State Assessed items are printed in GREEN. 

4th Grade Social Studies

Geography

Geography enables the student to see, understand, and appreciate the web of relationships between people, places, and environments.  The student will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

⎯Locate major countries of the world on a map or globe involved with early American development (4-SS[HB/ALL]A/B)

⎯Locate places on a map using cardinal and intermediate directions, latitude and longitude, and time zones (4-SS[HB/ALL]M/B)

⎯Locate the routes of early explorers of North America on a map (4-SS[HB/2]M/B)

Recognize the interaction between human and physical systems around the world.

⎯Explain how physical and human characteristics of places and regions within the state and the United States developed (4-SS[HB/ALL]D/IT)

⎯Explain how the major river systems affected the development of early settlements (4-SS[HB/2,3]D/IT)

Understand how to identify and locate major physical and political features on globes and maps.

⎯Explain how physical processes shape the United States' features and patterns (4-SS[HB/ALL]D/IT)

⎯Understand the differences in early population characteristics of the state and of the United States such as density, distribution, and growth rates (4-SS[HB/ALL]D/IT)

⎯Describe how geography affected the development of transportation and communication networks (4-SS[HB/ALL]D/IT)

⎯Explain the influences of physical and human features on historical events (4-SS[HB/1]ALL/IT)

Understand the geographic factors that determined the locations of and patterns of settlements in Tennessee.

⎯Explain how the patterns and processes of migration affect the development of Tennessee. (4-SS[Not Covered in Text book]D/IT)

⎯Explain how environmental issues such as water supply, air quality, and solid waste affected humans when settling Tennessee (4-SS[Not Covered in Textbook]D/IT)

Culture

Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition.  The students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

Understand the diversity of human cultures

⎯describe cultures of Native American tribes (4-SS[HB/1]D/B)

⎯explain how European settlers created a new culture (4-SS[HB/3]D/B)

Discuss cultures and human patterns of places and regions of the world

⎯explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns (4-SS[HB/ALL]D/B)

⎯compare how people from different cultures think about and handle their physical environments and social conditions (4-SS[HB/1]M/B)

Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations

⎯show different cultural regions on a map identifying such things as religion, language, and ethnicity (4-SS[HB/1]I/B)

⎯identify the reasons for the establishment of Spanish missions in early American history (4-SS[HB/1]I/B)

Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee

⎯identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee (4-SS[Not Covered in Textbook]I/B)

⎯identify customs, celebrations, and traditions of various cultural groups in early Tennessee (4-SS[Not Covered in Textbook]I/B)

⎯summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee (4-SS[Not Covered in Textbook]I/B)

Economics

Globalization of the economy, the explosion of population growth, technological changes and international competition compels the student to understand both personally and globally, production, distribution, and consumption of goods and services.  The student will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

Describe the potential costs and benefits of personal economic choices in a market economy

⎯identify the economic motivations for European exploration and colonization (4-SS[HB/3,4]D/B)

⎯describe how Native Americans in Tennessee and the Western Hemisphere met their basic economic needs (4-SS[HB/1]D/B)

⎯analyze how people in different parts of the United States earned a living in the past and do so in the present (4-SS[HB/ALL]I/B)

Give examples of the interaction of groups, businesses, and governments in a market economy

⎯explain the economic patterns of various early Native American groups in Tennessee and the Western Hemisphere (4-SS[HB/1]D/B)

⎯identify major industries of colonial America (4-SS[HB/3]I/B)

⎯explain the economic patterns of early European colonial governments and their relationships with foreign governments (4-SS[HB/3]I/B)

Understand fundamental economic concepts

⎯explain and demonstrate the role of money in daily life (4-SS[HB/ALL]D/IT)

⎯describe the relationship of price to supply and demand and how it affected early American history (4-SS[HB/1,2,3,4]I/B)

⎯use economic concepts such as supply, demand, and price to help explain events (4-SS[HB/1,2,3,4]I/B)

Understand the development of economics within Tennessee and early America

⎯identify the economic motivations for European exploration and settlement in Tennessee and the Western Hemisphere (4-SS[Not Covered in Textbook]I/B)

⎯examine the location, distribution, and patterns of economic activities and settlement in Tennessee Geography (4-SS[Not Covered in Textbook I/B)

⎯evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in Tennessee and various regions (4-SS[Not Covered in Textbook I/B)

⎯analyze the impact of European exploration and colonization on the economy of Tennessee (4-SS[Not Covered in Textbook]A/B)

⎯interpret a chart of major agricultural produce in Tennessee (i.e., cotton, tobacco, soy beans, rice, corn, cattle, wheat, swine, and sheep) (4-SS[Not Covered in Textbook]A/B)

⎯recognize the difference between a barter system and a money system (4-SS[HB/1]A/B)

⎯identify major industries of colonial America using a map of the original thirteen colonies (4-SS[HB/3]A/B)

⎯recognize the concept of supply and demand (4-SS[HB/1]A/B)

⎯read and interpret a passage about a political or economic issue which individuals may respond to with contrasting views (i.e., state taxes, federal taxes, slavery, and Bill of Rights) (4-SS[HB/7,8]A/B)

Governance and Civics

Governance establishes structures of power and authority in order to provide order and stability.  Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

Discuss the structure and purposes of governance

⎯explain how Native Americans governed their communities (4-SS[HB/1]D/B)

⎯give examples of how government did or did not provide for needs and wants of people, establish order and security, and manage conflict (4-SS[HB/5]I/B)

⎯compare the systems of government of early European colonists (4-SS[HB/3,4]I/B)

Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice

⎯identify examples of representative government in the American colonies, including the Mayflower Compact, Iroquois League, and the Virginia House of Burgesses (4-SS[HB/3,4]I/B)

⎯identify the purposes and explain the importance of the creation of Tennessee’s colonial government, and the Tennessee Constitution (4-SS[Not Covered in Textbook]I/B)

⎯explain the purposes of the United States Constitution as identified in the Preamble  (4-SS[HB/5]D/IT)

⎯explain the system of checks and balances (4-SS[HB/5]I/B)

⎯identify and explain the basic functions of the three branches of state government (4-SS[HB/5]I/B)

Understand the rights, responsibilities, and privileges of citizens living in a democratic republic

⎯identify the purposes and explain the importance of the Declaration of Independence (4-SS[HB/4]I/B)

⎯identify examples of rights and responsibilities of citizens (4-SS[HB/4]I/B)

⎯explain action citizens take to influence public policy decisions (4-SS[HB/4,5]I/B)

Recognize the qualities of a contributing citizen in our participatory democracy

⎯identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic (4-SS[HB/4]I/B)

⎯explain the role of the individual in state and local elections (4-SS[HB/5]I/B)

⎯sing or recite “The Star Spangled Banner” and explain its history (4-SS[HB/6]M/B)

⎯recognize how groups work cooperatively to accomplish goals and encourage change (i.e., American Revolution, founding of Tennessee, the failure of the Articles of Confederation, and colonies) (4-SS[HB/4]A/B) (note:  the founding of Tennessee is NOT covered in the textbook_)

⎯examine how the Mayflower Compact is a symbol of the first United States government (4-SS[HB/3]A/B)

⎯examine the events that contributed to the outbreak of the American Revolution (i.e., taxation, judicial process, lack of representations, and quartering of troops) (4-SS[HB/4]A/B)

⎯using a chart showing checks and balances, explain how one branch of government can limit the power of others (4-SS[HB/5,7,8]A/B)

⎯identify the 3 branches of federal and state governments (4-SS[HB/5]A/B)

⎯identify the rights outlined by the Bill of Rights (i.e., Amendments 1, 5, 6, and 8) (4-SS[HB/5]A/B)

⎯determine how various groups resolve conflict (i.e., school, tribal councils, and courts) (4-SS[HB/5]A/B)

Individuals, Groups and Interactions

Personal development and identity are shaped by factors including culture, groups, and institutions.  Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

Recognize the impact of individual and group decisions

⎯analyze a particular event to identify reasons individuals might respond to it in different ways (4-SS[HB/ALL]I/B)

⎯work independently and cooperatively to accomplish goals (4-SS[HB/ALL]M/B)

⎯identify leadership qualities of leaders of the past (4-SS[HB/ALL]M/B)

Understand how groups can impact change at the local, state, and national level

⎯explain group and institutional influences such as religious beliefs, laws, and peer pressure on people, events, and elements of culture (4-SS[HB/ALL]I/B)

⎯identify and describe examples of tension between a group’s belief system and the government’s policies and laws (4-SS[HB/5]I/B)

History

History involves people, events, and issues.  The student will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources.  He/she will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

United States Period 1

Era 1- Three Worlds Meet (Beginnings to 1620)

Identify the ancient civilizations of the Americas

⎯explain the cultures of the Western Hemisphere’s native people prior to European contact (4-SS[HB/1]I/D/B)

⎯identify the ancient civilizations of the Americas at the time of European arrival (4-SS[HB/]I/D/B)

Understand the place of historical events in the context of past, present, and future

⎯demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships (4-SS[HB/ALL]I/D/B)

⎯realize that geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas (4-SS[HB/2,3]I/D/B)

⎯describe the immediate and long-term impact of Columbus’ voyages on native populations and on colonization in the Americas (4-SS[HB/2]I/D/B)

⎯list the characteristics of the Spanish and Portuguese exploration and settlement of the Americas (4-SS[HB/2]I/D/B)

Recognize major events, people, and patterns in Tennessee

⎯identify Native American groups in Tennessee and the Western Hemisphere before European explorations (4-SS[HB/1]I/D/B)

⎯summarize reasons for European exploration and settlement of Tennessee and the Western Hemisphere (4-SS[HB/3]I/D/B)

⎯identify accomplishments of significant explorers and explain their impact on the settlement of Tennessee (4-SS[HB/2]I/D/B)

⎯identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, and Mississippi Mound Builders) (4-SS[HB/1]A/B)

⎯examine how Native American culture changed as a result of contact with European cultures (i.e., decreased population, spread of disease, increased conflict, loss of territory, and increase of trade.) (4-SS[HB/1]A/B)

⎯identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw) (4-SS[Not Covered in Textbook]A/B)

⎯identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, and Chickasaw) (4-SS[HB/ Not Covered in Textbook]A/B)

Era 2-Colonization and Settlement (1585-1763)

Recognize the role that desire for freedom played in the settlement of the New World

⎯discuss the search for religious, economic, and individual freedom in the settlement of the colonies (4-SS[HB/3]D/M)

⎯describe the lives of free and indentured immigrants who came from Europe to North America and the Caribbean (4-SS[HB/7,8]D/M)

Understand the place of historical events in the context of past, present, and future

⎯compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past (4-SS[HB/ALL]I/D/M)

⎯detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia (4-SS[HB/3]I/D/M)

⎯explain the importance of the Mayflower Compact (4-SS[HB/3]I/D/M)

⎯understand the role of religion in the English colonies such as the evolution of religious freedom and the treatment of religious dissenters (4-SS[HB/3]I/D/M)

⎯explain when, where, and why groups of people colonized and settled in the United States (4-SS[HB/3]I/D/M)

⎯explain the political, economic, and social impact of the slave trade in the Americas (4-SS[HB/7]I/D/M)

⎯read and interpret facts from a historical passage about an early American-Spanish mission (4-SS[HB/]A/B)

⎯determine the reasons for colonial settlement (i.e., religious, economic, and individual freedom) (4-SS[HB/3]A/B)

⎯identify cultural groups who inhabited North America in the 17th century (i.e., Puritans, Quakers, Spanish, and French) (4-SS[HB/7]A/B)

⎯interpret a timeline that depicts slave and indentured servants coming from Europe to life in North America (4-SS[HB/]A/B)

Identify major events, people, and patterns in Tennessee

⎯conduct a thorough study of the differing regions of Tennessee and their history (4-SS[Not Covered in Textbook ]D/M)

⎯describe the effects of political, economic, and social changes on Native Americans in Tennessee (4-SS[Not Covered in Textbook ]D/M)

⎯identify characteristics of early colonial governments in Tennessee (4-SS[Not covered in Textbook/D/B)

United States Period 2

Era 3-Revolution and the New Nation (1754-1820)

Identify the causes and results of the American Revolution

⎯explain the events that contributed to the outbreak of the American Revolution (4-SS[HB/4]D/M)

⎯study the Declaration of Independence, its major ideas, and its sources (4-SS[HB/4]D/M)

⎯describe the earliest armed conflict of the Revolutionary War (4-SS[HB/4]D/M)

⎯summarize the results of the American Revolution, including the establishment of the United States (4-SS[HB/4]I/M)

Understand the place of historical events in the context of past, present, and future

⎯demonstrate an understanding that people in different times and places view the world differently (4-SS[HB/]D/M)

⎯explain the major political issues of the thirteen colonies after their independence that led to the creation of the Articles of Confederation (4-SS[HB/5]D/M)

⎯summarize the events that led to the creation of the United States Constitution (4-SS[HB/5]D/M)

⎯determine why the United States Constitution was necessary (i.e., no single currency, no judicial branch, no enforcement of laws, and small and large states having unequal representation) (4-SS[HB/5]A/M)

Recognize major events, people, and patterns in Tennessee

⎯focus on the creation of the state of Franklin and subsequent creation of the state of Tennessee (4-SS[Not Covered in Book]D/M)

⎯identify the accomplishments of notable Tennessee individuals such as William Blount and John Sevier (4-SS[Not Covered in the Text Book]/D/M)

Era 4-Expansion and Reform (1801-1861)

Recognize American territorial expansions and its effects on relations with European powers and Native Americans

⎯give examples of maps, timelines, and charts that show western expansion. (4-SS[HB/6]D/E)

⎯identify the factors that led to territorial expansion and its effects (4-SS[HB/6]D/E)

⎯identify the contributions of early pioneers such as Daniel Boone to the development of colonial America (4-SS[HB/6]I/E)

Understand sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization

⎯identify changes in society resulting from the Industrial Revolution (4-SS[HB/]D/E)

⎯explain how societal changes led to conflict among sections of the United States (4-SS[HB/]D/E)

⎯explain the Louisiana Purchase (4-SS[HB/6]D/E)

⎯recognize the significance of the Lewis and Clark expedition (4-SS[HB/6]D/E)

⎯recognize the significance of the War of 1812 (4-SS[HB/]D/E)

⎯understand the impact of territorial expansion on Native American tribes (4-SS[HB/1]D/IT)

⎯analyze how the Louisiana Purchase influenced the growth of the United States (i.e., increased size, encouraged expansion, and increased natural resources) (4-SS[HB/6]A/B)

⎯determine the influence Lewis and Clark's expedition had on westward expansion (4-SS[HB/6]A/B)

⎯read and interpret a passage about the Trail of Tears (4-SS[HB/6]A/B)

⎯interpret a timeline that depicts major historical pre-Civil War events (4-SS[HB/7]A/B)

⎯determine how the issue of slavery caused political and economic tensions between government policy and people's beliefs (i.e., abolitionists, plantation owners, state's rights, and central government) (4-SS[HB/7]A/B)

Identify major events, people, and patterns in Tennessee

⎯identify the impact of railroads on life in Tennessee including changes to cities and major industries (4-SS[Not Covered in Textbook]/D/E)

⎯identify the impact of various issues and events on life in Tennessee such as urbanization (4-SS[Not Covered in Textbook]D/E)

⎯identify the accomplishments of notable Tennessee individuals such as Sam Houston, Andrew Jackson, and James Polk (4-SS[Not Covered in Textbook]D/E)

Social Studies Process Standards

⎯detect cause and effect relationships to acquire information (4-SS[HB/ALL]I/IT)

⎯distinguish between fact and opinion to recognize propaganda to acquire information (4-SS[HB/ALL]I/IT)

⎯identify relevant factual material to problem solve and analyze data (4-SS[HB/ALL]I/IT)

⎯classify information by source, chronology, and importance to problem solve and analyze data (4-SS[HB/ALL]I/IT)

⎯critically examine data from a variety of sources to problem solve and analyze data (4-SS[HB/ALL]I/IT)

⎯detect bias in data presented in a variety of forms to problem solve and analyze data (4-SS[HB/ALL]I/IT)

⎯note cause/effect relationship and draw inferences from a variety of data to problem solve and analyze data (4-SS[HB/ALL]I/IT)

⎯read critically a variety of materials including textbooks, historical documents, newspapers, magazines, and other reference sources for historical awareness (4-SS[HB/ALL]I/IT)

⎯use maps, graphs, globes, media, and technology sources to acquire information (4-SS[HB/ALL]D/IT)

⎯discover resources available from museums, historical sites, presidential libraries, and local and state preservation societies to acquire information (4-SS[HB/ALL]D/IT)

⎯construct and analyze timelines for historical awareness (4-SS[HB/ALL]D/IT)

⎯utilize community resources such as field trips, guest speakers, and museums for historical awareness (4-SS[HB/ALL]D/IT)

⎯incorporate the use of technological resources for historical awareness (4-SS[HB/ALL]D/IT)

⎯utilize primary and secondary source material such as biographies and autobiographies; novels; speeches and letters; and poetry, songs, and artwork for historical awareness (4-SS[HB/ALL]D/IT)