Bedford County Department of Education - Fourth Grade Curriculum Science Resources

Fourth Grade Curriculum Social Studies Resources

Submit a resource by emailing Mary S. Pitner.

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Culture

At Level 1, the student is able to

4.1.spi.1 identify pre-Colonial Native American groups (i.e., Cherokee, Creek, Chickasaw, Aztec, Mayans, Olmec, Mississippi Mound Builders).

Resources: Native American Cultures from Harcourt School Publishers, Unit 1--The Ancient Americas, http://www.harcourtschool.com/menus/auto/19/22.html; Inspiration Template for 4.1.spi.1, http://www.bedfordk12tn.com/insp/PreColonialNativeAmericanGroups41spi1.ist ; The People...Native Americans from The Library of Congress, http://memory.loc.gov/learn/community/cc_nativeamerican.php; The Teacher's Guide to Native Americans, http://www.theteachersguide.com/nativeamericans.html; Ancient Maya Life, http://mayas.mrdonn.org/dailylife.html ; MrDonn's Aztecs, http://k12west.mrdonn.org/aztecs.html; MrDonn's Native Americans Daily Life in Early Time, http://nativeamericans.mrdonn.org/dailylife.html; MrDonn's Native Americans/First People, http://www.mrdonn.org/nativeamericans.html#religion

4.1.spi.2 identify cultural groups who inhabited North America in the 17^th century (i.e., Puritans, Quakers, Spanish, French).

Resources: Salem Witch Trials, http://school.discoveryeducation.com/schooladventures/salemwitchtrials/; Mayflower History, http://www.mayflowerhistory.com/; MrDonn's Colonial Times, http://americanhistory.mrdonn.org/colonial.html

At Level 2, the student is able to

4.1.spi.3 determine how various groups resolve conflict (i.e., school, tribal councils, courts).

Resources:

4.1.spi.4 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, increase of trade.)

Resources: BCDOE Inspiration Template, http://www.bedfordk12tn.com/insp/naculturechange41spi.ist; TN History for Kids-Part One Two Worlds, http://www.tnhistoryforkids.org/students/4_history_1; The People...Native Americans from The Library of Congress, http://memory.loc.gov/learn/community/cc_nativeamerican.php

4.1.spi.5 identify various racial and ethnic groups in Tennessee at the founding of statehood (i.e. Cherokee, Creek, Shawnee, English, Scottish, French, American born pioneers)

Resources: TN History for Kids-Part One Two Worlds, http://www.tnhistoryforkids.org/students/4_history_1

At Level 3, the student is able to

4.1.spi.6 read and interpret facts from a historical passage about an early American Spanish mission.

Resources: Harcourt Brace Social Studies Early United States Textbook, pages 198-200; California Missions Board Game, http://edweb.sdsu.edu/courses/edtec670/Cardboard/Board/C/Calmission/index.html

Economics

At Level 1, the student is able to

4.2.spi.1 recognize the concept of supply and demand.

Resources: BCDOE PowerPoint on Supply and Demand , http://www.bedfordk12tn.com/PPT/4ssSupplyDemand.zip; Supply and Demand Lesson Plan, http://www.col-ed.org/cur/sst/sst184.txt; Beanie Baby Prices Soar Lesson Plan, http://www.econedlink.org/lessons/index.cfm?lesson=EM13&page=teacher; Supply and Demand Lesson Plan, http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Social_Studies/Economics/ECO0011.html; Sneaker Supply and Demand, http://washpost.com/nielessonplans.nsf/0/9F52FEC2D8EDA1DB85256BBF004DEC33/$File/01-137Shoesb.pdf; Market Game in Oil, http://www.fraserinstitute.ca/teachercentre/pdf/Market_Game_Buyers_Sellers.pdf; Fill'er Up Lesson Plan, http://www.econedlink.org/lessons/index.cfm?lesson=EM394; Supply and Demand at the Gold Rush, http://www.econedlink.org/lessons/index.cfm?lesson=EM328&page=teacher

At Level 2, the student is able to

4.2.spi.2 interpret a chart of major agricultural produce in Tennessee. (i.e., cotton, tobacco, soy beans, rice, corn, cattle, wheat, swine, sheep).

Resources: BCDOE Lesson, http://www.bedfordk12tn.com/sslesson/4LPss42spi2.htm; Chart, http://www.agclassroom.org/kids/stats/tennessee.pdf; Cash Receipts from Agriculture and Forestry, http://www.state.tn.us/agriculture/agricult/; Facts, http://www.nass.usda.gov/tn/; World Almanac for Kids (scroll down to Principal Products), http://www.worldalmanacforkids.com/explore/states/tennessee.html#fw..te029600.a50; The Branding of America from The Library of Congress, http://memory.loc.gov/learn/features/branding/

4.2.spi.3 identify major industries of Colonial America using a map of the original 13 colonies.

Resources: BCDOE Lesson,, http://www.bedfordk12tn.com/sslesson/4LPss42spi3.htm; Characteristics of the 13 American Colonies, http://www.socialstudiesforkids.com/articles/ushistory/13colonies2.htm and http://www.socialstudiesforkids.com/articles/ushistory/13colonies2.htm; Tinker, Tailor, Farmer, Sailor Lesson, http://memory.loc.gov/learn/lessons/01/tinker/

4.2.spi.4 recognize the difference between a barter system and a money system.

Resources: Barter for Fish and Poi, http://www.econedlink.org/lessons/index.cfm?lesson=EM478&page=teacher; A Pet for Beans from "Jack and the Beanstalk", http://www.econedlink.org/lessons/index.cfm?lesson=EM289&page=teacher; No Funny Money, http://www.econedlink.org/lessons/index.cfm?lesson=EM460&page=teacher; Pennies Make Cents, http://www.econedlink.org/lessons/index.cfm?lesson=EM61&page=teacher; I have No Money, Would You Take Wampaum? http://www.econedlink.org/lessons/index.cfm?lesson=EM67&page=teacher; Currency, Money and the Barter System, http://www.epals.com/projects/currency/; Barter: Relevance and Relation to Money, http://www.ex.ac.uk/~RDavies/arian/barter.html

At Level 3, the student is able to

4.2.spi.5 analyze the impact of European exploration and colonization on the economy of Tennessee.

Resources:

Geography

At Level 1, the student is able to

4.3.spi.1 identify the routes the explorers of the Americas on a map (i.e., Columbus, Balboa, Pizarro, DeSoto).

Resources: The Age of Exploration Unit, http://www.coreknowledge.org/CKproto2/resrcs/lessons/3_97_AgeofExpl.pdf; An Adventure to the New World, http://score.rims.k12.ca.us/activity/newworld/; TN History for Kids --Part Two The Explorers, http://www.tnhistoryforkids.org/students/4_history_2; Exploration from The Library of Congress, http://memory.loc.gov/learn/community/cc_exploration.php

4.3.spi.2 identify and use key geographical features on maps (i.e., mountains, rivers, plains, valleys, forests).

Resources: What Do Maps Show? http://interactive2.usgs.gov/learningweb/teachers/mapsshow.htm; Label Maps Online Activity, http://www.iknowthat.com/com/L3?Area=LabelMaps (Teachers must register before students can play); PowerPoint Presentation, http://www.bedfordk12tn.com/PPT/maps.zip; Mapmaking with Lewis and Clark, http://www.pbs.org/lewisandclark/class/103.html; Label Maps, http://www.iknowthat.com/com/L3?Area=LabelMaps

At Level 2, the student is able to

4.3.spi.3 recognize the reasons settlements are founded on major river systems. (i.e., transportation, manmade boundaries, food and water sources).

Resources: Inspiration document (must have Inspiration on computer to download this document), http://www.bedfordk12tn.com/insp/riversettlements.isf; Copy of document only, http://www.bedfordk12tn.com/insp/riversettlements1.htm

4.3.spi.4 recognize river systems that impacted early American history (i.e., Mississippi, Mystic, Charles, Hudson).

Resources: Lesson plan on the importance of the Mississippi River, http://school.discovery.com/lessonplans/programs/mississippi/

4.3.spi.5 determine how physical processes shape the United States' features and patterns (i.e. erosion, volcanoes, plate tectonics, flooding).

Resources:

At Level 3, the student is able to

4.3.spi.6 use latitude and longitude to identify major North American cities on a map (i.e., Boston, Mexico City, Toronto, Charleston, Savannah, Washington DC, Philadelphia, Sante Fe, Los Angeles).

Resources: Activity, http://www.allaboutspace.com/usa/activity/latlong2/; Find Your Longitude Game, http://www.pbs.org/wgbh/nova/longitude/find.html; Latitude and Longitude Quiz, http://academic.brooklyn.cuny.edu/geology/leveson/core/linksa/longlatquiz1.html

4.3.spi.7 determine how density, distribution, and growth rate affected United States settlement patterns.

Resources:

4.3.spi.8 identify cause and effect relationships between population distribution and environmental issues (i.e., water supply, air quality, solid waste).

Resources: BCDOE Inspiration (must have Inspiration on computer to download this document), http://www.bedfordk12tn.com/insp/HighPopulationDistribution43spi8.isf

Governance and Civics

At Level 1, the student is able to

4.4.spi.1 identify the 3 branches of federal and state governments.

Resources: Ben's Guide to the Three Branches of Government, http://bensguide.gpo.gov/3-5/government/branches.html; The Three Branches of Government Worksheet, http://esd.iu5.org/LessonPlans/ConstitutionEL/constbrancheswks.htm; Lesson Plan, http://www.education-world.com/a_lesson/04/lp341-02.shtml; PowerPoint on Braches of Government from Hazlewood, MO, www.hazelwood.k12.mo.us/~cdavis01/map2000/4th/white01.ppt

At Level 2, the student is able to

4.4.spi.2 identify the rights outlined by the Bill of Rights (i.e., Amendments 1,5,6,8).

Resources: The First Amendment: What's Fair in a Free County? http://edsitement.neh.gov/view_lesson_plan.asp?id=339; Bill of Rights Booklet, http://www.northern.edu/soe/ilp/karlen.html; Bill of Rights Illustration Project, http://www.wisconsinacademy.org/fallforum/education/project.html

4.4.spi.3 examine how the Mayflower Compact is a symbol of the first United States government.

Resources: A New Start, http://www.mcps.k12.md.us/curriculum/socialstd/MSPAP/New_Start.html; Understanding Primary Sources: The Mayflower Compact, http://www.eduplace.com/ss/hmss/5/unit/act2.1.html; The Mayflower Compact Background Info and Activities, http://www.crf-usa.org/Foundation_docs/Foundation_lesson_mayflower.html; Lesson Plan on the Mayflower, the Pilgrims, and the Wampanoag, http://www.adprima.com/social14.htm

At Level 3, the student is able to

4.4.spi.4 using a chart showing checks and balances, explain how one branch of government can limit the power of others.

Resources: Balancing Three Branches of Government, http://edsitement.neh.gov/view_lesson_plan.asp?id=222; Lesson Plan, http://www.cyberlearning-world.com/lessons/oct6usg.htm

History

At Level 1, the student is able to

4.5.spi.1 identify Native American groups in Tennessee before European explorations (i.e., Cherokee, Creek, Chickasaw).

Resources: TN History for Kids, Part 1, http://www.tnhistoryforkids.org/students/4_front

4.5.spi.2 identify major Tennessee political leaders (i.e., Andrew Jackson, Sam Houston, James Polk, Sequoyia, David Crockett, Nancy Ward).

Resources: BCDOE Resource, Major Political Leaders of Tennessee, http://www.bedfordk12tn.com/sslesson/4ss45spi2b.htm; Use the Inspiration template "Historical Figure" to guide research. This template comes with the Inspiration software.

At Level 2, the student is able to

4.5.spi.3 interpret a time line that depicts major historical pre-Civil War events.

Resources: BCDOE Activity, http://www.bedfordk12tn.com/sslesson/4lp45spi3.htm

4.5.spi.4 determine the hardships faced by early Tennessee settlers in the late 1700's (i.e., security, isolated communities, lack of access to goods, natural geography).

Resources: TN History for Kids - Parts 2, 3, and 4, http://www.tnhistoryforkids.org/students/4_front

4.5.spi.5 determine the reasons for colonial settlement (i.e., religious, economic, individual freedom).

Resources: Mayflower History, http://www.mayflowerhistory.com/

4.5.spi.6 examine the events that contributed to the outbreak of the American Revolution (i.e. taxation, judicial process, lack of representations, quartering of troops).

Resources: BCDOE Inspiration Template (You must have Inspiration installed to download this file), http://www.bedfordk12tn.com/insp/AmRevcauses45spi6.ist; Causes of the American Revolution, http://www.historycentral.com/Revolt/causes.html; American Revolution, http://www.harlingen.isd.tenet.edu/coakhist/amrev.html; MrDonn's American Revolution, http://americanhistory.mrdonn.org/revolution.html

4.5.spi.7 determine why the United States Constitution was necessary (i.e., no single currency, no judicial branch, no enforcement of laws, small and large states having unequal representation).

Resources: BCDOE Inspiration Template (You must have Inspiration installed to download this file), http://www.bedfordk12tn.com/insp/usconstinec45spi7.ist

4.5.spi.8 interpret a time line that depicts slave and indentured servants coming from Europe to life in North America.

Resources: Indentured Servants' Experiences 1600 - 1700, http://www.crews.org/curriculum/ss/amrev.htm

4.5.spi.9 determine the influence Lewis and Clark's expedition had on westward expansion.

Resources: Journeys West Lesson, http://memory.loc.gov/learn/lessons/01/west/; Fill Up the Canvas Activity form The Library of Congress, http://memory.loc.gov/learn/features/lewisandclark/;

4.5.spi.10 recognize the accomplishments of John Sevier contributed to Tennessee history (i.e., State of Franklin's one and only governor, Tennessee's first governor, United States Congressman, soldier).

Resources: TN History for Kids Biography, http://www.tnhistoryforkids.org/people/john_sevier;

At Level 3, the student is able to

4.5.spi.11 interpret a visual contrasting life before and after the American Revolution (i.e., education, family size, transportation, politics).

Resources: The American Revolution: An Everyday Life Perspective, http://maass.nyu.edu/resources/r1/index.html; American Revolution Webquest, http://www.crews.org/curriculum/ss/amrev.htm; American Revolution, http://www.harlingen.isd.tenet.edu/coakhist/amrev.html

4.5.spi.12 read and interpret a passage about the Trail of Tears.

Resources: Harcourt Brace Social Studies Early United States Textbook, pages 441-443; TN History for Kids Trail of Tears, http://www.tnhistoryforkids.org/students/4_history_7; The Trail of Tears, http://ngeorgia.com/history/nghisttt.html

4.5.spi.13 analyze how the Louisiana Purchase influenced the growth of the United States (i.e., increased size, encouraged expansion, increased natural resources.)

Resources: BCDOE Resource Inspiration Template, http://www.bedfordk12tn.com/insp/lapurchase45spi13.ist; Journeys West Lesson, http://memory.loc.gov/learn/lessons/01/west/

Individuals, Groups, and Interactions

At Level 1, the student is able to

4.6.spi.1 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, colonies).

Resources:

At Level 2, the student is able to

4.6.spi.2 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, central government, Loyalists).

Resources: Jefferson County's Writing Across the Curriculum PowerPoint Resource and Activity for 4.6.spi.2, http://jc-schools.net/write/ppt/civilwar.htm; Voices from the Days of Slavery: Former Slaves Tell Their Stories, http://memory.loc.gov/ammem/collections/voices/

At Level 3, the student is able to

4.6.spi.3 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, Bill of Rights).

Resources: The Significance of The Bill of Rights, http://www.billofrights.com/index.html

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