Grade 4 SS

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
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Curriculum Brochures
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YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Four Social Studies
Scope and Sequence


Students will be actively involved in learning experiences focused on:
  • U.S. Government
  • Immigration
  • Geography / Map Skills
  • Current Events/Weekly Reader

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT

SUBJECT AREA: SOCIAL STUDIES GRADE: 4 

Content Standards
Performance Indicators

Instructional Practice

Assessment Tools

Reporting Tools

A. Applications of Social Studies Processes, Knowledge and Skills: Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.
A.1. Researching and Developing Positions on Current Social Studies Issues

Students identify and answer research questions related to social studies, by locating and selecting information and presenting findings.
a. Identify research questions related to social studies - seeking multiple perspectives from varied sources.


Formulate questions about current events based on various media resources and different perspectives.


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b. Identify key words and concepts related to research questions, making adjustments when necessary.


Utilize Weekly Reader magazines and other resources to analyze, discuss and report on current events.


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c. Locate and access information by using text features.


Utilize Weekly Reader magazines and other resources to analyze, discuss and report on current events.


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d. Collect, evaluate and organize for a specific purpose.


Utilize Weekly Reader magazines and other resources to analyze, discuss and report on current events. 

List/record information in DARE folders from related lessons.
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e. Communicate findings using a variety of print and non-print media.


Utilize non-print resources to analyze, discuss and report on current events.


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f. Describe plagiarism and demonstrate appropriate citation.


 


 


 


 


g. Distinguish between facts and opinions or interpretations in sources.


Utilize Weekly Reader magazines and other resources distinguish between facts and opinions in current events.


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A.2. Making Decisions Using Social Studies Knowledge and Skills

Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.
a. Contribute equitably to collaborative discussions, examine alternative ideas, and work cooperatively to share ideas, and individually and collaboratively develop a decision or plan.


Create skits and role play appropriate RefusalSkills taught in DARE.
 

Discuss classroom concerns throughout the school year in daily Morning Meetings. Brainstorm solutions to problems when relevant.

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b. Make a real or simulated decision related to the classroom, school, community, or civic organization by applying appropriate and relevant social studies knowledge and skills, including research skills and other relevant information.


 


 


 


A.3. Taking Action Using Social Studies Knowledge and Skills

Students select, plan, and participate in a civic action or service-learning project based on a classroom, school or local community asset or need, and describe evidence of the project's effectiveness and civic contribution
 


Plan, develop, research, and share information that connects us with the community and provides a civic contribution through a Service Learning Project.
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B. Civics & Government: Students will draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.
B.1. Knowledge, Concepts, Themes and Patterns of Civics/Government

Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States.

a. Explain that the study of government includes how governments are organized and how citizens participate.

Identify different forms of government and the role of citizen participation in each.
 


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b. Explain and provide examples of democratic ideals and constitutional principles to include the rule of law, legitimate power, and common good.


Role play during King George Day.

 

Compare democratic ideals to other forms of government.


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c. Explain and give examples of governmental structures including the legislative, executive and judicial branches and the local, State, and national levels of government.


Summarize the key points of the Constitutionafter reading and discussing non-fiction materials such as The Constitution and Youbooks.

 

Create poster or tri-fold describing the three branches of the U.S. government.
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d. Explain how leaders are elected and how laws are made and implemented.


Summarize main ideas after reading, viewing, and discussing various videos including: This is Your Government, Bill of Rights, andSchool House Rock.


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e. Explain that the structures and processes of government are described in documents, including the Constitutions of Maine and the United States.


Review and discuss the Bill of Rights and theFirst Amendment of the U.S. Constitution.


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B.2. Rights, Duties, Responsibilities, and Citizen Participation in Government

Students understand the basic rights, duties, responsibilities, and roles of citizens in a democracy.

a. Identify the rights, duties, and responsibilities of citizens within the class, school or community.


Recognize individual rights after viewingAmerica Rocks and Equal Rights for Allvideos. 
Read and discuss Bill of Rights materials. 

Design classroom rules/constitution usingResponsive Classroom philosophy.
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b. Identify and describe the United States Constitution and Bill of Rights as documents that establish government and protect the rights of the individual United States citizen.


Recognize individual rights after viewingAmerica Rocks and Equal Rights for Allvideos. 

Read and discuss Bill of Rights materials and relate to our own life experiences. 

Illustrate and compose explanations for the five freedoms of the First Amendment using Power Point® or other visual representation.
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c. Provide examples of how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.
Review and discuss community issues using a variety of resources including: newspapers, Kid Cabinet issues, and/or Weekly Readers.
 

Discuss how these issues influence us and how we can become involved citizens.

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B.3. Individual, Cultural, International & Global Connections in Civics and Government

Students understand civic aspects of unity and diversity in the daily life of various cultures in the United States and the world, including Maine Native Americans.
a. Identify examples of unity and diversity in the United States that relate to how laws protect individuals or groups to support the common good.


Review and discuss how the First Amendment protects individuals and groups.

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b. Describe civic beliefs and activities in the daily life of diverse cultures, including Maine Native Americans and various cultures in the United States and the world.


Read and answer a variety of questions focusing on world events.


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C. Economics: Students draw on concepts and processes from economics to understand issues of personal finance and issues of production, distribution, and consumption in the community, Maine, the United States and the world.
C.1. Economic Knowledge, Concepts, Themes, and Patterns

Students understand personal economics and the basis of economies of the community, Maine, the United States and various regions of the world
a. Explain that economics includes the study of scarcity which leads to economic choices about what goods and services will be produced, how they will be distributed, and for whom they will be produced.
 


 


 


 


b. Explain how entrepreneurs and other producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.
 


 


 


 


c. Describe situations in which personal choices are related to the use of financial resources and financial institutions including the use of money, consumption, savings, investment, and banking.


Complete math lessons related to adding and subtracting of decimals in a checkbook format.
 

Discuss implications of balances while doing this work.


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C.2. Individual, Cultural, International & Global Connections in Economics

Students understand economic aspects of unity and diversity in the community, Maine, and regions of the United States and the world including Maine Native American communities.
a. Describe economic similarities and differences within the community, Maine, and the United States.


 


 


 


 


b. Identify economic processes, economic institutions, and economic influences related to Maine Native Americans and various cultures in the United States and the world.
 


 


 


D. Geography: Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.
D.1. Geographic Knowledge, Concepts, Themes, and Patterns

Students understand the geography of the community, Maine, the United States, and various regions of the world.
a. Explain that geography includes the study of earth's physical features including climate and the distribution of plant, animal, and human life.


 


 


 


 


b. Create visual representations of the world, showing a basic understanding of the geographic grid, including the equator and prime meridian.


Complete activities involving map skills through Everyday Math--latitude and longitude, World Tour.

Construct, identify, and label continents, oceans, equator, and prime meridian on globes made of paper mache.
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c. Identify the earth's major geographic features such as continents, oceans, major mountains, and rivers using a variety of geographic tools.


Construct, identify, and label continents, oceans, equator, and prime meridian on globes made of paper mache


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d. Explain examples of changes in the earth's physical features and the impact on communities and regions.


 


 


 


D.2. Individual, Cultural, International, and Global Connections in Geography

Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.
a. Identify examples of how geographic features unify communities and regions as well as support diversity.


Participate in discussions about the ways geography played a role in how, when, and where immigrants settled in the United States.  

Utilize immigration simulation and written journals to support and communicate findings.
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b. Describe impacts of geographic features on the daily life of various cultures, including Maine Native Americans and other cultures in the United States and the world.
 


 


 


E. History: Students will draw on concepts and processes from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.
E.1. Historical Knowledge, Concepts, Themes, and Patterns

Students understand various major eras in the history of the community, Maine, and the United States.


a. Explain that history includes the study of past human experience based on available evidence from a variety of sources.


Understand the story of our country from how it was born to how it has grown and changed throughout time based on reading, discussions, guest speakers, websites, etc...


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b. Identify various major historical eras, major enduring themes, turning points, events, consequences, persons, and timeframes, in the history of the community, Maine, and the United States.
 


 


 


 


c. Trace and explain how the history of democratic principles is preserved in historic symbols, monuments and traditions important in the community, Maine, and the United States.


Explore the symbolism and meaning of democratic principles and how they apply to the Statue of Liberty, Pledge of Allegiance, 4th of July, and other American traditions.


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E.2. Individual, Cultural, International, and Global Connections in History

Students understand historical aspects of unity and diversity in the community, Maine, and the United States, including Maine Native American communities.
a. Describe examples in the history of the United States of diverse and shared values and traditions.






 


 


 


b. Describe various cultural traditions and contributions of Maine Native Americans and various historical and recent immigrant groups in the community, Maine, and the United States.


Recognize that immigrants have brought a variety of culture and traditions to the United States.


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469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.