Chalkboard

Superintendent Letter
Mission Statement
Introduction
Ordering Info
Copyright

© 2007 by Poyen School and Scantron Corporation.
All Rights Reserved.

Made with Curriculum Designer
Made with
Curriculum Designer by
Scantron Corporation

Poyen School
Poyen School Curriculum K - 12 2007-2008
Social Studies - 4th Social Studies

Time, Continuity and Change
Content Standard 1
The learner will be able to demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks Classroom
  
Important Americans
The learner will be able to examine and analyze stories of important Americans and their contributions to our society. 1. Students will compare and contrast, make inferences, and draw conclusions from biographies and stories about important Americans. 2. Students will research and write about the contributions of important Americans. .3. Students will identify important Americans' achievements and explain how past achievements contribute to our daily lives.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.1 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Chapter 8:lesson 1, page 268-273 [Textbook].  
· Horizons, States and Regions, Chapter 12, lesson 1; page 390-395 [Textbook].  
· Activity, Patriotic, Monuments, & Memorials [Teaching Strategies].  supplemental source
· Horizons, States and Regions, Activity pages 3, 71, 106; Chapter test 8, 12 [Textbook].  
  Assessment Resources
 
· Writing Prompt, Benjamin Franklin [Student].  Underground Railroad page 24 (Memorials book); Mount Rushmore; Will Rogers: Laura Ingalls Wilder (States & Regions reading support book, pink)
  
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 nations. 1. Students will identify and describe the past and present contributions of various cultures. 2. Students will explain that cultural traditions and ideas are also transmitted from one person to another.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.2 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Chapter 4, lesson 1, page 126-132 [Textbook].  
· Horizons, States and Regions, chapter 6, lesson 1, pages 200-205 [Textbook].  
· Horizons, States and Regions, chapter 7, lesson 1, pages 230-235 [Textbook].  
· Horizons, States and Regions, Activity page 38, 54, 63; chapter test 4, 6, 7 [Textbook].  
  
sequencing events
The learner will be able to demonstrate the ability to think in terms of sequencing events. 1. Students will interpret data from timelines. 2. Students will explain change and continuity over time.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.3 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Skill lesson page 106, 107 [Textbook].  
· Horizons, States and Regions, activity page 31, chapter 3 test [Textbook].  
· Activity, Student makes time line [Teaching Strategies].  Either their own life or a famous historical person.
  
History as continuing story
The learner will be able to describe how history is a continuing story of events, people, and places. Students will trace patterns of change and continuity in the history of their community, state, and nation and in the lives of people of various cultures from various periods.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.4 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Chapter 4, lesson 1, Middle Atlantic Colonies [Textbook].  pages 126-132
· Horizons, States and Regions, Activity page 38, ch 4 test [Textbook].  
  Assessment Resources
 
· Writing Prompt, Liberty Bell; Benjamin Franklin [Student].  
  
National Holidays & symbols
The learner will be able to recognize the historical significance of national holidays and symbols. 1. Students will explain the significance of national holidays and symbols. 2. Students will explain the meaning of songs,poems, and stories that express American ideals and the context within which they were created.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.5 Classroom
  Instructional Resources
 
· Writing Activity, Patriotic Prompt Writing (folder) [Writings].  
· Patriotic Monuments & Memorials, addtional resource [Teacher Materials].  
· Writing Activity, Lighting Up the Sky: Writing Prompt [Writings].  4th of July
· Writing Activity, H4; Thanksgiving Writings [Writings].  
  Assessment Resources
 
· Class discussion, Pledge of Allegiance [Teaching Strategies].  Why should we say it each morning?
· Class discussion, Significance of saying Pledge of Allegiance [Teaching Strategies].  
  
vocabulary: time/chronology
The learner will be able to use vocabulary related to time and chronology. Students will demonstrate an ability to sequence events by placing important events in chronological order.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.6 Classroom
  Instructional Resources
 
· Social Studies, Pages 106 - 107 [Textbook].  
· Activity, Page 31 [Teaching Strategies].  
  Assessment Resources
 
· Class discussion, Decade, century, millenium [Teaching Strategies].  
· Test, Chapter 3 [Assessment Objective].  
  
Literature & arts for connetions
The learner will be able to use literature and the arts to show how people, places, and events are connected to the past. Students will recognize how folklore and other cultural elements have contributed to our local, state, and national heritage.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 1.7 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Pages 4, 5, 452 - 453 [Textbook].  
· Activity, A Place Called Freedom (reading series) [Teaching Strategies].  
· Activity, page 3, 120 [Teaching Strategies].  
  Assessment Resources
 
· Class discussion, historical figures & events: how effected nation [Teaching Strategies].  Ex. Thomas Jefferson, Benjamin Franklin, Martin Luther King, Jr., Signing of Declaration of Independence.
· Chapter Tests, 13 [Tests].  
· Writing Prompt, Benjamin Franklin [Student].  
· Writing Prompt, Will Roger [Student].  
  
Content Standard 2
The learner will be able to demonstrate an understanding of how ideas, events, and conditions bring about change.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks Classroom
  
Record changes
The learner will be able to discuss and record changes in one's self, community, state, and nation. Students will describe how regions change over time and the consequences of these changes e.g. changes in population sizes, ethnic composition, construction of a new shopping center, a regional hospital, or a new manufacturing plant, changes in transportation, changes in enviromental conditions.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.1 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Chapter 4: Middle Atlantic States [Textbook].  Chapter 4: lesson 2, pages 134 - 139
· Activity, Venn Diagram: [Teaching Strategies].  Compare transportation from Pioneer times to present
· Activity, Page 40 [Teaching Strategies].  
  Assessment Resources
 
· Chapter Tests, ch 4 [Tests].  
  
Change is inevitable
The learner will be able to illustrate that change is inevitable and universal and affects everyone. Students will compare and interpret maps and photographs to explain how physical processes affect features of Earth's surface e.g. the effects of climate and weather on vegetation, erosion, and depositioin on landforms, mudslides on hills. 2. Students will describe changes in the physical and human characteristics of regions over time and will identify the consequences of such changes.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.2 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Chapter 7; lesson 3: pages 242 - 246 [Textbook].  
· Horizons, States and Regions, Activity page 65 [Textbook].  
  Assessment Resources
 
· Class discussion, Erosion [Teaching Strategies].  
· Chapter Tests, ch 7 [Tests].  
  
experiences related to 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. Students will identify the dreams and ideals that people from various groups have sought, some of the problems they encountered,and the sources of their strength and determination.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.3 Classroom
  Instructional Resources
 
· Activity, read a biography [Teaching Strategies].  Person from the South. Use 3 sources for writing. Use examples of historical fiction from reading series.
· Activity, write a biography [Teaching Strategies].  
  
what has gone before brings results
The learner will be able to explain how people, places, events, tools, institutions, attitudes, values, and ideas are the result of what has gone before. Students will compare and contrast people, places, events, tools, institutions, attitudes, values, and ideas of the present with those of other historical periods.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.4 Classroom
  Instructional Resources
 
· Horizons, States and Regions, chapter 6: lesson 1; pages 200 - 205 [Textbook].  
· Horizons, States and Regions, Civil Rights Movement [Textbook].  On going trhoughout textbook
· Activity, A Place Called Freedom [Teaching Strategies].  Reading series
· Activity, Page 54 [Teaching Strategies].  
  Assessment Resources
 
· Chapter Tests, chapter 6 [Tests].  
  
Processes demonstrate continuity/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. Students will plan and present a project that demonstrates an understanding of continuity and change.
Strand Bloom's Scope Hours Source Activities
Chronology & concepts of history   Master 1.0 Arkansas Social Studies Frameworks TCC 2.5 Classroom
  Instructional Resources
 
· Horizons, States and Regions, chapter 2; lesson 3; pages 72 - 77 [Textbook].  
  Assessment Resources
 
· Chapter Tests, ch 2 [Tests].  
  
top  

People, Places, and Environments
Content Standard 1
The learner will be able to demonstrate an understanding that people, cultures, and systems are connected and that commonalities and diversities exist among them.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks Classroom
  
Dependence
The learner will be able to investigate how members of a family, school, community, state, nation and culture depend on each other. Students will describe interdependence of regions.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.1 Classroom
  Instructional Resources
 
· Horizons, States and Regions, chapter 6; lesson 2; pages 206 - 211 [Textbook].  Discuss how the US is a melting pot
· Activity, page 55 [Teaching Strategies].  
  Assessment Resources
 
· Chapter Tests, ch 6 [Tests].  
  
Similarities/differences in 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, role playing, dance, music, and simulation. 1. Students will recognize and discuss the elements of their own culture. 2. Students will identify and compare the cultural characteristics of different regions and people.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.2 Classroom
  Instructional Resources
 
· Horizons, States and Regions, chapter 9; lesson 1; pages 296 - 301 [Textbook].  
· Activity, venn diagram [Teaching Strategies].  Compare life on the Plains verses life in mountainous regions. Draw pictures of sod houses and tepees. When covering Hawaii in Chapter 13, have students role play the hula dance.
· Activity, page 80 [Teaching Strategies].  
  Assessment Resources
 
· Chapter Tests, chapter 9 [Tests].  
  
Contributions of Groups
The learner will be able to analyze the contributions of various groups to community, state, and nation. Students will explain why and how the nation and Arkansas were established and identify founders and early settlers.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.3 Classroom
  Instructional Resources
 
· Harcourt Social Studies, chapter 8; lesson 1; pages 268 - 273 [Textbook].  
· Harcourt Social Studies, Amelia's Road; reading series [Textbook].  Hispanic Culture
· Harcourt Social Studies, Oktoberfest (German Culture) [Textbook].  Discuss Hawaiian culture when covering chapter 13
· Harcourt Social Studies, Chapter 13; lesson 1; pages 438 - 443 [Textbook].  
· Activity, Page 71; 116 [Teaching Strategies].  
  Assessment Resources
 
· Chapter Tests, 8 & 13 [Tests].  
· Writing Prompt, Mardi Gras [Student].  Do when covering chapter 7
  
Diversity of United States
The learner will be able to use student, family and community resources to recognize and understand the ethnic, racial, and religious diversity of the United States. Students will describe the nature and complexity of the world's cultural mosaics.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.4 Classroom
  Instructional Resources
 
· Horizons, States and Regions, chapter 11; lesson 1; pages 366 - 372 [Textbook].  
· Horizons, States and Regions, activity page 98 [Textbook].  
  Assessment Resources
 
· Class discussion, Amelia's Road (reading series) [Teaching Strategies].  Melting Pot; Motto - E Pluribus Unum; Out of Many, One; page 443
· Chapter Tests, chapter 11 [Tests].  
· Writing Prompt, Fiesta [Student].  
  
Interactions people/environment
The learner will be able to analyze the effects of interactions between people and their environment. 1. Students will analyze how communites change physically and demographically over time. 2. Students will identify and explain in writing which human activities have the greatest potential to damage the environment and suggest solutions to counteract the damage.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.5 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Chapter 2: lesson 2; pages 65 - 69 [Textbook].  
· Horizons, States and Regions, chapter 4; lesson 3; pages 142 - 147 [Textbook].  
· Horizons, States and Regions, Chatper 5; lesson 4; pages 192 - 195 [Textbook].  
· Horizons, States and Regions, chapter 6; lesson 3; pages 214 - 219 [Textbook].  Lesson 4; pages 220 - 225
· Horizons, States and Regions, chapter 10; lesson 1; pages 342 - 347 [Textbook].  
· Horizons, States and Regions, chapter 12; lesson 3; pages 405 - 410 [Textbook].  
· Activity, Page 51, 58, 59, 60, 90, 91, 110, 43 [Teaching Strategies].  
  Assessment Resources
 
· Class discussion, cultural regions such as Chinatown, Amish, etc [Teaching Strategies].  
· Chapter Tests, 4, 5, 6, 12 [Tests].  
· Writing Prompt, Immigrant [Teaching Strategies].  
  
Similarities/differences families
The learner will be able to distinguish similarities and differences among families and communities around the world. Students will describe the characteristics of a variety of regions.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.6 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Chapter 3, lesson 4, pages 118 - 121 [Textbook].  
· Horizons, States and Regions, chapter 4, lesson 4, pages 150 - 155 [Textbook].  
· Horizons, States and Regions, chapter 9, lesson 4, pages 320 - 323 [Textbook].  
· Horizons, States and Regions, chapter 11, lesson 3, pages 381 - 385 [Textbook].  
· Activity, page 35, 44, 87, 102, 103 [Teaching Strategies].  
  Assessment Resources
 
· Chapter Tests, 3, 4, 9, 11 [Tests].  
· Writing Prompt, Fiesta [Teaching Strategies].  
  
Analyze Interdependence
The learner will be able to use a variety of processes, such as thinking, listening, reading, writing, and speaking, to analyze interdependence. Students will create a group project that explains or requires some aspect of interdependence.
Strand Bloom's Scope Hours Source Activities
connections people,cultures, systems   Master 1.0 Arkansas Social Studies Frameworks PPE 1.7 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Page 75; Discussion of interdependence [Textbook].  
· Writing Activity, interdependence [Writings].  Write about something we depend on from another region. Example: seafood, coffe, citrus fruit. What do we provide for other states? Ex: chicken, soybeans, rice, cotton
  
Content Standard 2
The learner will be able to demonstrate an understanding of the significance of physical and cultural characteristics of places and world regions.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks Classroom
  
geography affects people
The learner will be able to explain how geography and the environment affect the way people live. 1. Students will explain how physical characteristics, modes of transportation, transportation routes, climate, and specialization influenced the variety of crops, products and industries in Arkansas and the US. 2. Students will describe how people in Arkansas adapt to their physical environment at different times of the year.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.1 Classroom
  Instructional Resources
 
· Horizons, States and Regions, chapte 1, lesson 4, pages 44 - 48, 108 - 115 [Textbook].  
· Horizons, States and Regions, chapter 6, lesson 2, pages 206 - 211 [Textbook].  
· Horizons, States and Regions, chapter 7, lesson 4, pages 248 - 251 [Textbook].  
· Horizons, States and Regions, chapter 8; lesson 4, pages 286 - 2909 [Textbook].  
· Horizons, States and Regions, chapter 11; lesson 2; pages 373 - 379 [Textbook].  
· Horizons, States and Regions, chapter 12; lesson 4; pages 412 - 415 [Textbook].  
· Activity, pages 32, 33, 55, 67, 68, 76, 99, 100, 112 [Teaching Strategies].  
  Assessment Resources
 
· Chapter Tests, 1, 3, 6, 7, 8, 11, 12 [Tests].  
  
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. 1. Students will distinguish between different components of Earth's physical systems e.g. lithospheric features such as mountains, hills, plateaus, plains;, and hydrologic features such as oceans, lakes and rivers. 2. Students will describe the reasons various groups migrated to different parts of the US. 3. Students will describe the different forms of transportation and their developments over time.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.2 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Skill lesson pages 2, 3 [Textbook].  
· Horizons, States and Regions, chapter 1; lesson 3; pages 38 - 43 [Textbook].  
· Horizons, States and Regions, chapter 5; lesson 1, pages 170 - 175 [Textbook].  
· Horizons, States and Regions, chapter 8; lesson 3, pages 281 - 285 [Textbook].  
· Activity, Theme cards when teaching 5 themes [Teaching Strategies].  
· Activity, pages 2, 13, 47, 74, 75 [Teaching Strategies].  
  Assessment Resources
 
· Chapter Tests, 1, 5, 8 [Tests].  
  
Compare/contrast rural/urban
The learner will be able to compare adn contrast the features of rural and urban areas. 1. Students will use maps and graphs. 2. Students will compare rural, urban, and suburban communities and describe how the local community has changed physically and demographically over time. 3. Students will use maps, tables, graphs, and charts to classify regions with common characteristics.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.3 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Chapter 2, lesson 1; pages 60 - 64 [Textbook].  
· Horizons, States and Regions, chapter 9, lesson 3, pages 314 - 319 [Textbook].  
· Activity, Venn Diagram; rural vs urban life [Teaching Strategies].  
· Activity, page 20, 86 [Teaching Strategies].  
  Assessment Resources
 
· Chapter Tests, 2, 9 [Tests].  
· Writing Prompt, rural vs urban [Student].  Students write whether they would live in a rural or urban area if they had a choice and why they made that choice.
  
Types of maps & uses
The learner will be able to understand the various types of maps and their uses. 1. Students will construct physical maps and three dimensional models that include the essential map elements and the geographic regions of Arkansas and the United States. 2. Students will develop and use different kinds of maps, and globes.
Strand Bloom's Scope Hours Source Activities
Physical/Cultural characteristics places   Master 1.0 Arkansas Social Studies Frameworks PPE 2.4 Classroom
  Instructional Resources
 
· Horizons, States and Regions, Skill lesson A2 - A3 [Textbook].  
· Horizons, States and Regions, Maps throughout text [Textbook].  
· Horizons, States and Regions, map skills: supp source. various pages [Textbook].  
· Horizons, States and Regions, Page 33; population map [Textbook].  
· Horizons, States and Regions, Map Skills for Today: Supp source [Textbook].  
· Horizons, States and Regions, Maps, Charts, Graphs, & Diagrams [Textbook].  Suppl. source: page 37; historical map
· Horizons, States and Regions, pages 34, 35; elevation map [Textbook].  
· Horizons, States and Regions, skill lesson 70, 71 [Textbook].  
· Horizons, States and Regions, skill lesson 274 - 275 historical maps [Textbook].  
· Horizons, States and Regions, skill lesson cultural maps 302, 303 [Textbook].