fourth grade science - edl · spi_0407.1.1 compare basic structures of plant and ... plants and...

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FOURTH_GRADE_SCIENCE QUARTER 1-1st NINE WEEKS SCIENCE

The material below should be covered within this time frame; specific pacing should be determined in school ‐based PLCs and student assessments.

QUARTER 1 WEEKS 1-3

LIFE SCIENCE Grade 4: Standard 1-Cells (PLANTS AND ANIMALS)

Conceptual Strand 1: All living things are made of cells that perform functions necessary for life. Grade Level Expectations & Tennessee Academic Standards: GLE_0407.1.1 Recognize that cells are the building blocks of all living things. SPI_0407.1.1 Compare basic structures of plant and animal cells. Learning Targets: I can recognize that cells are the building blocks of all living things. I can use illustrations or direct observations to compare and contrast the basic structures of plant and animal cells. This means I know that a plant cell has chloroplast and a cell wall and animal cells do not. I can create and label a basic model of the cell that illustrates different cell structures and describes their functions. (Organelles: cell membrane, cell wall, chloroplast, cytoplasm, nucleus, chromosomes, vacuoles, and mitochondria) Inquiry Skills: observe, infer, communicate, classify, compare, draw conclusion, predict Academic Vocabulary: tissue, organ, organ system, cell Essential/Guiding Question: How are plant and animals cells organized to carry on the processes of life? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ Chapter 1 Lesson 1 pages 26-35 Websites Internet4Classrooms http://www.internet4classrooms.com/grade_level_help/life_science_plant_animal_cell_fourth_4th_grade_science.htm Cell Models http://www.internet4classrooms.com/grade_level_help/life_science_model_cell_fourth_4th_grade_science.htm “Menacing Microbes” experiment http://www.stemmom.org/2012/04/giant-menacing-microbes.html Kids Biology http://www.kidsbiology.com/biology_basics/cells_tissues_organs/cell_structure5.php Build Your Own Cell http://www.nationalstemcentre.org.uk/elibrary/resource/2190/build-your-own-cell DNA Fingerprint Activity http://stem-works.com/external/activity/178

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Cheek Cell Lab http://www.psd1.org/cms/lib4/WA01001055/Centricity/Domain/36/CheekCell.pdf Mastery: Students will be able to explain that cells are the building blocks of all living things.

Return to Scope & Sequence

QUARTER 1 WEEKS 4-5

LIFE SCIENCE Grade 4: Standard 2-Interdependence (ECOSYSTEMS) Conceptual Strand 2: All life is interdependent and interacts with the environment.

Grade Level Expectations & Tennessee Academic Standards: GLE_0407.2.1 Analyze the effects of changes in the environment on the stability of an ecosystem. SPI _0407.2.1 Recognize the impact of predation and competition on an ecosystem. Learning Targets: I can evaluate the impact of a predator/prey relationship in an ecosystem (e.g., competition, interdependency, increase/decrease of population, stability of ecosystem). I can analyze how an increase or decrease in competition or predation affects an ecosystem. Inquiry Skills: observe, infer, communicate, classify, put things in order, compare, draw conclusion Academic Vocabulary: habitat, competition, population, community, ecosystem, predator, prey Essential/Guiding Questions: How do living things interact with one another and with the non-living elements of their environment? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ Chapter 1 Lesson 2 pages 38-47

Websites Internet4Classrooms-Ecosystems http://www.internet4classrooms.com/grade_level_help/life_science_ecosystem_fourth_4th_grade_science.htm Internet4Classrooms-Interdependence http://www.internet4classrooms.com/grade_level_help/life_science_interdependency_fourth_4th_grade_science.htm Ecosystems http://www.ducksters.com/science/ecosystems/world_biomes.php Ecosystems http://www.kidsgeo.com/geography-for-kids/0164-ecosystems.php NeoK12-Ecosystems http://www.neok12.com/Ecosystems.htm Mastery: Students will be able to explain that living things in an ecosystem interact with each other and they depend on the nonliving things.


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QUARTER 1 WEEKS 6-7

LIFE SCIENCE Grade 4: Standard 3-Flow of Matter and Energy (ORGANISMS AND ENERGY) Conceptual Strand 3: Matter and energy flow through the biosphere.

Grade Level Expectations & Tennessee Academic Standards: GLE_0407.3.1 Demonstrate that plants require light energy to grow and survive. SPI 0407.3.1 Determine how different organisms function within an environment in terms of their location on an energy pyramid. GLE 0407.3.2 Investigate different ways that organisms meet their energy needs. Learning Targets: I can support an argument with evidence that plants require light energy to survive and grow. I can identify the basic things that all organisms need to survive (e.g., habitat, food, water, space, and air). I can explain the inter-relatedness in a food web/energy pyramid that illustrates the nutritional and energy relationships between plants and animals. I can classify organisms as producers, consumers (carnivores, herbivores or omnivores), scavengers or decompos ers. Inquiry Skills: observe, infer, communicate, compare, draw conclusion, predict Academic Vocabulary: producers, consumers, herbivore, omnivore, carnivore, food chain, food web, scavengers, energy pyramid Essential/Guiding Question: What scientific information explains how matter and energy flow through the biosphere? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ Chapter 1 Lesson 3 pages 50-61 Websites Internet4Classrooms-Food Webs http://www.internet4classrooms.com/grade_level_help/life_science_food_web_fourth_4th_grade_science.htm Internet4Classrooms-Classifying Groups http://www.internet4classrooms.com/grade_level_help/life_science_classify_fourth_4th_grade_science.htm Plants Get Food ppt http://www.internet4classrooms.com/grade_level_help/life_science_energy_needs_fourth_4th_grade_science.htm Biology 4 Kids http://www.biology4kids.com/files/plants_photosynthesis.html Nature Works http://www.nhptv.org/natureworks/nwepphotosynthesis.htm Mastery: Students will be able to tell how producers make their own food and consumers get energy from eating other organisms.

Return to Scope & Sequence QUARTER 1

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WEEKS 8-9 LIFE SCIENCE Grade 4: Standard 4-Heredity (CONTINUATION OF SPECIES AND METAMORPHOSIS) Conceptual Strand 4: Plants and animals reproduce and transmit hereditary information between generations. Grade Level Expectations & Tennessee Academic Standards: GLE_0407.4.1 Recognize the relationship between reproduction and the continuation of a species. SPI 0407.4.1 Draw conclusions about the relationship between reproduction and the survival of a species. GLE 0407.4.2 Differentiate between complete and incomplete metamorphosis. SPI 0407.4.2 Distinguish between complete and incomplete metamorphosis. Learning Targets: I can recognize that successful reproduction is necessary for the continuation of a species. I can model the difference between complete metamorphosis and incomplete metamorphosis and determine which process a specific organism goes through. Inquiry Skills: observe, infer, communicate, classify, compare, draw conclusion, predict Academic Vocabulary: clone, innate behavior, instinct, learned behavior, offspring, trait, life span, metamorphosis, life cycle, incomplete metamorphosis, complete metamorphosis Essential/Guiding Questions: What are the principal mechanisms by which living things reproduce and transmit information between parents and offspring? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ GLE 0407.4.1 Chapter 2 Lesson 1 pages 72-79 GLE 0407.4.2 Chapter 2 Lesson 2 pages 82- Websites Internet4Classrooms-Survival of Species http://www.internet4classrooms.com/grade_level_help/life_science_survival_fourth_4th_grade_science.htm Internet4Classrooms-Life Cycles http://www.internet4classrooms.com/grade_level_help/life_science_life_cycle_fourth_4th_grade_science.htm Scholastic http://www.scholastic.com/teachers/2014/04/10-ready-go-resources-teaching-life-cycles PBS Learning Media http://tn.pbslearningmedia.org/resource/tdc02.sci.life.colt.lp_plantcycle/plant-life-cycles/ NEA Metamorphosis http://www.nea.org/tools/lessons/55353.htm Discovery Education http://school.discoveryeducation.com/teachersguides/pdf/lifescience/rb/insect_metamorphosis_tg.pdf NeoK12-Metamorphosis http://www.neok12.com/Metamorphosis.htm Mastery: Students will be able to explain that all animals go through stages of growth and changes in their life cycles.


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QUARTER 2-2nd NINE WEEKS SCIENCE The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 2 WEEKS 1-3

LIFE SCIENCE Grade 4: Standard 5-Biodiversity and Change (FOSSILS)

Conceptual Strand 5: A rich variety of complex organisms have developed in response to a continually changing environment. Grade Level Expectations & Tennessee Academic Standards: GLE 0407.5.1 Analyze physical and behavioral adaptations that enable organisms to survive in their environment. SPI 0407.5.1 Determine how a physical or behavioral adaptation can enhance the chances of survival. GLE 0407.5.2 Describe how environmental changes caused the extinction of various plant and animal species. SPI 0407.5.2 Infer the possible reasons why a species became endangered or extinct. Learning Targets: I can analyze and interpret physical and behavioral adaptations that enable organisms to survive in their environment. I can investigate tropisms that plants exhibit in response to changes in their environment. (geotropism, phototropism) I can analyze and communicate how animal behaviors such as migration, defense, means of locomotion, and hibernation enable them to survive in an environment. I can gather fossil information to draw conclusions about organisms that have become extinct. I can describe how environmental changes caused the extinction of various plant and animal species. I can analyze the common causes of extinction and explain how human actions sometimes result in the extinction of a species Inquiry Skills: observe, infer, communicate, classify, compare, draw conclusion, predict Academic Vocabulary: hibernate, camouflage, mimicry, locomotion, adaptations, stimulus, tropism, fossil, environmental changes, endangered extinct Essential/Guiding Questions: How does natural selection explain how organisms have changed over time? Instructional Resources: McGraw-Hill Science (20010) http://www.glencoe.com/ebooks/science/9780022877453/ GLE 0407.5.1 Chapter 3 Lesson 1 pages 102-109 GLE 0407.5.1 Chapter 3 Lesson 2 pages 114-117 GLE 0407.5.2 Chapter 3 Lesson 3 pages 120-129 Websites Internet4Classrooms-Adaptations

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http://www.internet4classrooms.com/grade_level_help/life_science_adaptation_fourth_4th_grade_science.htm Internet4Classrooms-Animal Behavior http://www.internet4classrooms.com/grade_level_help/life_science_behavior_fourth_4th_grade_science.htm Internet4Classrooms-Tropisms http://www.internet4classrooms.com/grade_level_help/life_science_tropisms_fourth_4th_grade_science.htm Internet4Classrooms-Fossils http://www.internet4classrooms.com/grade_level_help/life_science_fossil_fourth_4th_grade_science.htm Internet4Classrooms-Extinction http://www.internet4classrooms.com/grade_level_help/life_science_extinction_fourth_4th_grade_science.htm Teacher Vision-Adaptations https://www.teachervision.com/ecological-adaptation/animals/6989.html Animal Adaptations ppt https://tpwd.texas.gov/education/.../keep.../animal_adaptations.ppt PBS Learning Media Fossils http://www.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lp_funfossils/fun-with-fossils/ Fossils https://sites.google.com/a/chccs.k12.nc.us/fourth-grade-is-fabulous/science/fossils STEM Works-Extinction http://stem-works.com/subjects/30-the-animal-%20kingdom/activities/494

1. Mastery: Students will be able to tell about animal adaptations help them to survive in their environments.


QUARTER 2 WEEKS 4-6

EARTH & SPACE SCIENCE Grade 4: Standard 6-The Universe (The SUN, THE EARTH AND THE MOON)

Conceptual Strand 6: The cosmos is vast and explored well enough to know its basic structure and operational principles. Grade Level Expectations & Tennessee Academic Standards: GLE_0407.6.1 Analyze patterns, relative movements, and relationships among the sun, moon, and earth. SPI 0407.6.1 Organize the phases of the moon in the correct sequence. SPI 0407.6.2 Infer that the moon’s phases are caused by the revolution of the moon and earth around the sun. Learning Targets: I can analyze patterns, relative movements, and relationships among the sun, moon, and earth. I can differentiate between rotation (night/day) and revolution (seasons). I can chart the movements of the sun, moon, and earth to develop an explanation for the phases of the moon and solar eclipses and lunar eclipses. I can sequence and model the major phases of the moon during a lunar cycle (e.g., new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter moon, waning crescent). Inquiry Skills: observe, infer, communicate, classify, put things in order, compare, draw conclusion, predict Academic Vocabulary: axis, apparent motion, revolution, rotation, orbit, lunar eclipse, solar eclipse, moon phases, lunar

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Essential/Guiding Question: What big ideas guide human understanding about the origin and structure of the universe, Earth’s place in the cosmos, and observable motions and patterns in the sky? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ GLE 0407.6.1 Chapter 4 Lesson 1 pages 148-155 GLE 0407.6.1 Chapter 4 Lesson 2 page 158-165 Websites Internet4Classrooms-Eclipse http://www.internet4classrooms.com/grade_level_help/earth_science_eclipses_fourth_4th_grade_science.htm Internet4Classrooms-Moon Phases http://www.internet4classrooms.com/grade_level_help/earth_science_moon_phases_fourth_4th_grade_science.htm Read Works http://www.readworks.org/passages/ever-changing-sky Phases of the Moon http://ilovenewton.com/phases-moon-night-stars-study-guide-4th-grade/ Interactive Sites for Education http://interactivesites.weebly.com/earth-moon-and-sun.html Activity Cards-Sun, Earth, and Moon http://www.uvm.edu/~crathbon/SunEarthMoon.pdf Homemade Sun Dial http://www.kidsplaybox.com/kids-crafts-homemade-sun-dial/ Mastery: Students will be able to explain that the Earth’s movement through space causes day, night, and the seasons, and to tell the different phases of the moon as it revolves around the Earth.


QUARTER 2 WEEKS 7-9

EARTH & SPACE SCIENCE Grade 4: Standard 7-The Earth (GEOLOGICAL FEATURES AND EROSION) Conceptual Strand 7: Major geologic events that occur over eons or brief moments in time continually shape and reshape the surface of the Earth, resulting in continuous global change. Grade Level Expectations & Tennessee Academic Standards: GLE_0407.7.1 Investigate how the Earth’s geological features change as a result of erosion (weathering and transportation) and deposition. SPI 0407.7.1 Design a simple model to illustrate how the wind and movement of water alter the earth’s surface. GLE 0407.7.2 Evaluate how some earth materials can be used to solve human problems and enhance the quality of life. SPI 0407.7.2 Analyze how different earth materials are utilized to solve human problems or improve the quality of life.

Learning Targets: I can differentiate between the two weathering (water, wind, and ice) processes of erosion, and deposition.

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I can analyze and communicate how the Earth’s landscapes change as a result of erosion and deposition (e.g., weathering). I can design and prepare a demonstration to illustrate how wind and water cause erosion and deposition to affect landscapes. I can use information and illustrations to identify the earth’s major landforms and water bodies (geological feature, landforms, canyon, valley, plateau, mountain, volcano, island, peninsula, bay, lake, river, and ocean). I can recognize that Earth has layers, and that geological features are identified with the Earth’s crust. (crust, mantle, core) I can evaluate how some earth materials can be used to solve human problems and enhance the quality of life (e.g.: wood, coal , water, oil, rocks, and minerals). Inquiry Skills: classify, compare, contrast, draw conclusion, infer, investigate, make a model, observation, predict, reasoning, scientific i nquiry Academic Vocabulary: sediment, deposition, geological features, canyon, glacier, weathering, erosion, topsoil, mineral resources, fossil fuels, conservation, renewable, nonrenewable Essential/Guiding Question: How is the earth affected by long-term and short term geological cycles and the influence of man? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ GLE 0407.7.1 Chapter 5 Lesson 1 pages 176-183 GLE 0207.7.1 Chapter 5 Lesson 2 pages 186-195 GLE 0407.7.2 Chapter 5 Lesson 3 pages 198-207 Websites Internet4Classrooms-Weathering http://www.internet4classrooms.com/grade_level_help/earth_science_weathering_fourth_4th_grade_science.htm Internet4Classrooms-Erosion http://www.internet4classrooms.com/grade_level_help/earth_science_erosion_fourth_4th_grade_science.htm Internet4Classrooms-Earth’s Materials http://www.internet4classrooms.com/grade_level_help/earth_science_earth_material_fourth_4th_grade_science.htm Internet4Classrooms-Earth’s Resources http://www.internet4classrooms.com/grade_level_help/earth_science_resources_fourth_4th_grade_science.htm Erosion Experiment http://thesciencepenguin.com/2014/12/erosion-experiment.html National Geographic http://www.nationalgeographic.com/xpeditions/lessons/14/g68/HumanFootprint.pdf Geology Online http://geologydegree.org/sites-that-rock/ Geology-Yellowstone National Park http://www.nps.gov/yell/learn/nature/geology.htm Geology of National Parks http://3dparks.wr.usgs.gov Mastery: Students will be able to tell how geological features covers the Earth’s surface, that deposition of sediment creates some geological features, that erosion is the wearing away and removal of rock and sediment, and we use materials from the Earth to solve problems and improve the quality of life.

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QUARTER 3-3rd NINE WEEKS SCIENCE

The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments. QUARTER 3 WEEKS 1-3

EARTH & SPACE SCIENCE Grade 4: Standard 8-The Atmosphere (WATER CYCLE, WEATHER, AND CLIMATE)

Conceptual Strand 8: The earth is surrounded by an active atmosphere and an energy system that controls the distribution life, local weather, climate, and global temperature.

Grade Level Expectations & Tennessee Academic Standards: GLE_0407.8.1 Recognize the major components of the water cycle. SPI 0407.8.1 Identify the basic features of the water cycle and describe their importance to life on earth. GLE 0407.8.2 Differentiate between weather and climate. SPI 0407.8.2 Distinguish between weather and climate.

Learning Targets: I can identify and model the inter-relationships within the water cycle (e.g., ground water, run off, evaporation, condensation, water vapor, transpiration, and precipitation). I can use short and long-term weather data to differentiate between weather and climate. I can use an illustration, such as a weather map to predict and draw conclusions about how weather and climate affect the water cycle. Inquiry Skills: observe, infer, communicate, classify, put things in order, make a model, compare, draw conclusion, predict Academic Vocabulary: freeze, melt, evaporation, condensation, precipitation, water cycle, climate, current Essential/Guiding Question: How do the physical characteristics and the chemical makeup of the atmosphere influence surface processes and life on Earth? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ GLE 0407.8.1 Chapter 5 Lesson 4 pages 210-219 GLE 0407.8.2 Chapter 5 Lesson 5 pages 222-229 Websites Internet4Classrooms-The Water Cycle http://www.internet4classrooms.com/grade_level_help/earth_science_water_cycle_fourth_4th_grade_science.htm Internet4Classrooms-The Weather and Climate

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http://www.internet4classrooms.com/grade_level_help/earth_science_weather_climate_fourth_4th_grade_science.htm Internet4Classrooms-Affect on Water Cycle http://www.internet4classrooms.com/grade_level_help/earth_science_water_cycle_affect_fourth_4th_grade_science.htm Read Works-The Water Cycle http://www.readworks.org/passages/weather-water-cycle Read Works-Weather http://www.readworks.org/passages/weather-introduction-weather Read Works-Weather-Rain http://www.readworks.org/passages/what-happens-when-it-rains Read Works-Climate http://www.readworks.org/passages/climates-introduction-climates KidZone-The Water Cycle http://www.kidzone.ws/water/ STEM Works-Extreme Weather http://stem-works.com/subjects/5-extreme-weather STEM Works-Space http://stem-works.com/subjects/12-space Water Cycle in a Bag http://www.mcsstem.org/water-cycle-in-a-bag.html NASA-The Case of the Wacky Water Cycle http://cmase.uark.edu/teacher/workshops/Others/NASA%20SCIFiles/Case%20of%20the%20Wacky%20Water%20Cycle.pdf Climate Change Live http://climatechangelive.org Weather http://www.homecourtpublishers.com/activity/index.php?id=100&t=44 Make A Cloud http://we-made-that.com/make-a-cloud Weather Science Experiments http://www.fantasticfunandlearning.com/learning-about-weather-science-experiments.html NASA Climate Change Lab http://pmm.nasa.gov/education/lesson-plans/climate-change-online NASA Geographical Influences http://pmm.nasa.gov/education/lesson-plans/geographical-influences Mastery: Students will be able to tell how water changes from as it moves between the Earth’s surface and the atmosphere in the water cycle and explain that climate is the pattern of seasonal weather in an area and that many factors affect climate throughout the world.


QUARTER 3 WEEKS 4-6

PHYSICAL SCIENCE Grade 4: Standard 9-Matter (PHYSICAL PROPERTIES AND CHANGES IN MATTER) Conceptual Strand 9: The composition and structure of matter is known, and it behaves according to principles that are generally understood.

Grade Level Expectations & Tennessee Academic Standards: GLE_0407.9.1 Collect data to illustrate that the physical properties of matter can be described with tools that measure weight, mass, length, and volume. SPI 0407.9.1 Choose an appropriate tool for measuring a specific physical property of matter. SPI 0407.9.2 Determine the mass, volume, and temperature of a substance or object using proper units of measurement. GLE 0407.9.2 Explore different types of physical changes in matter.

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SPI 0407.9.3 Interpret the causes and effects of a physical change in matter.

Learning Targets: I can measure properties of matter with appropriate tools, such as: weight measured with a scale, mass measured with a balanc e, length measured with a metric ruler or meter stick, volume measured with a graduated cylinder, and temperature measured with a thermometer. I can use proper units when I measure properties of matter, such as: mass measured in grams (kilograms), volume measured in c ubic centimeters or liters (milliliters), temperature measured in degrees Celsius and Fahrenheit. I can determine the different states of matter: solid, liquid and gas through literature and investigation. I can explore different types of physical changes in matter (e.g., melt, freeze, boil, condense, and evaporate). I can compare the causes and effects of various physical changes in matter. I can construct an argument with evidence that some changes in matter are caused by heating and cooling. Inquiry Skills: observe, infer, communicate, classify, compare, draw conclusion, predict Academic Vocabulary: matter, physical properties, length, volume, temperature, mass, density, weight, changes in state, physical changes, states of matter Essential/Guiding Question: How does the structure of matter influence its physical and chemical behavior? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ GLE 0407.9.1 Chapter 6 Lesson 1 pages 248-257 GLE 0407.9.2 Chapter 6 Lesson 2 pages 260-269 Websites Internet4Classrooms-Physical Properties http://www.internet4classrooms.com/grade_level_help/physical_science_properties_fourth_4th_grade_science.htm Internet4Classrooms-Physical Changes http://www.internet4classrooms.com/grade_level_help/physical_science_changes_fourth_4th_grade_science.htm Measuring Density www.edinformatics.com/math_science/dens_liquid.htm Teaching Channel https://www.teachingchannel.org/videos/teaching-physical-and-chemical-changes Science Experiments Matter http://eisforexplore.blogspot.com/2012/01/pop-rocks-and-soda-matter-experiment.html States of Matter https://www.youtube.com/watch?feature=player_embedded&v=HAPc6JH85pM Mastery: Students will be able to explain how matter can be measured in standard unites of length, volume, temperature, mass, density, and weight and explain how physical changes begin and end with the same kind of matter.


QUARTER 3 WEEKS 7-9

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PHYSICAL SCIENCE Grade 4: Standard 10-Energy (ENERGY AND LIGHT)

Conceptual Strand 10: Various forms of energy are constantly being transformed into other types without any net loss of energy from the system. Grade Level Expectations & Tennessee Academic Standards: GLE_0407.10.1 Distinguish among heat, radiant, and chemical forms of energy. SPI 0407.10.1 Identify different forms of energy, such as heat, light, and chemical. GLE 0407.10.2 Investigate how light travels and is influenced by different types of materials and surfaces. SPI 0407.10.2 Determine which surfaces reflect, refract, or absorb light. SPI 0407.10.3 Determine whether a material is transparent, translucent, or opaque. Learning Targets: I can distinguish among heat, radiant energy, and chemical energy. I can design and carry out an investigation to demonstrate how different forms of energy transform into heat or light. I can design and carry out an experiment to investigate how different surfaces either reflect, refract, or absorb light. I can research how light travels. I can investigate and organize information about a variety of materials to categorize them as translucent, transparent, or opaque. Inquiry Skills: observe, infer, communicate, compare, draw conclusion, predict Academic Vocabulary: heat, light, radiant energy, chemical energy, solar energy, opaque, transparent, translucent, absorption, reflection, refraction, concave lens, convex lens Essential/Guiding Question: What basic energy related ideas are essential for understanding the dependency of the natural and man-made worlds on energy? Instructional Resources: McGraw-Hill Science ((2010) http://www.glencoe.com/ebooks/science/9780022877453/ GLE 0407.10.1 Chapter 6 Lesson 3 pages 272-279 GLE 0407.10.2 Chapter 6 Lesson 4 pages 282-291 Websites Internet4Classrooms-Energy http://www.internet4classrooms.com/grade_level_help/physical_science_energy_fourth_4th_grade_science.htm Internet4Classrooms-Reflected, Refracted, or Absorbed http://www.internet4classrooms.com/grade_level_help/physical_science_reflection_fourth_4th_grade_science.htm Internet4Classrooms-Translucent, Transparent, or Opaque http://www.internet4classrooms.com/grade_level_help/physical_science_transparent_fourth_4th_grade_science.htm E.E.K.! Energy Lessons www.michigan.gov/documents/cis/CIS_EO_EEK_4th_184738_7.pdf (Copy and paste into browser) Mastery: Students will be able to explain that there are many forms of energy, including radiant and chemical energy, that energy can change

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form, and that light is a form of energy that allows a person to see objects and light moves in a straight path. Return to Scope & Sequence

QUARTER 4-4th NINE WEEKS SCIENCE The material below should be covered within this time frame; specific pacing should be determined in school‐based PLCs and student assessments.

QUARTER 4 WEEKS 1-4

PHYSICAL SCIENCE Grade 4: Standard 11-Motion (FRICTION, SPEED, AND DISTANCE)

Conceptual Strand 11: Objects move in ways that can be observed, described, predicted, and measured. Grade Level Expectations & Tennessee Academic Standards: GLE_0407.11.1 Recognize that the position of an object can be described relative to other objects or a background. SPI 0407.11.1 Describe the position of an object relative to fixed reference points. GLE 0407.11.2 Design a simple investigation to demonstrate how friction affects the movement of an object. SPI 0407.11.2 Identify factors that influence the motion of an object. GLE 0407.11.3 Investigate the relationship between the speed of an object and the distance traveled during a certain time period. SPI 0407.11.3 Determine the relationship between speed and distance traveled over time. Learning Targets: I can recognize and explain that the position of an object can be described as relative to other objects or to a background, i.e., relative to a fixed reference point. I can design an investigation to identify factors that affect the speed and distance traveled by an object in motion (e.g., air resistance, mass, friction, gravity). I can design and implement an investigation to verify that the speed of an object is equal to the distance traveled over time (s = d/t). Inquiry Skills: observe, infer, communicate, compare, draw conclusion, predict Academic Vocabulary: position, distance, speed, velocity, acceleration, inertia, force, friction Essential/Guiding Question: What causes objects to move differently under different circumstances? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ GLE 0407.11.1 Chapter 7 Lesson 1 pages 302-307 GLE 0407.11.2 Chapter 7 Lesson 2 pages 310-315 Websites Internet4Classrooms-Position http://www.internet4classrooms.com/grade_level_help/physical_science_reference_point_fourth_4th_grade_science.htm

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Internet4Classrooms-Motion http://www.internet4classrooms.com/grade_level_help/physical_science_motion_fourth_4th_grade_science.htm Internet4Classrooms-Friction http://www.internet4classrooms.com/grade_level_help/physical_science_friction_fourth_4th_grade_science.htm Motion http://www.physics4kids.com/files/motion_intro.html Simple Physics Experiments for Kids http://www.weareteachers.com/blogs/post/2014/09/16/simple-physics-experiments-for-kids-pushing-and-pulling Friction Lab http://www.stemmom.org/2012/09/friction-inquiry-lab.html Mastery: Students will be able to tell how position is the location of an object, motion occurs when an object changes position, and that forces act on the movement of an object and friction is a force that slows or stops an object.


QUARTER 4 WEEKS 5-9

PHYSICAL SCIENCE Grade 4: Standard 12-Forces in Nature (MAGNETS AND ELECTRICITY)

Conceptual Strand 12: Everything in the universe exerts a gravitational force on everything else; there is an interplay between magnetic fields and electrical currents.

Grade Level Expectations & Tennessee Academic Standards: GLE_0407.12.1 Explore the interactions between magnets. SPI 0407.12.1 Identify how magnets attract or repel one another. GLE 0407.12.2 Observe that electrically charged objects exert a pull on other materials. SPI 0407.12.2 Determine how an electrically charged material interacts with other objects. GLE 0407.12.3 Explain how electricity in a simple circuit requires a complete loop through which current can pass. SPI 0407.12.3 Determine the path of an electrical current in a simple circuit. Learning Targets: I can observe that electrically charged objects exert a force on other materials. I can explore the interactions between an electrically charged object and other materials (both static electricity and current electricity). I can explain how electricity in a simple circuit requires a complete loop through which current can pass (e.g., conductor and insulator). I can demonstrate and describe how electricity passes through a simple circuit (open circuit vs. closed circuit) that includes a battery, wire, switch, and bulb. I can describe the interactions between magnets (e.g., repel and attract). Inquiry Skills: observe, infer, communicate, classify, put things in order, compare, draw conclusion, predict Academic Vocabulary: pole, repel, electromagnet, magnetic attraction, static electricity, discharge, electrical current, circuit, voltage, resistance,

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series circuit, parallel circuit Essential/Guiding Question: What are the scientific principles that explain gravity and electromagnetism? Instructional Resources: McGraw-Hill Science (2010) http://www.glencoe.com/ebooks/science/9780022877453/ GLE 0407.12.1 Chapter 8 Lesson 3 pages 348-357 GLE 0207.12.2 Chapter 8 Lesson 1 pages 326-333 GLE 0207.12.3 Chapter 8 Lesson 2 pages 336-345 Websites Internet4Classrooms-Electricity http://www.internet4classrooms.com/grade_level_help/physical_science_charged_fourth_4th_grade_science.htm Internet4Classrooms-Electromagnet http://www.internet4classrooms.com/grade_level_help/physical_science_electromagnet_fourth_4th_grade_science.htm Internet4Classrooms-Circuit http://www.internet4classrooms.com/grade_level_help/physical_science_circuit_fourth_4th_grade_science.htm Magnet Jeopardy Game https://jeopardylabs.com/play/magnets178 Magnets https://nationalmaglab.org/education/magnet-academy/learn-the-basics/stories/magnets-from-mini-to-mighty Electric Current Lessons www.srpnet.com/education/pdfx/electriccircuits.pdf (Copy and paste into browser) Science For Kids Magents http://scienceforkids.kidipede.com/physics/electricity/magnet.htm Static Electricity http://www.sciencemadesimple.com/static.html Teacher’s Corner http://thematicunits.theteacherscorner.net/magnets.php Mastery: Students will be able to explain that magnets are objects with a magnetic force with like poles that repel each other and unlike poles that attract each other, static electricity is a buildup of electrical charges, a discharge occurs when the buildup is releas ed, an electrical current is a flow of electrical charges, and that and electrical current will only flow through a closed circuit.


END OF SCIENCE

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FOURTH_GRADE_SOCIAL_STUDIES

QUARTER 1-1st NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school ‐based PLCs and student

assessments. Teaching with Primary Sources Fourth Grade Resources (correlated to the standards)http://library.mtsu.edu/tps/tools/Fourth_Grade_Resources.pdf

Social Studies Codes

C-Culture Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures. E-Economics Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making. G-Geography Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students 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 uses of geography. H-History History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based. P-Government, Civics, and Politics 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.TN-Tennessee Connection Tennessee has a unique story and provides a more intimate view of the past in our present lives. As students connect with their own state’s history and geography they will gain a greater perspective of the impact and significance of national history, movements, decisions, and ideas.

QUARTER 1 WEEKS 1-4

THE LAND AND PEOPLE BEFORE EUROPEAN EXPLORATION Students describe the legacy and cultures of the major indigenous settlements of Tennessee. Standard_4.3 Create a visual display using multiple forms of media to identify with pictures geographic terms including bluffs, swamps, isthmus, gulf, sea, bay, and cape. Standard 4.1 Describe the legacy and cultures of the major indigenous settlements in Tennessee including the Paleo, Archa ic, Woodland and Mississippian:

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x Coats-Hine Site x Pinson Mounds x Old Stone Fort x Chucalissa Indian Village

Standard 4.2 Analyze religious beliefs, customs, and various folklore traditions of the Cherokee, Creek, and Chickasaw, including:

x Principal Chief x summer and winter homes x Beloved Woman x recreation x clans x maternal designations

Learning Targets: I can create a visual display using multiple forms of media to identify with pictures geographic terms including bluffs, swamps, isthmus, gulf, sea, bay, and cape. I can identify the unique characteristics of the cultures of the Paleo, Archaic, Woodland, and Mississippian Indians. I can locate and describe the purpose of the Coats-Hines Site, Pinson Mounds, Old Stone Fort, and the Chucalissa Indian Village. I can explain how new ideas and inventions led to lifestyle changes for the Archaic people, including changes in agriculture and hunting. I can analyze the religious beliefs, customs, and folklore traditions of the Indian Nations in Tennessee including Cherokee, Creek, Chickasaw and Shawnee. I can locate and create a map of where the Cherokee, Creek, Chickasaw and Shawnee lived in Tennessee. I can explain or define the role of the Principal Chief, summer and winter homes, the Beloved Women, recreation, cla ns and maternal designations. Academic Vocabulary: culture, dwelling, indigenous, agriculture, religious beliefs, folklore traditions, summer and winter homes, recreation, clans, maternal designations, civilization, drought, conflict, media, geographic terms, bluffs, swamps, isthmus, gulf, sea, bay, cape, compass rose, legend, map scale, features, Essential Questions: -What were characteristics of the cultures of the Paleo, Archaic, Woodland, and Mississippian Indians? - What was the purpose of the Coats-Hines Site, Pinson Mounds, Old Stone Fort, and the Chucalissa Indian Village? -What ideas and inventions led to lifestyle changes for the Archaic people? -What were the religious beliefs, customs, and folklore traditions of the Indian Nations in Tennessee? -What was the role of the Principal Chief? -Compare and contrast summer and winter homes of the Native Americans. -Who were the Beloved Women? -Compare and contrast various geographic terms.

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Instructional Resources: Houghton Mifflin Social Studies Tennessee: United States the Early Years (Ch.1-3) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/ -USA Studies Weekly (Weeks 1-4) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) Websites: -www.tnhistoryforkids.org -http://www.nativehistoryassociation.org/sites.php Mastery: Students will be able to describe the legacy and cultures of the major indigenous settlements in Tennessee. Students will be able to analyze religious beliefs, customs, and various folklore traditions of the Cherokee, Creek, and Chickasaw. Students will be able to identify geographic terms including bluffs, swamps, isthmus, gulf, sea, bay, and cape.

Return to Scope & Sequence QUARTER 1 WEEKS 5-7

AGE OF EXPLORATION Students trace the routes of early explorers and describe the early explorations of the Americas. Standard_4.4 Trace the routes of early explorers and describe the early explorations of the Americas, including:

x Christopher Columbus x Ferdinand Magellan x Amerigo Vespucci x Robert de La Salle x Hernando de Soto x Henry Hudson x Jaques Cartier

Standard 4.5 Analyze the impact of exploration and settlement on the indigenous peoples and the environment, including military campai gns, Columbian Exchange, and European agricultural practices. Standard 4.6 Create a graphic organizer identifying the five different countries (France, Spain, Portugal, England, and the Netherlands) that

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influenced different regions of the present United States at the time the New World was being explored, and describe how thei r influence can be traced to place names. Learning Targets: I can identify and label the routes of early explorers on map, including Christopher Columbus, Ferdinand Magellan, Amerigo Vespucci, Robert de LaSalle, Hernando DeSoto, Henry Hudson, and Jaques Cartier. I can describe the importance of early explorations. I can describe the Columbian Exchange and its effects on indigenous cultures. I can create a graphic organizer identifying the five countries (Spain, Portugal, England, France, and Netherlands), explorers that represented these countries, and what the places were named as a result of these explorations. Academic Vocabulary: navigation, Columbian Exchange, explorer, convert, routes, culture, influence, agricultural practice, military campaigns, conquistador, cartographer, colonize, circumnavigate, primary source, laborers, staples, immunity, currency Essential Questions: -Where on a map did the explorers travel? -What was the importance of early exploration? -Why was each explorer important and what country were they exploring for? -How did explorers name the land they discovered? Instructional Resources: Houghton Mifflin Social Studies Tennessee: United States the Early Years (Ch.4) -USA Studies Weekly (Weeks 5-8) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/ Websites: http://allaboutexplorers.com http://mrnussbaum.com/explorersflash/ http://www.enchantedlearning.com/explorers/ https://www.schooltube.com/video/a5410416f7167198ff13/European-Explorers https://www.loc.gov/collection/discovery-and-exploration/about-this-collection/ Mastery: Students will be able to trace the routes of early explorers and describe the early explorations of the Americas Students will be able to Analyze the impact of exploration and settlement on the indigenous peoples and the environment. Students will be able to identify the countries that influenced different regions of the present United States at the time the New World was being explored, and describe how their influence can be traced to place names.

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SETTLING THE COLONIES TO THE 1700s Students describe the cooperation and conflict that existed among American Indians and between the Indian nations and the new settlers. Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

Standard_4.7 Summarize the failure of the lost colony of Roanoke and theorize what happened. Standard 4.8 Describe the early competition between European nations for control of North America and locate the colonization efforts of the English, Dutch, French, and Spanish on a map. Standard 4.13 Locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns. Standard 4.18 Explain various reasons why people came to the colonies, including profit, religious freedom, slavery, indentured servitude.

Learning Targets: I can summarize the failure of the lost colony of Roanoke and theorize what happened. I can describe the early competition between the English, Dutch, French, and Spanish to colonize areas of North America. I can locate the first 13 colonies and explain how their location and geographic features influenced their development and settlement patterns. I can compare and contrast reasons why people cam to the colonies, including profit, religious freedom, slavery, and indentured servitude. Academic Vocabulary: competition, colonization, profit, slavery, indentured servitude, pilgrim, tolerance, invest, stock, settlement Essential Questions: -Why was Roanoke a failure and what theories do you believe about its outcome? -What was competition like between European nations for control of North America? -Where did the English, Dutch, French, and Spanish colonize in North America? -What were reasons people came to the colonies in North America? Instructional Resources: Houghton Mifflin Social Studies Tennessee: United States the Early Years (Ch.5) -USA Studies Weekly (Weeks 9) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/

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Websites: http://www.bcps.org/offices/lis/models/colonialkids/student.html http://www.kidinfo.com/american_history/colonization_colonial_life.html http://www.ducksters.com/history/colonial_america/ http://www.socialstudiesforkids.com/subjects/colonialtimes.htm http://13colonies.mrdonn.org/dailylife.html http://www.plimoth.org/learn/just-kids/virtual-field-trip http://www.scholastic.com/scholastic_thanksgiving/webcast.htm Mastery: Students will be able to summarize the failure of the lost colony of Roanoke and explain possible theories of what happened. Students will describe the early competition between the English, Dutch, French, and Spanish to colonize areas of North America. Students will be able to locate the 13 colonies on a map and describe their geographic features that made location ideal for settlement. Students will be able to describe why people came to the colonies in North America.


QUARTER 2-2nd NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school ‐based PLCs and student

assessments. Teaching with Primary Sources First Grade Resources (correlated to the standards)http://library.mtsu.edu/tps/tools/Fourth_Grade_Resources.pdf

QUARTER 2 WEEKS 1-3

SETTLING THE COLONIES TO THE 1700s Students describe the cooperation and conflict that existed among American Indians and between the Indian nations and the new settlers. Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

Standard_4.19 Locate and label on a map the location of Jamestown, Plymouth, New Netherland, New Sweden, and the Massachusetts Bay Colony. Standard 4.14 Write informative text identifying major leaders and groups responsible for the founding of colonies in North America and the reasons for their founding, including:

x Lord Baltimore, Maryland x John Smith, Virginia x Roger Williams, Rhode Island

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x John Winthrop, Massachusetts x William Bradford, Plymouth x James Oglethorpe, Georgia x William Penn, Pennsylvania

Standard 4.17 Describe the major religious tenets of the earliest colonies, including:

x Puritanism in Massachusetts x Quakerism in Pennsylvania

Standard 4.15 Cite and explain examples from informational text about how economic opportunities and political, religious, and social institutions evolved in the colonial era. Standard 4.16 Making use of primary documents, analyze the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings and contrast these with the presence of enslavement in all colonies.

Learning Targets: I can locate and label Jamestown, Plymouth, New Netherland, New Sweden, and the Massachusetts Bay Colony on a map. I can write an informative text describing each founder of the listed colonies and their reasons for founding. I can compare and contrast Quakerism and Puritanism. I can read an informational text and cite examples about how economic opportunities and political, religious, and social institutions changed in the colonial era. I can use of primary sources to analyze the early democratic ideas and practices that emerged during the colonial period. Academic Vocabulary: economic, economic opportunities, social institutions, democratic ideas, market economy, proprietor, growing season, banish, export, import, refuge, debtor, tolerance, dissenter Essential Questions: -Where is Jamestown on a map? - Where is Plymouth on a map? - Where is New Netherland on a map? - Where is New Sweden on a map? -Where is Massachusetts Bay Colony on a map? -What was Lord Baltimore’s reasoning for founding Maryland? -What was John Smith’s reasoning for founding Virginia? -What was Roger Williams’ reasoning for founding Rhode Island? -What was John Winthrop’s reasoning for founding Massachusetts? -What was William Bradford’s reasoning for founding Plymouth?

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-What was James Oglethorpe’s reasoning for founding Georgia? -What was William Penn’s reasoning for founding Pennsylvania? -What are similarities and differences in Quakerism and Puritanism? -How did economic opportunities evolve in colonial times? -How did political, religious, and social institutions evolve in colonial times? -How can I use a primary source to analyze the early democratic ideas and practices that emerged during the colonial period? Instructional Resources: Houghton Mifflin Social Studies Tennessee: United States the Early Years (Ch.6, 7) Gibbs Smith Tennessee Through Time: The Early Years (Ch.5) -USA Studies Weekly (Weeks 10-12) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/ Primary Documents and Supporting Texts: -excerpts from John Smith’s Starving Time -excerpts from Bradford’s Of Plymouth Plantation -excerpts from the Mayflower Compact -excerpts from the Fundamental Orders of Connecticut Websites: http://www.history.com/topics/thirteen-colonies http://www.socialstudiesforkids.com/articles/ushistory/13colonieschurch.htm http://www.landofthebrave.info/religion-in-the-colonies.htm http://13colonies.mrdonn.org/religion.html

Mastery: Students will be able to locate and label Jamestown, Plymouth, New Netherland, New Sweden, and the Massachusetts Bay Colony on a map. Students will create a chart listing the founders of each colony and their reasons for founding. Students will be able compare and contrast Quakerism and Puritanism. Students will be able to describe how economic opportunities and political, religious, and social institutions changed in the colonial era. Students will use primary sources to analyze the early democratic ideas and practices that emerged during the colonial period.


QUARTER 2

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WEEKS 4-6

SETTLING THE COLONIES TO THE 1700s Students describe the cooperation and conflict that existed among American Indians and between the Indian nations and the new settlers. Students understand the political, religious, social, and economic institutions that evolved in the colonial era. Standard_4.9 Compare and contrast the differing views of American Indians and colonist on ownership or use of land and the conflicts between them, including the Pequot and King Phillips’s Wars in New England. Standard 4.10 Explain the cooperation that existed between the colonist and American Indians during the 1600s and 1700s, including fur trade, military alliances, treaties, and cultural interchanges. Standard 4.11 Describe the conflicts between the Indian nations, including the competing claims for control of land and actions of the Iroquois and Huron. Standard 4.12 Analyze the factors that led to the defeat of the American Indians, including the resistance of Indian nations to encroachment and the effects on the native culture. Standard 4.20 Explain the impact of individuals who created interest in land west of the Appalachian Mountains including,

x long hunters x Daniel Boone-Wilderness Road x Thomas Sharpe Spencer x William Bean x Dr. Thomas Walker

Learning Targets: I can compare and contrast the differing views of American Indians and colonist on ownership. I can explain the conflicts of the differing viewpoints about ownership of land, including the Pequot and King Phillip’s War in New England. I can explain the cooperation that existed between the colonist and American Indians during the 1600s and 1700s. I can describe the conflict between the Iroquois and Huron nations over control of land. I can explain the factors that led to the defeat of the American Indian nations. I can create a chart detailing the impact that long hunters, Daniel Boone, Thomas Sharpe Spencer, William Bean, and Dr. Thomas Walker had on settlement in Tennessee. Academic Vocabulary: cooperation, fur trade, military alliances, treaties, cultural interchanges, conflict, defeat, resistance, encroachment, long hunter, pioneer Essential Questions: -What was the difference be colonist and Native American’s view on ownership of land?

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-What were the causes of the Pequot and King Phillip’s Wars? -How did the Native Americans and the colonist cooperate in the 1600 and 1700s? -What were the conflicts between the Iroquois and Huron over land? -What factors led to the defeat of the Native Americans and how did affect their culture? -Who influenced the settlers to explore land West of the Appalachians and what were their contributions? Instructional Resources: Houghton Mifflin Social Studies Tennessee: United States the Early Years (Ch.8) Gibbs Smith Tennessee Through Time: The Early Years -USA Studies Weekly (Week 13) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/ Websites: http://www.ducksters.com/history/colonial_america/king_philips_war.php http://teaching.monster.com/training/articles/3355-13-things-about-the-pequot-war http://www.history.com/topics/wilderness-road

http://mrnussbaum.com/pioneers/daniel_boone/ Mastery: Students will be able to compare and contrast the differing views of American Indians and colonist on ownership. Students will be able to explain the conflicts of the differing viewpoints about ownership of land. Students will be able to explain the cooperation that existed between the colonist and American Indians during the 1600s and 1700s. Students will be able to describe the conflict between the Iroquois and Huron nations over control of land. Students will be able to explain the factors that led to the defeat of the American Indian nations. Students will be able to describe the impact that long hunters, Daniel Boone, Thomas Sharpe Spencer, William Bean, and Dr. Thomas Walker had on settlement in Tennessee.


QUARTER 2 WEEKS 7-9

THE WAR FOR INDEPENDENCE (1760-1789) Students explain the causes, courses, and consequences of the American Revolution and the foundations of the future state of Tennessee.

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Standard_4.22 Describe the causes, course, and consequence of the French and Indian War, including the massacre at Fort Loudoun. Standard 4.25 Write a short summary of the events of TN first settlement and settlers, including the Watauga Purchase, Watauga Compact, Little Carpenter, and Dragging Canoe.

Standard 4.21 Describe the various contributions made by Benjamin Franklin to the development of a unique American society, including his scientific experiments and inventions, the development of the Albany Plan and the Join or Die political cartoon.

Standard 4.23 Explain how political, religious, and economic ideas and interests brought about the Revolution, including:

x resistance to imperial policy (Proclamation of 1763) x the Stamp Act x the Townshend Acts x taxes on tea x “taxation without representation” x Coercive Acts

Standard 4.24 Explain the different forms of protests Americans used to try to change British policies including the Boston Tea Party, tarring and feathering, letter writing, and boycotts.

Standard 4.26 Describe the significance of the First and Second Continental Congresses and of the Committees of Correspondence.

Standard 4.27 Compare and contrast first and second-hand accounts of Paul Revere’s “midnight ride.”

Standard 4.28 Identify the people and events associated with the Declaration of Independence and cite evidence from the Declaration to determine its significance to the development of American Democracy.

Standard 4.29 Analyze the influences of key leaders during this period, including:

x Patrick Henry x Alexander Hamilton x Thomas Jefferson x George Washington x Benjamin Franklin x Thomas Paine x John Adams

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x Sam Adams x John Hancock x Benedict Arnold

Standard 4.30 Determine the meaning and identify the terms Loyalists, Patriots, Minutemen, Overmountain Men, and Redcoats to describe people during the Revolution. (C, G, TN)

Standard 4.31 Locate and identify the major military battles, campaigns, and turning points of the American Revolution, including: (G, H, TN)

x Lexington and Concord x Bunker (Breed’s) Hill x Valley Forge x Princeton and Trenton x Saratoga x King’s Mountain x Yorktown

Learning Targets: I can describe the causes, course, and consequence of the French and Indian War. I can create a graphic organizer of the events of TN first settlement and settlers, including the Watauga Purchase, Watauga C ompact, Little Carpenter, and Dragging Canoe. I can describe the contributions made by Benjamin Franklin to American society. I can explain the causes of the American Revolution. I can describe the different forms of protests Americans used to try to change British policies. I can describe the significance of the First and Second Continental Congresses and of the Committees of Correspondence. I can compare and contrast two accounts of Paul Revere’s “midnight ride”. I can identify people and events associated with the Declaration of Independence. I can cite evidence from the Declaration of Independence to determine its importance to the development of American Democracy. I can create a graphic organizer to describe the key leaders during our fight for independence. I can use the terms Loyalists, Patriots, Minutemen, Overmountain Men, and Redcoats to describe people during the Revolution. I can locate and identify the major military battles, campaigns, and turning points of the American Revolution. Academic Vocabulary: massacre, contributions, political cartoon, resistance, protest, boycott, tar and feather, first hand account, second hand account, traitor, Redcoats Loyalist, Patriots, Minutemen, Overmountain Men, campaigns, Essential Questions: - What were the causes, course, and consequence of the French and Indian War?

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- What were the Watauga Purchase and Watauga Compact? - Who were Little Carpenter and Dragging Canoe and what did they have to do with Tennessee settlement? - What were the contributions Benjamin Franklin made to American society? - What was the Proclamation of 1763 and how did it lead to the Revolution? - How did the Stamp Act, the Townshend Acts, taxes on tea, and the Coercive Acts lead to the Revolution? - What was the significance of the slogan “no taxation without representation”? - What were the colonist forms of protest against the British? - What was the significance of the First and Second Continental Congresses and the Committee of Correspondence? - What important figures were associated with the Declaration of Independence? - What evidence can we site from the Declaration of Independence that led to the development of American Democracy? - What were the contributions of listed key leaders during this time period? - Who were the Loyalist and Patriots? - Who were the Minutemen and Overmountain Men? - What is a Redcoat? -Where were the major military battles, campaigns, and turning points of the Revolutionary War? Instructional Resources: Houghton Mifflin Social Studies Tennessee: United States the Early Years (Ch.9) Gibbs Smith Tennessee Through Time: The Early Years -USA Studies Weekly (Week 15-16) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/ Novel Study: Toliver’s Secret Primary Documents and Supporting Text to Read: -Declaration of Independence -excerpts from “Give Me Liberty or Give Me Death” speech Websites: https://kidskonnect.com/history/french-indian-war-facts/ http://tnhistorybasics.weebly.com/watauga.html http://www.tnhistoryforkids.org/wholenations http://revolution.mrdonn.org/cartoons.html

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http://mrnussbaum.com/history-2-2/boston-tea-party/ Liberty Kids http://mrnussbaum.com/paul-revere-biography-for-kids/ http://www.ducksters.com/history/continental_congress.php http://www.kidport.com/reflib/usahistory/americanrevolution/ Mastery: Students will be able to describe the causes, course, and consequence of the French and Indian War. Students will be able to describe the events of TN first settlement and settlers, including the Watauga Purchase, Watauga Compact, Little Carpenter, and Dragging Canoe. Students will be able to describe the contributions made by Benjamin Franklin to American society. Students will be able to explain how different events and ideas led to the American Revolution. Students will be able to explain the different protest the colonist used to try and change British policy. Students will be able to describe the significance of the First and Second Continental Congresses and of the Committees of Correspondence. Students will be compare different accounts of Paul Revere’s “midnight ride”. Students will be able to identify people and events associated with the Declaration of Independence. Students will be able to cite evidence from the Declaration of Independence to determine its importance to the development of American Democracy. Students will be able to describe the key leaders during our fight for independence. Students will be able to use terms Loyalists, Patriots, Minutemen, Overmountain Men, and Redcoats to describe people during the Revolution. Students will be able to list key figures and the contributions to the Revolution.


QUARTER 3-3rd NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school ‐based PLCs and student


QUARTER 3 WEEKS 1-2

THE WAR FOR INDEPENDENCE (1760-1789) Students explain the causes, courses, and consequences of the American Revolution and the foundations of the future state of Tennessee.

Standard_4.32 Draw evidence from informational text summarizing the contributions of France and certain individuals to the outcome of the American Revolution including the Marquis de Lafayette, Kosciuszko, and Baron von Steuben.

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Standard 4.33 Write an opinion piece with supporting details contrasting how the ideals set forth in the Declaration of Independence clashed with the existence of slavery. Standard 4.35 Integrate evidence from several texts describing the different roles women played during the Revolution including Abigail Adams, Molly Pitcher, Phyllis Wheatley, and Mercy Otis Warren. Standard 4.34 Explain using supporting details how the Revolution affected the Watauga Settlement, including:

x Washington District x Cherokee War of 1776 x Nancy Ward x John Sevier x Watauga Petitions

Standard 4.36 Explain the purpose and obstacles in creating the new Cumberland Settlement, including:

x Richard Henderson x James Robertson x John Donelson x salt licks x severe winter and river travel x Transylvania Purchase x Cumberland Compact x Battle of the Bluffs�

CREATING NEW GOVERNMENT Students describe the people and events associated with the development of the Constitution.

Standard_4.38 Explain the events that led to the creation and failure of the lost State of Franklin.

Learning Targets: I can read an informational text and summarize the contributions of France and certain individuals to the outcome of the American Revolution including the Marquis de Lafayette, Kosciuszko, and Baron von Steuben. I can write an opinion piece contrasting how the ideals set forth in the Declaration of Independence clashed with the existence of slavery. I can read various texts to determine the roles women played in the Revolution. I can describe how the Revolution affected the Watauga Settlement.

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I can explain the purpose and obstacles in creating the new Cumberland Settlement. I can explain the events that led to the creation and failure of the lost State of Franklin. Academic Vocabulary: ideals, existence, slavery, salt licks, Beloved Women, speculator, compact, petition Essential Questions: -What were the contributions of France and certain individuals to the outcome of the American Revolution? -How did the ideals set forth in the Declaration of Independence clashed with the existence of slavery? -What roles did women play in the American Revolution? -How did the Revolution affected the Watauga Settlement? -What was the purpose of the Cumberland settlement and what obstacles did they face creating it? -What events led to the creation and failure of the lost State of Franklin? Instructional Resources: Gibbs Smith Tennessee Through Time: The Early Years -USA Studies Weekly (Week 17-18) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/ Novel Study: Toliver’s Secret Primary Documents and Supporting Text to Read: -excerpts from Abigail Adam’s letters -selected poetry of Phyliss Wheatley -selected poetry of Mercy Otis Warren -excerpts from John Donelson’s journal Websites: http://www.congressforkids.net/Independence_declaration_1.htm https://tennesseeencyclopedia.net/entry.php?rec=335 http://www.cumberlandpioneers.com/cumberlandcompact.html http://www.tnhistoryforkids.org/cities/nashville

Mastery: Students will be able to read an informational text and summarize the contributions of France and certain individuals to the outcome of the American Revolution. Students will be able to write an opinion piece contrasting how the ideals set forth in the Declaration of Independence clashed with the existence of slavery.

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Students will be able to describe the roles women played in the American Revolution. Students will be able to describe how the Revolution affected the Watauga Settlement. Students will be able to explain the purpose and obstacles in creating the new Cumberland Settlement. Students will be able to describe the events that led to the creation and failure of the lost State of Franklin.


QUARTER 3 WEEKS 3-4

CREATING NEW GOVERNMENT Students describe the people and events associated with the development of the Constitution.

Standard_4.37 Analyze the weaknesses of the Articles of Confederation, including no power to tax, weak central government, and the impact of Shays’ Rebellion. Standard 4.39 Identify the various leaders of the Constitutional Convention and analyze the major issues they debated, including:

x distribution of power between the states and federal government x Great Compromise x Slavery and the 3/5 Compromise x George Washington and James Madison

Standard 4.40 Explain the ratification process and describe the conflict between Federalist and Anti-Federalist over ratification, including the need for a Bill of Rights.

Standard 4.41 Describe the principles embedded in the Constitution, including:

x purposes of government listed in the Preamble x separation of powers x branches of government x checks and balances x the amendment process x principle of judicial review x recognition of and protection of individual rights in the 1st amendment

Standard 4.42 Write an opinion piece with supporting detail from primary sources that defends the ratification of the Constitution. Learning Targets:

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I can identify the major weaknesses of the Articles of Confederation. I can identify the leaders at the Constitutional Convention and analyze the issues they debated. I can explain the ratification process. I can create a graphic organizer comparing and contrasting Federalist and Anti -Federalist. I can describe the major principles embedded in the Constitution. I can write an opinion piece using a primary source to defend the ratification process. Academic Vocabulary: Articles of Confederation, central government, distribution, federal government, compromise, ratification, conflict, Bill of Rights, principles, Preamble, constitution, separation of powers, checks and balances, amendment, judicial review, legislative, executive, judicial Essential Questions: -What were the weaknesses of the Articles of Confederation? -Who were the leaders at the Constitutional Convention? -What issues were debated at the Constitutional Convention? -What is the ratification process of the Constitution? -What issues did the Federalist and Anti-Federalist disagree about? -What is the Preamble and its purpose? -How are powers separated? -What are the branches of government and the responsibilities for each? -What is the amendment process? -What is judicial review? -What rights are protected under the 1st amendment? Instructional Resources: Houghton Mifflin Social Studies Tennessee: United States The Early Years (Chapter 10) Gibbs Smith Tennessee Through Time: The Early Years (Chapter 7) -USA Studies Weekly (Week 19-22) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/ Primary Documents and Supporting Text to Read: -Preamble to the Constitution -excerpts from Articles 1, 2, 3 of the United States Constitution -1st amendment Websites: http://www.congressforkids.net/Independence_articles.htm

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http://www.kidspast.com/world-history/0368-articles-of-confederation.php http://www.usconstitution.net/constkids4.html http://mrnussbaum.com/u-s-constitution-interactive/ https://www.constitutionfacts.com/us-constitution-kids/ Mastery: Students will be able to describe the weaknesses of the Articles of Confederation. Students will be able to identify the leaders and the issues they debated at the Constitutional Convention. Students will be able to explain the ratification process of the Constitution. Students will be able to describe the conflict between the Federalist and Anti-Federalist. Students will be able to describe the purposes of the government listed in the Preamble. Students will be able to explain the separation of powers. Students will be able to list the branches of government and the roles and responsibilities of each branch. Students will be able to explain the cycle of the checks and balances. Students will be able to describe the amendment process. Students will be able to list their individual rights protected in the 1st amendment.


QUARTER 3 WEEKS 5-9

THE NEW NATION’S WESTWARD EXPANSION Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s.

Standard_4.43 Describe the events, precedents, and successes of the presidency of George Washington and list his cabinet members.

Standard 4.44 Explain the purpose for creating the federal district of Washington D.C., including the role of Pierre L’Enfant.

Standard 4.45 Label and locate the Territory South of the River Ohio (Southwest Territory) on a map, identify its leaders, and explain how it was the first step to statehood, including William Blount, John Sevier, Rocky Mount, and the Treaty of Holston.

Standard 4.46 Write an opinion piece using supporting detail explaining the political beliefs of Alexander Hamilton and Thomas Jeffers on leading to the political parties.

Standard 4.47 Detail the events, struggles, success and main people of the exploration of the Louisiana Purchase and map the routes across the continent, including the Corps of Discovery, Lewis and Clark, Sacagawea, Zebulon Pike, and John Frémont.

Standard 4.48 Use concrete words, phrases, and sensory details to convey the experiences of settlers on the overland trails to the West, including

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location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate.

Standard 4.49 Explain the causes, course, and consequences of the War of 1812, including:

x trade restrictions x impressment x war hawks x Tecumseh x Tippecanoe x William Henry Harrison x burning of Washington D.C. x Francis Scott Key x Dolly Madison x Battle of New Orleans

Standard 4.50 Interpret the meaning of the lyrics of the song “The Star-Spangled Banner.”

Standard 4.51 Analyze and describe the role of Tennessee in the War of 1812, including:

x Andrew Jackson x Battle of Horseshoe Bend x Sam Houston x Volunteer

Standard 4.52 Write a short story with supporting text describing the effects of the New Madrid Earthquakes of 1811-1812 on the land and people of Tennessee.

Standard 4.53 Write a narrative piece summarizing life on the frontier of Tennessee and reasons why pioneers moved west, including:

x Cumberland Gap x Natchez Trace x Jackson Purchase x transportation x housing x food

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x clothing x gender roles x education x entertainment

Standard 4.54 Describe and explain the contributions of Sequoyah.

Standard 4.55 Describe the major events in Jackson’s presidency, including the corrupt bargain, the Indian Removal Act, reducing the national debt, preserving the union, and abolishing the national bank. Learning Targets: I can describe the presidency of George Washington. I can list President George Washington’s cabinet members. I can explain the reasons why the federal district of Washington D.C. was created. I can locate the Southwest Territory on a map. I can explain how the Southwest Territory was the first step towards Tennessee statehood, including its leaders and important events. I can write an opinion piece explaining how the beliefs of Alexander Hamilton and Thomas Jefferson led to political parties. I can summarize the events of the exploration of the Louisiana Purchase. I identify the route of Lewis and Clark expedition on a map. I can detail the important people of the Lewis and Clark expedition. I can describe the experiences of the settlers on their journey to the West. I can complete a chart listing the causes, course, and consequences of the War of 1812. I can interpret the meaning of the lyrics of “The Star-Spangled Banner”. I can describe the role of Tennessee and it’s people in the War of 1812. I can write a short story describing how Tennessee was affected during the New Madrid Earthquakes. I can write a narrative on life on the frontier in Tennessee and why people moved west. I can describe the major contributions of Sequoyah. I can summarize Jackson’s major events as president. I can explain the impact of the Indian Removal Act on the Cherokee. I can use a map to show the Trail of Tears. Academic Vocabulary: cabinet, federal district, capital, territory, political beliefs, political party, exploration, Louisiana Purchase, westward expansion, terrain, vegetation, climate, trade restriction, impressment, lyrics, national anthem, transportation, gender roles, abolish, preserve, suffrage, compassion, pioneer Essential Questions: -Why was George Washington an important president? -Who was on George Washington’s cabinet?

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-Why was the federal district created? -Where on a map was the Southwest Territory? -Who were the leaders of the Southwest Territory? -How did the Southwest Territory lead to Tennessee becoming a state? -How did the beliefs of Hamilton and Jefferson lead to political parties? -What obstacles did people exploring the Louisiana Purchase have to overcome? -Who were important leaders of the exploration of the Louisiana Purchase and what were their successes? -What were the experiences that settlers had to face on their journey out west? -What started the War of 1812? -What were the consequences of the War of 1812? -Who were key people and important events in the War of 1812? -What do the lyrics of “The Star Spangled Banner” represent? -What was Tennessee’s role in the War of 1812? -What were the effects of the New Madrid Earthquakes of 1811-1812 on Tennessee? -What was life like on the frontier in Tennessee? -Why did pioneers start to move out west? -What were Sequoyah’s contributions? -What major events occurred during Jackson’s presidency? -What was the impact on the Cherokee after the Indian Removal Act? -Why did the Native Americans resist being moved? -Where on a map was the Trail of Tears? Instructional Resources: Houghton Mifflin Social Studies Tennessee: United States The Early Years (Chapter 11) Gibbs Smith Tennessee Through Time: The Early Years (Chapter 7, 8) -USA Studies Weekly (Week 23-28) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/ Primary Documents and Supporting Text to Read: -lyrics to “The Star-Spangled Banner” Websites: http://www.kidsdiscover.com/infographics/infographic-louisiana-purchase/

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http://www.nationalgeographic.com/west/ http://www.american-historama.org/1841-1850-westward-expansion/westward-expansion.htm http://www.scholastic.com/teachdearamerica/westward.htm http://www.kidinfo.com/american_history/pioneers.html http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u5/ Mastery: Students will be able to describe George Washington’s presidency. Students will be able to identify the members of Washington’s cabinet. Students will be able to explain why the federal district of Washington D.C. was created. Students will be able to identify on a map the Southwest Territory. Students will be able to identify the leaders of the Southwest Territory. Students will be able to explain how the Southwest Territory led to Tennessee becoming a state. Students will be able to explain how political parties were formed. Students will be able to describe the obstacles explorers had to face when exploring the Louisiana Purchase. Students will be able to identify the leaders of the exploration of the Louisiana Purchase and their successes. Students will be able to describe obstacles people moving out west had to face. Students will be able to list the causes, course, and consequences of the War of 1812. Students will be able to interpret the meaning of the lyrics of “The Star-Spangled Banner”. Students will be able to identify Tennessee’s role in the War of 1812. Students will be able to identify the effects that the New Madrid Earthquakes had on Tennessee and its people. Students will be able to describe what life was like on the Tennessee frontier. Students will be able to explain why pioneers started moving out west. Students will be able to describe the major contributions of Sequoyah. Students will be able to list the major events that took place during Jackson’s presidency. Students will be able to describe the impact the Indian Removal Act had on the Cherokee. Students will be able to locate on a map where the Trail of Tears led.


QUARTER 4-4th NINE WEEKS SOCIAL STUDIES The material below should be covered within this time frame; specific pacing should be determined in school ‐based PLCs and student


QUARTER 4 WEEKS 1-6

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THE GROWTH OF THE REPUBLIC (1800-1850) Students describe the emergence of a fledgling industrial economy. Students describe the rapid growth of slavery in the South after 1800 and the abolition movement to end slavery. Standard_4.57 Analyze and describe the factors of the Industrial Revolution occurring in the United States and in Tennessee, includi ng: - -Samuel Slater-factory system -Watermills-geography -Fulton-steamboats -Eli Whitney-cotton gin

Standard 4.58 Explain the expansion of the plantation system & slavery as the demand for cotton production grew & the impact of the cotton gin.

Standard 4.59 Contrast the emerging urbanization in the North with the agricultural South and the developing West.

Standard 4.60 Describe and explain the contributions of Virginia Hill and Free Hill, Tennessee, Frances Wright and Nashoba, and Elihu Embree and their efforts to abolish slavery in Tennessee.

Standard 4.61 Describe the characteristics of slave life on plantations across the South.

Standard 4.62 Using informational texts, explain the fight for Texas independence against Mexico and the contributions of Tennesseans Sam Houston and David Crockett.

Standard 4.63 Conduct a short research project detailing the surprise nomination and election of James K. Polk and list his accomplishments in office including Texas statehood, territorial expansion, and one term promise.

Standard 4.64 Cite evidence from informational texts explaining the causes, course, and consequences of the Mexican War, including Winfield Scott, Zachary Taylor, and Mexican session.

Standard 4.65 Identify prominent people and reform movements in the United States during the mid-19th century, including:

x Dorothea Dix and her quest for prison reform and help for the mentally ill x Horace Mann and public education x Nat Turner and his resistance to enslavement x Frederick Douglass and William Lloyd Garrison and the abolition of slavery

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Standard 4.66 Write an expository piece describing the search for gold in California and its impact.

Standard 4.67 Explain the events, political debate, and outcome of the Compromise of 1850 and the Kansas and Nebraska Act.

Standard 4.68 Create a visual display using multiple forms of media to name the states and territories that existed in 1850, their locations, and major geographical features, including mountain ranges, principal rivers, and dominant plant regions. Learning Targets: I can analyze and describe factors and important people of the Industrial Revolution in the United States and Tennessee including: Samuel Slater and the factory system, watermills and geography, Robert Fulton and the steamboat, and Eli Whitney and the cotton gin. I can explain how the demand for cotton and the invention of the cotton gin caused the expansion of slavery and the plantation system in the South, and the factory system in the North. I can compare and contrast the North, South, and West during the Industrial period. I can write a summary to explain the contributions of Virginia Hill and Free Hill, Tennessee, Francis Wright and Nashoba, and Elihu Embree’s efforts to abolish slavery in Tennessee. I can describe the characteristics of slave life on plantations across the South. I can use informational text to explain the fight for Texas independence against Mexico and the contributions of Tennesseans Sam Houston and Davy Crockett. I can complete a short research project detailing the surprise nomination and election of James K. Polk and list his accomplishments in office including Texas statehood, territorial expansion, and one term promise. I can use informational texts to explain the causes, course, and consequences of the Mexican War, including Winfield Scott, Zachary Taylor, and Mexican session. I can Identify prominent people and reform movements in the United States during the mid-19th century. I can write an expository piece describing the search for gold in California and its impact. I can explain the events, political debate, and outcome of the Compromise of 1850 and the Kansas and Nebraska Act. I can create a visual display using multiple forms of media to name the states and territories that existed in 1850, their locations , and major geographical features, including mountain ranges, principal rivers, and dominant plant regions Academic Vocabulary: revolution, factory system, geography, cotton gins, expansion, slavery, production, emerging, urbanization, agriculture, developing, independence, contribution, nomination, mass, productivity, economy, demand, industry, annexation, gold rush, boom town, forty-niner, fugitive, oppose, protest, abolitionist, compromise, resistance Essential Questions: -What were the important factors and who were important people during the Industrial Revolution? - How the demand for cotton and the invention of the cotton gin cause the expansion of slavery and the plantation system in the South? The factory system in the North? -How was the West different from the North during the Industrial period? The South? -What were the contributions of Virginia Hill and Free Hill, Tennessee, Francis Wright and Nashoba, and Elihu Embree’s to abol ish slavery?

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-What was everyday slave life like on a plantation? -How did Sam Houston and Davy Crockett contribute towards the fight for Texas independence? -What were James Polk’s accomplishments in office including Texas statehood, territorial expansion, and one term promise? -What were the causes, course, and consequences of the Mexican War? -Who were the prominent people and reform movements in the United States during the mid-19th century? -What was the impact of the gold rush on California? -What events and political debates were involved with the Compromise of 1850 and the Kansas and Nebraska Act? What were their outcomes? -What were the states and territories that existed in 1850? Instructional Resources: Houghton Mifflin Social Studies Tennessee: United States The Early Years Gibbs Smith Tennessee Through Time: The Early Years (Chapter 7, 8) -USA Studies Weekly (Week 29-30) -Whole Nations Melt Away: The Volunteer State through 1850 (A TN History for Kids Publication) 4th grade Social Studies Open Source http://www.ck12.org/user:a2fyzw4ubgf3c29uqhrjc2vkds5uzxq./book/Tennessee-4th-Grade-Social-Studies-The-History-of-America-to-1850/ Primary Documents and Supporting Text to Read: -excerpts from the writings of Fredrick Douglass -excerpts of the Autobiography of David Crockett Websites: http://www.kidsdiscover.com/shop/issues/industrial-revolution-for-kids/ https://kidskonnect.com/history/industrial-revolution/ http://www.historyforkids.net/slavery-and-abolitionism.html http://www.enchantedlearning.com/history/us/people/c/crockett/ http://www.kidport.com/reflib/usahistory/calgoldrush/calgoldrush.htm Mastery: Students will be able to list important factors and important people during the Industrial Revolution. Students will be able to explain how the cotton gin expanded plantation and factory systems in the United States. Students will be able to compare and contrast the North, West, and South. Students will be able to describe the contributions of Virginia Hill and Free Hill, Tennessee, Frances Wright and Nashoba, and Elihu Embree and their efforts to abolish slavery in Tennessee.

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Students will be able to describe slave life in the South. Students will be able to explain the fight for Texas independence against Mexico, including Sam Houston and David Crockett. Students will be able explain the surprise nomination and election of James K. Polk and list his accomplishments in office. Students will be able to explain the causes, course, and consequences of the Mexican War. Students will be able to Identify prominent people and reform movements in the United States during the mid-19th century. Students will be able to describe the impact of the gold rush in California. Students will be able to describe the Compromise of 1850 and the Kansas and Nebraska Act. Students will be able to locate states and territories that existed in 1850.


-Complete_Memphis is May Activities for Honored Country -Teacher discretion on skills that need to be reviewed Instructional Resources: Memphis in May Curriculum Guides http://memphisinmay.org/educationresources Extension Activities from https://www.studiesweekly.com/online/resources


END OF SOCIAL STUDIES

http://memphisinmay.org/educationresources

https://www.studiesweekly.com/online/resources