<p>Class Title: Social Studies Grade Level: 4th</p><p>Nine Weeks: Unit: Map Skills Concepts/Content Desired Outcomes  7 Continents  Be able to name the 7 continents  4 Main bodies of water  Locate and name the 4 main bodies of  Hemispheres water on a world map  Equator  Name the hemispheres  Latitude  Locate the prime meridian  Longitude  Identify the intermediate directions  Cardinal Directions  Identify the cardinal directions  Intermediate Directions  Explain the difference between a physical  Physical map map and a political map.  Political map</p><p>Class Title: Social Studies Grade Level: 4th </p><p>Nine Weeks: Unit: Chapter 1 Concepts/Content Desired Outcomes  Regions  Be able to define key vocabulary terms.  Landforms  Explain how each region’s resource shaped the  Climate industries that grew there.  Regional Resources  Explain differences between renewable and nonrenewable resources.  Weather  Describe resources of their own region.  Humidity  Define the purpose of an inset map.  Equator  Interpret information on an inset map.  Elevation  Explain the difference between weather and climate.  Raw materials  Describe the climate of each region in the United Natural Resource  States.  Renewable Resource  Describe the 3 main factors that affect the climate of  Nonrenewable Resource an area.  Human Resource  Describe the major climates around the world.  Inset Maps  Identify the 5 major regions of the United States.  Describe the major landforms of each region in the United States.  Explain the difference between regional and state boundaries.</p><p>Class Title: Social Studies Grade Level: 4th</p><p>Nine Weeks: Unit: Chapter 2 </p><p>Concepts/Content Desired Outcomes  Use key vocabulary appropriately  Explorers  Explain why explorers and settlers came to North America  Settlers  Describe the growth of the US from 1783-1853  Constitution  Name the three levels of government  Describe the three branches and level’s responsibilities of government  Three Branches of  Use a time zone map to calculate times at specific locations Government  Know the rights and responsibilities of US citizen  Time Zones in the USA  US citizens responsibilities  Three levels of Government</p><p>Concepts/Content Desired Outcomes Nine Weeks: Unit: Chapter 3 Concepts/Content Desired Outcomes  First Americans  Explain what might have drawn the first  Westward Movement Americans to North America.  Goods and services traded by  Explain why Americans decided to move barter westward in the 1800’s.  Profit  Describe how goods and services were  Supply and demand traded by barter.  Globalization  Explain how business makes a profit.  Economically Interdependence  Explain the difference between supply and  National and World Trade demand.  Describe what globalization is and why countries of the world depend on each other.  Explain what it means for regions to be </p><p> economically interdependent.  Describe how fast transportation and communication have made national and world trade possible.</p><p>Class Title: Social Studies Grade Level: 4th</p><p>Nine Weeks: Unit: Chapter 4 Concepts/Content Desired Outcomes  Glacier  Identify the two Great Lakes between  Hydropower which Niagara Falls is located.  Lighthouse  Identify the main mountain ranges in the  Vineyard northeastern part of the Appalachian  Hydroelectricity Mountains.  States and capitals of the Northeast  Identify the key steps in the production of maple syrup.  Explain why grapes grow well in certain areas of the Northeast.  Identify the largest of the Finger Lakes.  Explain why water is essential to the production and growth of cranberries.  Explain how pollution from factories gets into Chesapeake Bay.  Explain how Chesapeake Bay is important to the Northeast.  Know the states and capitals of the Northeast.</p><p>Class Title: Social Studies Grade Level: 4th</p><p>Nine Weeks: Unit: Chapter 5</p><p>Concepts/Content Desired Outcome  Iroquois Confederacy  Describe what goods the Europeans and the Native  European immigrants Americans traded.  Vertical timeline  Explain why the Iroquois Confederacy was established.  Women’s rights reformers  Identify the city in the Northeast where most Abolitionist  European immigrants came to the United States.  Analyze a vertical time line to acquire information.  Identify important women’s rights reformers.  Explain why northeastern cities developed where they did.</p><p>Class Title: Social Studies Grade Level: 4th</p><p>Nine Weeks: Unit: Chapter 6</p><p>Concepts/Content Desired Outcomes  Endangered species  Identify and describe major landforms of  Barrier Islands the Southeast.  Hurricane  Explain how barrier islands are formed.  Fossil Fuel  Explain how to use an elevation map.  Wetlands  Describe the climate of the Southeast.  Elevation  Identify ways in which resources the  Locate the states and capitals of Southeast are used. the Southeast region  Explain how coal is an important resource in the Southeast.  Know your vocabulary words.</p><p>Class Title: Social Studies</p><p>Grade level: 4th</p><p>Nine Weeks: Unit: Chapter 7</p><p>Concepts/Content Desired Outcomes  Trail of Tears  Describe how the Cherokee lived before Europeans came  Consensus to the North America and how their culture changed after. Identify the Trail of Tears and describe its impact on the  Plantation  Cherokee.  Union  Identify important explorers of the Southeast and the areas  Civil Rights they explored and early leaders and their contributions to  Gold Rush the USA.  Segregation  Evaluate the impact of agriculture in the Southeast.  Civil War  Identify 2 causes of the Civil War  Confederacy  Explain the effects Civil War on the Southeast and how it changed during Reconstruction.  Pioneers  Analyze the civil right movement.  Backwoodsman  Describe the first gold rush in the USA.  Reconstruction  Secede</p><p>Class Title: Social Studies Grade Level: 4th</p><p>Nine Weeks: Unit: Chapter 8 Concepts/Content Desired Outcomes  Badlands  Explain how the Great Lakes were  Crop rotation formed.  Erosion  Define related vocabulary words.  Waterway  Explain the advantages of shipping by  Prairie land.  Irrigation  Explain why the Midwest is an important  Great Lakes agricultural region.  Barges/Shipping  Describe how the Great Lakes are  Locate the states and capitals of the connected to the Atlantic Ocean. Midwest  Describe the landscape and climate of the Badlands.</p><p> Explain why some farmers irrigate their crops.  Identify the rainfall in the Midwest and explain how it affects the growth of crops and the different crops grown on the Central Plains and the Great Plains.</p><p>Class Title: Social Studies</p><p>Grade Level: 4th</p><p>Nine Weeks: Unit: Chapter 9 Concepts/Content Desired Outcomes  Ojibwa culture  Describe early Ojibwa culture and how it  The French in the Midwest has changed.  Dust Bowl  Define related vocabulary words.  Lewis and Clark  Describe why the French came to the  Trading post Midwest in the 1600’s.  Fur trade  Identify the importance of trade and its  Drought impact on America and the roles of the first  Interstate highway system traders.  Explain the difficulties settlers faced in farming the land and their ultimate success.  Describe the Dust Bowl.  Identify the goals of the Lewis and Clark expedition.  Identify the different means of shipping.</p><p>Class Title: Social Studies Grade Level: 4th</p><p>Nine Weeks: Unit: Chapter 10 Concepts/Content Desired Outcomes  Climate  Know key vocabulary  Grand Canyon  Identify a nonrenewable natural resource in  Pueblo the Southwest  Adobe  Describe how technology has affected the  Desserts southwest in the US.</p><p> Savanna  Describe different climates found in the  Oil and technology Southwest.  States and capitals of the  Describe how the Grand Canyon was caved Southwest out by erosion by the Colorado River.  Explain that the Grand Canyon is a magnificent landform that provides beauty and adventure.  Describe how erosion still continues to shape the Grand Canyon.</p><p>Class Title: Social Stuides Grade Level: 4th</p><p>Nine Weeks: Unit: Chapter 11 Concepts/Content Desired Outcomes  Navajo  Describe the early culture of the Navajo people.  The Long Walk  Describe the Long Walk.  Navajo Council  Explain how the Navajo Council governs the Navajo Nation.  Navajo Nation  Describe the influence of the Spanish on the Southwest.  Missionary  Describe the effects the missionaries had on some Native  Cowboys & Cowgirls Americans. Explain how cattle helped to raise the economy of the  Chisholm Trail  Southwest.  Ranches  Describe the roles of cowboys and cowgirls in the  Drivers Southwest.  Annie Oakley  Explain the role the Chisholm Trail had on the cattle trade.  Calamity Jane  Homestead</p><p>Class Title: Social Studies Grade Level: 4th</p><p>Nine Weeks: Unit: Chapter 12</p><p>Concepts/Content Desired Outcomes  West Region  Identify key vocabulary.  Rocky Mountains  Name the states and capitals of the West region.  Geyser  Compare and contrast mountain ranges in the Midwest</p><p> Volcano  Compare geysers and volcanoes.  Lava  Identify the largest mountain ranges of the West.  Magma  Identify the climates in the west region.  Continental Divide  Identify some of the resources of the West.  Yellowstone National Park  Identify where agricultural products are grown in the West.  Climates of the West  Explain how people benefit from the resources of the West.  Tundra  Death Valley  Great Basin  Resources of the West  Agriculture of the West  Greenhouse  Livestock</p>