Poyen School
Poyen School Curriculum K - 12 2007-2008

Social Studies - 4th Grade Arkansas History


Strand 1: Time Continuity and Change

    Content Standard 1
The learner will be able to demonstrate and understanding of historical chronology, concepts, and relationships.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Sequencing Events
The learner will be able to demonstrate the ability to think in terms of sequencing events.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks TCC 1.1
Instructional Resources
- Activity, Arkansas History timeline: major events [Teaching Strategies].  Include such features as the first Native Amercians arriving, statehood, years of record high temperatures and lows, Central High, and election of Bill Clinton as president, etc.
- Activity, individual or group [Teaching Strategies].  
  
    Important Arkansans
The learner will be able to examine and analyze stories of important Arkansans and their contributions to our society.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks TCC 1.2
Instructional Resources
- Arkansas Heritage, Page 24 [workbook].  Famous authors, musicians, actors, politicians, and athletes. Students can do research on some of these famous Arkansans
- Activity, Group Discussion [Teaching Strategies].  Share reports orally
  
    Influences on history
The learner will be able to explain how individuals, events, and ideas influence the history of one's self, family community, state and nation.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks TCC 1.3
Instructional Resources
- Arkansas Heritage, Page 23; page 24 [workbook].  Refer to Central High in Little Rock; Many landmarks and towns are named after the first Native Americans
Assessment Resources
- Teacher Observation, student work [Textbook].  
  
    History is continuing story
The learner will be able to describe how history is a continuing story of people, places, and events.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks TCC 1.4
Instructional Resources
- Activity, Begin Native Americans: [Teaching Strategies].  follow through present time
- Activity, Akansas Heritage Activity Book page 23 [Teaching Strategies].  Page 24: famous Arkansans
- Activity, Arkansas was under water millions of years ago [Teaching Strategies].  Demonstrate change of land
Assessment Resources
- Teacher Observation, student work [Textbook].  
  
    Content Standard 2
The learner will be able to demonstrate and understanding of how ideas, events, and conditions bring about change.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks
  
    Effects of change
The learner will be able to use personal experiences, biographies, autobiographies, or historical fiction to explain how individuals are affected by, can cope with, and can create change.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks TCC 2.1
Instructional Resources
- Activity, Read excerpts biographies/autobiographies [Teaching Strategies].  Examples: Sam Walton, Johnny Cash, Scottie Pippen, Sequoyah, Bill Clinton. Also could read Johnny Appleseed. Arkansas is mentioned in story.
Assessment Resources
- Teacher Observation, student work [Textbook].  
  
    Change is universal
The learner will be able to discuss that change affects everyone and is inevitable and universal.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks TCC 2.2
Instructional Resources
- Arkansas Heritage, Page 16 [workbook].  Discuss the early famms in Arkansas. Compare to farming today. Discuss Central High. Reinforce change is good.
Assessment Resources
- Teacher Observation, student work [Textbook].  
  
    Continuity and change
The learner will be able to use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks TCC 2.3
Instructional Resources
- Arkansas Heritage, Page 26: Growth of Cities in Arkansas [workbook].  Discuss why some cities have grown while others have not. Examples: El Dorado - discover of oil caused ti to boom. Other rural towns have stayed small because of isolated locations.
Assessment Resources
- Teacher Observation, student work [Textbook].   Can demonstrate locations on an Arkansas Map.
  
    Present result of past
The learner will be able to explain how people, places, events, tools, institutions, attitudes, values, and ideas are the result of what has happened in the past.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks TCC 2.4
Instructional Resources
- Arkansas Heritage, Page 23 [workbook].  Discuss how traditions and beliefs are passed down from generation to generation. Blacks and whites can go to same school as a result of Civil rights movement. Bring up Central High in Little Rock. Refer to Arkansas Arts Center Website.
Assessment Resources
- Teacher Observation, student work [Textbook].  
  
    Arkansas literature and arts
The learner will be able to interact with Arkansas literature and the arts to show how traditions help people maintain continuity and ties with the past.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks TCC 2.5
Instructional Resources
- Activity, Read excerpts from books [Teaching Strategies].  Maya Angelou - wrote about growing up in Stamps, Arkansas. Look at pictures of Arkansas folk artists. Refer to Arkansas Arts Center website.
Assessment Resources
- Teacher Observation, Students discuss family traditions [Textbook].   Example: Christmas, 4th of July, etc.
  

Strand 2: People, Places, Environments

    Content Standard 1
The learner will be able to demonstrate an understanding that people, their cultures and systems are connected and that similarities and differences exist among them.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Families & communities
The learner will be able to distinguish similarities and differences in families and communities in Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PPE 1.1
Instructional Resources
- Arkansas Heritage, Page 13 [workbook].  Charts on various cities and towns in Arkansas. Compares population and locations. Can do a Venn diagram comparing Poyen to Little Rock.
Assessment Resources
- Teacher Observation, student work [Textbook].  
  
    Compare/contrast cultures
The learner will be able to compare and contrast similarities and differences in cultures through a variety of experiences, such as reading, writing, drawing, living history, dance, music, and simulation.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PPE 1.2
Instructional Resources
- Activity, Read ABC's of Arkansas: library [Teaching Strategies].  
- Arkansas Heritage, Page 23: Discussion of Native Americans. [workbook].  
- Arkansas Heritage, State Dance: Square dance [workbook].  
- Arkansas Heritage, African American Culture:Maya Angelou, Daisy Bates [workbook].  
- Arkansas Heritage, Museum of Discovery: Little Rock [workbook].  Native American Exhibit of early Arkansans
Assessment Resources
- Teacher Observation, student work [Textbook].  
  
    Contributions of cultures
The learner will be able to analyze the contributions of various racial/ethnic groups and cultures to the community and state.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PPE 1.3
Instructional Resources
- Arkansas Heritage, Pages 23, 24, 25 [workbook].  Writing Activity - Make a heritage booklet. Students will ask family members about heritage and make a booklet of their family heritage. Include examples of family pictures, favorite foods, traditions, holidays, etc.
Assessment Resources
- Class discussion, Brickfest, timberfest, Greek Festival, Oktoberfest [Teaching Strategies].  
- Teacher Observation, student work [Assessment Objective].  
  
    Content Standard 2
The learner will be able to demonstrate an understanding of the significance of physical and cultural characteristics of Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks
  
    Geography & environment
The learner will be able to explain how geography and the environment affect the way people live in Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.1
Instructional Resources
- Arkansas Heritage, page 11 [workbook].  Regions of Arkansas. Explain how farming is in Southern and eastern Arkansas because the land is flatter.
- Arkansas Heritage, Page 13 [workbook].  Gives description of ten largest cities in Arkansas and why. Example: Pine Bluff: Busy port on Arkansas River.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Five Themes of geography
The learner will be able to understand and apply the five themes of geography: location, place, human-environment interaction, movement, and regions.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.2
Instructional Resources
- Activity, theme cards [Teaching Strategies].  Give Examples relating to Arkansas. Students put example in Correct theme. Example: A farmer planting soybeans in Eastern Arkansas: Human-environment interaction. Arkansas River Valley: Region. Little Rock is in central Arkansas: location. Rich farmland along the Mississippi River - place. Goods being transported by railroad: movement.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Six geographical regions
The learner will be able to distinguish the six natural geographical regions recognizing the highland/lowland areas of Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.3
Instructional Resources
- Arkansas Heritage, Page 10, 11 [workbook].  Do group activity: Divide the class into 6 groups representing the regions. Have each group make a collage of their region. . Teacher will provide various items for their use. Students will also make a written summary to explain their collage. Present as a group in class.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].   Possible items for collage: Postcards, rice, cotton, Mountain Valley labels, Razorback memorabilia, pictures from magazines, etc.
  
    Arkansas rural/urban areas
The learner will be able to compare and contrast the features of Arkansas' rural and urban geographic areas.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.4
Instructional Resources
- Activity, Venn Diagram: Rural vs. Urban [Teaching Strategies].  Rural: Fewer buildings, homes, more vegetation. Give some examples of rural towns. Urban: Taller buildings, more traffic, more people. Give examples.
- Activity, Student writing [Teaching Strategies].  Write about their preferred choice of living and why.
  
    Map use
The learner will be able to understand the various types of maps and how to use them.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.5
Instructional Resources
- Arkansas Heritage, Page 7 & 8: land & water in Arkansas [workbook].  Page 9: Latitude and longitude; page 11: Regions of Arkansas; page 12: elevations; page 14: population map; page 15: land use map; page 18: temperatures and precipitation; page 20, 21, 22: Rivers and lakes in Arkansas; page 28: road map. Also use state map of Arkansas.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Geographical terms
The learner will be able to understand geographical terms, such as mental mapping, spatial relationships, cardinal directions, latitude, longitude, and landforms.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.6
Instructional Resources
- Arkansas Heritage, Map pages [workbook].  
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Affects of technology
The learner will be able to explore and communicate how technology affects the natural environment, agriculture, transportation, and communication.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.7
Instructional Resources
- Arkansas Heritage, Page 16: Early farms [workbook].  Page 19: Construction of McClellan-Kerr Navigation system. Creation of man made lakes for water power and flood control, as well as recreation.
- Arkansas Heritage, Page 22: Map of Arkansas River navigation sys [workbook].  
- Arkansas Heritage, Oil production - Eldorado [workbook].  
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  

Strand 3:Production,Distrib.,Consumption

    Content Standard 1
The learner will be able to demonstrate and understanding of the economy of Arkansas and its relationship with other economies.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Wants and Needs
The learner will be able to categorize and prioritize wants and needs.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.1
Instructional Resources
- Activity, Discussion: Wants/needs [Teaching Strategies].  Relate to Arkansas. Example: I want to visit Eureka Springs, Ar. Our crops need a certain amount of rainfall. Both - During a time of drought, farmers want and need rainfall to make a living.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Limits to goods and services
The learner will be able to apply the concept that goods and services are limited by available human and natural resources, requiring individuals and Societies to make choices.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.2
Instructional Resources
- Activity, Job opportunities [Teaching Strategies].  Explain there are not many job opportunities in manufacturing around Poyen because of ther population. People will have to find jobs in larger cities in manufacturing. Lots of forests, so people can find jobs in loggins.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Scarcity and choice
The learner will be able to analyze and apply the concepts of scarcity and choice by using a variety of processes, such as reading, writing, speaking, listening, graphing, charting, estimating, predicting, and using mental math.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.3
Instructional Resources
- Activity, Farming [Teaching Strategies].  Explain that most farming in done in the lowlands of Arkansas not in the highlands. The land in the highlands is rockier and less fertile. Farmers choose to live in the lowland regions.
- Arkansas Heritage, Pge 16 [workbook].  Use the bar graph and predict what the number of farms in Arkansas will be in the future.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Economic interdependencies
The learner will be able to identify economic interdependencies between community and state.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.4
Instructional Resources
- Activity, Logging: bricks [Teaching Strategies].  Arkansas depends on the Leola, Poyen area for logging industry. Malvern supplies the bricks.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Economic terms
The learner will be able to demonstrate and understanding of economic terms, such as opportunity cost, scarcity, and production and recognize the different means of economic exchange, such as bartering, trading, and marketing.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.5
Instructional Resources
- Activity, Social studies book to define terms [Teaching Strategies].  After students are familiar with meanings, use my husband's store as a reference. Example: Opportunity cost: Husband gives up extra sleep for being able to open the store earlier to get more customers.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Opportunities in Arkansas
The learner will be able to explore the kinds of work, recreational, and tourism opportunities that Arkansans have and how they affect family and community.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.6
Instructional Resources
- Arkansas Heritage, Page 7, 10, 15, 16, 19 , 27 [workbook].  
- Activity, Brochure [Teaching Strategies].  Work in groups, choose a popular town or state partk and make a brochure trying to attact tourists to their area.
Assessment Resources
- Writing Prompt, Arkansas State Parks: released Item. [Teaching Strategies].  
  
    Resources in Arkansas
The learner will be able to determine the natural, human, and capital resources used to produce goods and services in Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.7
Instructional Resources
- Activity, 3 column chart [Teaching Strategies].  Headings: Natural, human, capital resources. Name an object or person and have students put in correct column. Example: tractor: capital resource; trees: natural resource; factory worker: human resource.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  

Strand 4:Power,Authority,and Governance

    Content Standard 1
The learner will be able to demonstrate and understanding of our national, state, and local government and of the rights and responsibilities of participating in a democratic society within Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Need for government
The learner will be able to explain the need for government, rules, and laws in home, school, community, and state.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PAG 1.1
Instructional Resources
- Activity, Discuss: when going over class rules [Teaching Strategies].  Relate to state level. Example: obey the speed limit to keep the streets in Poyen and throughout Arkansas safe. We need government funding for our school.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Official symbols
The learner will be able to recognize official symbols of your school and state.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PAG 1.2
Instructional Resources
- Arkansas Heritage, state symbols [workbook].  
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    leaders
The learner will be able to distinguish among school, community, and state governments, and identify leaders at these levels, such as principal, superintendent, mayor, and governor.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PAG 1.3
Instructional Resources
- Activity, Ch. 14; Social Studies [Teaching Strategies].  
- Writing Activity, Leader [Writings].  If you had the opportunity to be a leader at one of these levels, which would it be and why?
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Responsibility of Citizenship
The learner will be able to exhibit and understanding of the rights and responsibilities of citizenship in the community and state, including the importance of voting.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PAG 1.4
  

Strand 5:Social Science Processes/Skills

    Content Standard 1
The learner will be able to demonstrate critica thinking skills through research, reading, writing, speaking, listening, and problem solving using the tools of social sciences.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Primary & Secondary Sources
The learner will be able to distinguish between primary and secondary sources.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks SSPS 1.1
Instructional Resources
- Activity, Nightly news: source for watching interviews [Teaching Strategies].  also, pictures of various places in Arkansas: primary. Explain that secondary sources are when people were not actually there. We come this in Social studies on page 6 & 7.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Interpret information
The learner will be able to interpret information from visual aids, such as charts, graphs, and maps.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks SSPS 1.2
Instructional Resources
- Arkansas Heritage, Pg 9, 11 - 18, 20, 22, 28 [workbook].  
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Communicate knowledge & ideas
The learner will be able to communicate knowledge and ideas in a variety of forms, such as reports, persuasive statements, journals, graphic displays, speeches, cultural storytelling.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks SSPS 1.3
Instructional Resources
- Activity, Research report famous Arkansan [Teaching Strategies].  
- Activity, travel brochure for place in Arkansas [Teaching Strategies].  
- Activity, Timeline of Arkansas Events [Teaching Strategies].  
- Activity, Campaign speech for politician [Teaching Strategies].  running for senator, legislator, governor, etc. Make a campaign poster.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Issues in Arkansas
The learner will be able to recognize and discuss different perspectives in current and past issues in Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks SSPS 1.4
Instructional Resources
- Activity, Discuss issue of Civil rights [Teaching Strategies].  
- Activity, Discuss issue of Public School consolidation [Teaching Strategies].  Do prompt in folder
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  
    Fact/opinion
The learner will be able to distinguish between historical fact and personal opinion in Arkansas History.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks SSPS 1.5
Instructional Resources
- Activity, Fact/opinion [Teaching Strategies].  It is a historical fact that African americans were not allowed in public schools in Arkansas. Students express personal opinion on this issue.
Assessment Resources
- Teacher Observation, student work [Assessment Objective].  
  

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