. productive resources to produce goods and variety of print and electronic sources, and Brothers, Charles Kettering, Garrett services and that they seek to make profits by determine the relevance of information to a Morgan, Granville Woods and 2. Use cardinal and intermediate taking risks. research topic: Thomas Edison. directions to describe the relative a. atlases; location of places. 4. Explain ways in which individuals and b. encyclopedia; households obtain and use income. c. dictionaries; 4. Use maps to identify the location of d. newspapers; major physical and human features e. multimedia / electronic sources. Markets C People in Societies of Ohio including: 5. Explain why people in Ohio specialize in what 2. Use a glossary and index to locate f. the capital city; they produce and then trade with others, which information. g. other major cities. then increases the amount of goods and services Cultures A 3. Use primary and secondary sources to 1. Describe the cultural practices available. Regions and Places B answer questions about Ohio history. and products of various groups 5. Describe and compare the 6. Explain why many jobs in Ohio depend on who have settled in Ohio over time: 4. Describe how archaeologists and landforms, climates, population, markets in other countries and why Ohio is a c. European immigrants; vegetation and economic historians study and interpret the past. market for goods and services from other d. Amish and Appalachian characteristics of places & regions in countries. Thinking and Organizing B populations; Ohio. 5. Identify main ideas and supporting details e. African-Americans. 6. Identify manufacturing, Government from factual information.
agricultural, mining and forestry Role of Government A Interactions B 6. Distinguish between fact and opinion. regions in Ohio. 1. Explain major responsibilities of each of the 2. Describe the impact of the three branches of government in Ohio: 7. Read and interpret pictographs, bar expansion of European 7. Explain how resources, a. the legislative branch, headed by the General graphs, line graphs and tables. settlements on American Indians in transportation and location Assembly, makes state laws; Ohio. influenced the development of cities b. the executive branch, headed by the 8. Formulate a question to focus research.
and industries in Ohio including major governor, carries out and enforces laws 3. Explain the reasons people industries such as, oil, steel, rubber made by the General Assembly; Communicating Information C came to Ohio including: and glass. c. the judicial branch, headed by the Ohio 9. Communicate relevant information in a a. opportunities in agriculture, Supreme Court, interprets and applies the written report including the acknowledgement of mining and manufacturing; Human Environmental Interactions C law. sources. b. family ties; 9. Identify ways that people have c. freedom from political and affected the physical environment of 2. Explain why elections are used to select Problem Solving D religious oppression. Ohio including: leaders and decide issues. 10. Use the problem-solving/decision-making
a. use wetlands; process which includes: b. use of forests; Rules and Laws B a. identifying a problem; c. building farms, towns and 3. Explain the purpose of a democratic b. gathering information; transportation systems. constitution: c. listing and considering options; Note: The bolded letter at the a. to provide a framework for government; d. considering advantages and disadvantages end of each organizer heading Movement D b. to limit the power of government; of options; aligns with the Benchmark for 10. Use elevation, natural resources c. to define the authority of elected officials. e. choosing and implementing a solution; and road maps to answer questions the given Standard. Continually f. developing criteria for judging its about patterns of settlement, economic effectiveness; align the Indicators to the th activity and movement. Citizenship R & R g. evaluate the effectiveness of the solution. Benchmark goals page 4 – 17. (Apply Study Skills Indicator: 10 )
th Bold indicates student vocabulary mastered at this grade level. 4 - 20 Norton City Schools June 2005
Fourth Grade: Modern Ohio SCESC Unit 4 40+ Days End by March 31 History Geography Government Study Skills & M. Chronology A Places and Regions B Role of Government A Obtaining Information 1. Construct time lines 6. Identify manufacturing, agricultural, mining and 1. Explain major responsibilities of each of the 1. Obtain information with evenly spaced forestry regions in Ohio. three branches of government in Ohio: about state issues from a variety of print and electronic intervals for years, a. the legislative branch, headed by the sources, and determine the decades and centuries 7. Explain how resources, transportation and location General Assembly, makes state laws; relevance of information to to show the order of influenced the development of cities and industries in Ohio b. the executive branch, headed by the a research topic: significant events in including major industries such as oil, steel, rubber & glass. governor, carries out and enforces laws a. atlases; b. encyclopedia; Ohio history. made by the General Assembly; Human Environmental Interactions C c. dictionaries; c. the judicial branch, headed by the Ohio d. newspapers; 9. Identify ways that people have affected the physical People in Societies Supreme Court, interprets and applies e. multimedia / electronic environment of Ohio including: the law. sources.
a. use wetlands; Cultures A 2. Use a glossary and b. use of forests; 2. Explain why elections are used to select 1. Describe the cultural c. building farms, towns and transportation systems; index to locate leaders and decide issues. information. practices and products d. using fertilizers, herbicides and pesticides; of various groups who e. build dams. have settled in Ohio over Thinking & Organizing Economics Citizenship Rights & 5. Identify main ideas time: and supporting details f. recent immigrants from Responsibilities Scarcity & Resource Allocation A from factual information. Africa, Asia and Latin 1. Identify the productive resources needed to produce a good America. or service and suggest opportunity costs for the resources Participation A 6. Distinguish between involved. 1. Describe the ways in which citizens can fact and opinion. Interactions B promote the common good and influence their 3. Explain the reasons 2. Explain how the availability of productive resources in Ohio government including: 7. Read and interpret people came to Ohio promotes specialization in the production of goods and services a. voting; pictographs, bar including: and leads to trade. b. communicating with officials; graphs, line graphs and tables. a. opportunities in c. participating in civic and service organizations; Production, Distribution and Consumption B d. performing voluntary service. agriculture, mining 8. Formulate a question 3. Explain how entrepreneurs organize productive resources to and manufacturing to focus research. produce goods and services and that they seek to make profits Rights & Responsibilities B b. family ties; by taking risks. 2. Explain why personal responsibilities such as taking advantage of the opportunity to be educated is Communicating Info. c. freedom from political important. 9. Communicate relevant and religious Markets C information in a written oppression. 4. Explain ways in which individuals and households obtain 3. Explain why civic responsibilities such as obeying report including the and use income. the law and respecting the right of others is acknowledgement of
important. sources. 5. Explain why people in Ohio specialize in what they produce
and then trade with others, which then increases the amount of 4. Explain the importance of leadership and public Problem Solving goods and services available. service. Note: 10. Use the problem-
solving/decision-making Students are to apply the 6. Explain why many jobs in Ohio depend on markets in other 5. Explain why characteristics such as respect for process as student study Problem Solving steps in countries and why Ohio is a market for goods and services from the rights of others, fairness, reliability, honesty, modern problems. order to identify Patterns other countries. wisdom and courage are desirable qualities in the See page 4th – 15. & Relationships. people citizens select as their leaders.
th Bold indicates student vocabulary mastered at this grade level. 4 - 21 Norton City Schools June 2005
Fourth Grade: Economics Application SCESC Unit 5 20 Days End the first week of May History Economics Citizenship Study Skills and Methods Rights & Responsibilities None Scarcity and Resource Allocation A Participation A Obtaining Information A 1. Identify the productive resources 1. Describe the ways in which citizens can promote 1. Obtain information about state issues needed to produce a good or service the common good and influence their government from a variety of print and electronic and suggest opportunity costs for the including: sources, and determine the relevance of resources involved. a. voting; information to a research topic b. communicating with officials; d. newspapers; 2. Explain how the availability of c. participating in civic and service organizations; e. multimedia / electronic sources. People in productive resources in Ohio d. performing voluntary service. Societies promotes specialization in the Thinking and Organizing B production of goods and services Rights and Responsibilities B 6. Distinguish between fact and opinion. None and leads to trade. 2. Explain why personal responsibilities such as taking advantage of the opportunity to be educated is 7. Read and interpret pictographs, bar
important. graphs, line graphs and tables. Production, Distribution & Consumption B Geography 3. Explain how entrepreneurs 3. Explain why civic responsibilities such as obeying 8. Formulate a question to focus research. organize productive resources to the law and respecting the right of others is important. None produce goods and services and that Communicating Information C they seek to make profits by taking 4. Explain the importance of leadership and public 9. Communicate relevant information in a risks. service. written report including the acknowledgement of sources. Market C 5. Explain why characteristics such as respect for the Government 4. Explain ways in which individuals rights of others, fairness, reliability, honesty, wisdom Problem Solving D and households obtain and use and courage are desirable qualities in the people 10. Use the problem-solving/decision- None income. citizens select as their leaders. making process which includes: a. identifying a problem; b. gathering information; Note: c. listing and considering options; Suggested Vocabulary d. considering advantages and 1. factors of production disadvantages of options; capital resource e. choosing and implementing a solution; entrepreneurship f. developing criteria for judging its
land resource Note: effectiveness; Note: labor resource As part of the unit, use the district’s predetermined g. evaluate the effectiveness of the Students are to profit seeking decision makers children’s literature selection for teaching Economic solution. apply the 2. consumption Indicators. Problem Solving 3. entrepreneurship steps in order to Note: The bolded letter at the end of each organizer Note: Strategies & Resources: identify Patterns th th heading aligns with the Benchmark for the given See pages 4 – 9 & 10 and 4 – 13 for & Relationships. Standard. Continually align the Indicators to the teaching ideas and materials. Benchmark goals page 4th - 17.
th Bold indicates student vocabulary mastered at this grade level. 4 - 22 Norton City Schools June 2005 Norton City Schools Standards-Based Social Studies Course of Study 2005
Fourth Grade: Ohio County Projects Unit 6 20 Days End of the Year History Geography Economics Study Skills and Methods Chronology A Location A Scarcity & Resource Allocation A Obtaining Information A 1. Construct time lines with evenly 1. Use a linear scale to measure 1. Identify the productive 1. Obtain information about state issues from a spaced intervals for years, decades the distance between places on a resources needed to produce a variety of print and electronic sources, and and centuries to show the order of map. good or service and suggest determine the relevance of information to a significant events in Ohio history. opportunity costs for the research topic: 2. Use cardinal and intermediate resources involved. a. atlases; directions to describe the relative b. encyclopedia;
location of places. 2. Explain how the availability of c. dictionaries;
productive resources in Ohio d. newspapers; e. multimedia / electronic sources. People in Societies Places and Regions B promotes specialization in the
5. Describe and compare the production of goods and Cultures A 2. Use a glossary and index to locate landforms, climates, population, services and leads to trade. 1. Describe the cultural practices information. vegetation and economic and products of various groups who characteristics of places and have settled in Ohio over time: Markets C 3. Use primary and secondary sources to regions in Ohio. c. European immigrants; 5. Explain why people in Ohio answer questions about Ohio history. d. Amish and Appalachian specialize in what they produce 6. Identify manufacturing, 4. Describe how archaeologists and populations; and then trade with others, agricultural, mining and forestry historians study and interpret the past. e. African-Americans; which then increases the amount regions in Ohio. f. recent immigrants from Africa, Asia of goods and services available. Thinking and Organizing B and Latin America. 7. Explain how resources, 5. Identify main ideas and supporting details transportation and location from factual information. Interactions B influenced the development of 3. Explain the reasons people came cities and industries in Ohio 6. Distinguish between fact and opinion. to Ohio including: including major industries such as a. opportunities in agriculture, oil, steel, rubber and glass. 7. Read and interpret pictographs, bar graphs, mining and manufacturing; Government line graphs and tables. b. family ties; Movement None 8. Formulate a question to focus research. c. freedom from political and 10. Use elevation, natural
religious oppression. resources and road maps to Communicating Information C answer questions about patterns of 9. Communicate relevant information in a written settlement, economic activity and report including the acknowledgement of Note: The bolded letter at the end movement. sources. of each organizer heading aligns with Citizenship Rights and the Benchmark for the given Problem Solving D Standard. Continually align the Responsibilities 10. Use the problem-solving/decision-making Indicators to the Benchmark goals process as students create their County th page 4 – 17. None Projects. See page 4th – 15.
th Bold indicates student vocabulary mastered at this grade level. 4 - 23 Norton City Schools June 2005