4th+Grade+Common+Core+SS+Resources

To navigate this page, any available resources will appear as links below the Content Expectation. Please contact david.johnson@wmisd.org if you have a public domain resource which could be linked to one of these standards.

Vocabulary: The attached vocabulary list came from the Michigan Citizenship Collaborative Curriculum and should be covered throughout the course of the year if you're following the MC3 units. "I Can" Statements The attached "I Can" statements were developed during the Wexford-Missaukee Intermediate School District curriculum review for Social Studies.

Common Core Writing Examples from Mason Lake Oceana ISD's Social Studies Network. Common Core (College and Career Readiness Standards) for content literacy in Social Studies (through ELA standards) There are Northern Michigan Learning Consortium Assessments available for some of these units. Please click here to learn more about how to access them.
 * [[image:nmlcss/movie.jpg width="64" height="63"]]PROFESSIONAL DEVELOPMENT RECAP: Kingsley - October 2011**

[[image:nmlcss/folder.jpg width="99" height="82"]]**MC3 Unit 1 - Foundations in Social Studies**
**RESOURCE: Michigan History For Kids** //An entire magazine from 2002 focused around Michigan History. Pull individual articles to hit a variety of the CCRS Reading Standards and Writing Standards (Depending on which ones you used.)//
 * //3 – H3.0.1: //Identify questions that historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?). //See also 4-H3.0.1.// **

**RESOURCE: American History: Growth of the United States** //This online film can be streamed to your class via a projector. It traces the growth of the United States from the 13 original colonies to today.To hit the CCRS Standards, students could write about how the United States has grown from the 13 original colonies through to the 50 states we have today. If this were an informative piece with the topic clearly defined, devloped with facts from the movie, etc. it could hit CCRS Writing Standard 2.//
 * //4 – G1.0.1: //Identify questions geographers ask in examining the United States (e.g., Where is it? What is it like there? How is it connected to other places?). **

**RESOURCE: Fun Family Finances**
 * //4 – E1.0.1: // Identify questions economists ask in examining the United States (e.g., What is produced? How is it produced? How much is produced? Who gets what is produced? What role does the government play in the economy?). **

//This article from Scholastic can be used in your class by either printing or on an overhead projector. How many of the economic principles you've studied in the lesson for this GLCE can you identify? Then, for CCRS alignment, have students journal about what they could do to help with family finances after having read this letter. CCRS Writing Standard 8.// **REMC RESOURCE: The Ox-Cart Man** //You will need a REMC login and password to request these materials. Search for "The Ox-Cart Man" The bookset is available for checkout, or a Reading Rainbow version is available as a video. Either way students can write afterwards and hit CCRS Writing Standard 8 if they are recalling relevant information and gathering information from the book, taking notes along the way etc. They can create a polished piece of writing (multiple drafts) and hit CCRS Writing Standard 5. **If you run into any problems accessing this resource, or need your REMC login, please call (231) 876-2270.**//

**RESOURCE: [|The Responsibilities of Citizens]** //This is a long document, but using the section "Responsibilities of Citizens" CCRS Reading Standards for Informational Text 1-3 apply. Have students explain what the text is saying by referring to details from it to support their claims (1) Determine the main idea of a text and explain how it is supported by key details (2), Explain events, procedures, ideas, or concepts (3)//
 * //4 – C1.0.1: //Identify questions political scientists ask in examining the United States (e.g., What does government do? What are the basic values and principles of American democracy? What is the relationship of the United States to other nations? What are the roles of the citizen in American democracy?). **

[[image:nmlcss/folder.jpg width="99" height="82"]]**MC3 Unit 2 - The United States in Spatial Terms**
//4 - G1.0.1: // Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?). //4 - G1.0.2: // Use cardinal and intermediate directions to describe the relative location of significant places in the United States. //4 - G1.0.3: // Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image). //4 - G1.0.4: // Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States. //<span style="font-family: 'Arial','sans-serif';">4 - G1.0.5: //<span style="font-family: 'arial','sans-serif';"> Use maps to describe elevation, climate, and patterns of population density in the United States. //<span style="font-family: 'Arial','sans-serif';">4 - G2.0.1: //<span style="font-family: 'arial','sans-serif';"> Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions). //<span style="font-family: 'Arial','sans-serif';">4 - G2.0.2: //<span style="font-family: 'arial','sans-serif';"> Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States.

[[image:nmlcss/folder.jpg width="99" height="82"]]**MC3 Unit 3 - Human Geography in the United States**

 * //<span style="font-family: 'Arial','sans-serif';">4 – H3.0.2: //<span style="font-family: 'Arial','sans-serif';">Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. **

**RESOURCE: Historic Diaries: Marquette and Joliet** //Selections from and information behind Father Marquette from a Wisconsin history site. You have multiple journal entries on this page to choose from and play with. Reading Standards 1, 2, and 3 can be hit by having the conversations about the main ideas, having students pull out examples and details (and the very important, making inferences within the text), and explaining the events across multiple entries that occur.//

** RESOURCE: The Underground Railroad ** //This is a great opportunity to bring Reading Standard 9 into the equation. Having students begin on this page from the Michigan Historical Museum, they can begin to get some background information. Students can then travel forward by learning more about one of the people mentioned on the page, and possibly write and research on them. This would hit Writing Standard 7.// Harriet Tubman - Close and Critical Reading Lesson CCRS Ready!
 * //<span style="font-family: 'Arial','sans-serif';">4 - H3.0.7: //<span style="font-family: 'Arial','sans-serif';">Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes region <span style="font-family: 'Arial','sans-serif'; font-size: 15px;">. **

**RESOURCE: USA Geography** //After giving students the questions...where is it, what is it like there, how is it connected to other places, students could use this website to research more about a region. The map isn't divided into regions, it's divided into states. Students would have to read and research the states within the regional boundaries to answer those questions, find those common themes that connect a region, etc. This would hit Reading Standard 9 and Writing Standard 7.//
 * //<span style="font-family: 'Arial','sans-serif';">4 - G1.0.1: //<span style="font-family: 'arial','sans-serif';"> Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?). **

//<span style="font-family: 'Arial','sans-serif';">4- G1.0.3: //<span style="font-family: 'Arial','sans-serif';">Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).

//<span style="font-family: 'Arial','sans-serif';">4- G1.0.4: //<span style="font-family: 'arial','sans-serif';"> Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.

//<span style="font-family: 'Arial','sans-serif';">4 - G4.0.1: //<span style="font-family: 'arial','sans-serif';"> Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration.

//<span style="font-family: 'Arial','sans-serif';">4 - G4.0.2: //<span style="font-family: 'arial','sans-serif';"> Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food).

//<span style="font-family: 'Arial','sans-serif';">4 - G5.0.1: //<span style="font-family: 'arial','sans-serif';"> Assess the positive and negative effects of human activities on the physical environment of the United States.

//<span style="font-family: 'Arial','sans-serif';">4 – P3.1.1: //<span style="font-family: 'arial','sans-serif';"> Identify public issues in the United States that influence the daily lives of its citizens.

[[image:nmlcss/folder.jpg width="99" height="82"]]**MC3 Unit 4 - Exploring Economics**

 * //<span style="font-family: 'Arial','sans-serif';">4 - E1.0.1: //<span style="font-family: 'arial','sans-serif';"> Identify questions economists ask in examining the United States (e.g., What is produced? How is it produced? How much is produced? Who gets what is produced? What role does the government play in the economy?). **
 * [[image:resource.jpg]]RESOURCE: Supply and Demand - Basic Economic Concepts**


 * //<span style="font-family: 'Arial','sans-serif';">4 - E1.0.2: //<span style="font-family: 'arial','sans-serif';"> Describe some characteristics of a market economy (e.g., private property rights, voluntary exchange, competition, consumer sovereignty, incentives, specialization). **
 * [[image:resource.jpg]]**RESOURCE: Kid's Econ Posters****
 * [[image:resource.jpg]] RESOURCE: Kid's Econ Posters - Specialization**


 * //<span style="font-family: 'Arial','sans-serif';">4 - E1.0.3: //<span style="font-family: 'arial','sans-serif';"> Describe how positive (e.g., responding to a sale, saving money, earning money) and negative (e.g., library fines, overdue video rental fees) incentives influence behavior in a market economy. **


 * [[image:resource.jpg]]**RESOURCE: Kid's Econ Posters ****

//<span style="font-family: 'Arial','sans-serif';">4 - E1.0.4: //<span style="font-family: 'arial','sans-serif';"> Explain how price affects decisions about purchasing goods and services (substitute goods). //<span style="font-family: 'Arial','sans-serif';">4 - E1.0.5: //<span style="font-family: 'arial','sans-serif';"> Explain how specialization and division of labor increase productivity (e.g., assembly line). //<span style="font-family: 'Arial','sans-serif';">4 - E1.0.6: //<span style="font-family: 'arial','sans-serif';"> Explain how competition among buyers results in higher prices and competition among sellers results in lower prices (e.g., supply, demand). //<span style="font-family: 'Arial','sans-serif';">4 - E1.0.7: //<span style="font-family: 'arial','sans-serif';"> Demonstrate the circular flow model by engaging in a market simulation, which includes households and businesses and depicts the interactions among them. //<span style="font-family: 'Arial','sans-serif';">4 - E1.0.8: //<span style="font-family: 'arial','sans-serif';"> Explain why public goods (e.g., libraries, roads, parks) are not privately owned. //<span style="font-family: 'Arial','sans-serif';">4 - E2.0.1: //<span style="font-family: 'arial','sans-serif';"> Explain how changes in the United States economy impacts levels of employment and unemployment (e.g., changing demand for natural resources, changes in technology, changes in competition). //<span style="font-family: 'Arial','sans-serif';">4 - E3.0.1: //<span style="font-family: 'arial','sans-serif';"> Describe how global competition affects the national economy (e.g., outsourcing of jobs, increased supply of goods, opening new markets, quality controls).

//<span style="font-family: 'Arial','sans-serif';">4 - C3.0.7: //<span style="font-family: 'arial','sans-serif';"> Explain how the federal government uses taxing and spending to serve the purposes of government.

//<span style="font-family: 'Arial','sans-serif';">4 - H3.0.5: //<span style="font-family: 'arial','sans-serif';"> Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past.

[[image:nmlcss/folder.jpg width="99" height="82"]]**MC3 Unit 5 - Our Federal Government**
//<span style="font-family: 'Arial','sans-serif';">4 – C1.0.1: //<span style="font-family: 'Arial','sans-serif';">Identify questions political scientists ask in examining the United States (e.g., What does government do? What are the basic values and principles of American democracy? What is the relationship of the United States to other nations? What are the roles of the citizen in American democracy?). //<span style="font-family: 'Arial','sans-serif';">4 – C1.0.2: //<span style="font-family: 'Arial','sans-serif';">Explain probable consequences of an absence of government and of rules and laws. //<span style="font-family: 'Arial','sans-serif';">4 – C1.0.3: //<span style="font-family: 'arial','sans-serif';"> Describe the purposes of government as identified in the Preamble of the Constitution. //<span style="font-family: 'Arial','sans-serif';">4 – C2.0.1: //<span style="font-family: 'arial','sans-serif';"> Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights (e.g., freedom of religion, freedom of expression, freedom of press) serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights. //<span style="font-family: 'Arial','sans-serif';">4 – C3.0.1: //<span style="font-family: 'Arial','sans-serif';">Give examples of ways the Constitution limits the powers of the federal government (e.g., election of public officers, separation of powers, checks and balances, Bill of Rights). //<span style="font-family: 'Arial','sans-serif';">4 – C3.0.2: //<span style="font-family: 'Arial','sans-serif';">Give examples of powers granted to the federal government (e.g., coining of money, declaring war) and those reserved for the states (e.g., driver’s license, marriage license). //<span style="font-family: 'Arial','sans-serif';">4 – C3.0.3: //<span style="font-family: 'Arial','sans-serif';">Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches). //<span style="font-family: 'Arial','sans-serif';">4 – C3.0.4: //<span style="font-family: 'Arial','sans-serif';">Describe how the powers of the federal government are separated among the branches. //<span style="font-family: 'Arial','sans-serif';">4 – C3.0.5: //<span style="font-family: 'arial','sans-serif';"> Give examples of how the system of checks and balances limits the power of the federal government (e.g., presidential veto of legislation, courts declaring a law unconstitutional, congressional approval of judicial appointments). //<span style="font-family: 'Arial','sans-serif';">4 – C3.0.6: //<span style="font-family: 'Arial','sans-serif';">Describe how the President, members of the Congress, and justices of the Supreme Court come to power (e.g., elections versus appointments).

[[image:nmlcss/folder.jpg width="99" height="82"]]**MC3 Unit 6 - Rights and Responsibilities of Citizenship**
//<span style="font-family: 'Arial','sans-serif';">4 – C2.0.2: //<span style="font-family: 'Arial','sans-serif';">Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are involved (e.g., freedom of religion, freedom of expression, freedom of press).

//<span style="font-family: 'Arial','sans-serif';"> A Close and Critical reading of the Declaration of Independence. Ready to go lesson! This GLCE does not specifically state to look at the Declaration, but by using it here, teachers will be able to add to the conversation of this content expectation by discussing why it was written and whether or not the colonists were "responsible citizens" //
 * //<span style="font-family: 'Arial','sans-serif';">4 – C5.0.1: //<span style="font-family: 'Arial','sans-serif';">Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office, respecting the law, being informed and attentive to public issues, paying taxes, registering to vote and voting knowledgeably, serving as a juror). **

//<span style="font-family: 'Arial','sans-serif';">4 – C5.0.2: //<span style="font-family: 'arial','sans-serif';"> Describe the relationship between rights and responsibilities of citizenship. //<span style="font-family: 'Arial','sans-serif';">4 – C5.0.3: //<span style="font-family: 'arial','sans-serif';"> Explain why rights have limits. //<span style="font-family: 'Arial','sans-serif';">4 – C5.0.4: //<span style="font-family: 'arial','sans-serif';"> Describe ways citizens can work together to promote the values and principles of American democracy. //<span style="font-family: 'Arial','sans-serif';">4 – P3.1.1: //<span style="font-family: 'arial','sans-serif';"> Identify public issues in the United States that influence the daily lives of its citizens. //<span style="font-family: 'Arial','sans-serif';">4 – P3.1.2: //<span style="font-family: 'arial','sans-serif';"> Use graphic data and other sources to analyze information about a public issue in the United States and evaluate alternative resolutions. //<span style="font-family: 'Arial','sans-serif';">4 – P3.1.3: //<span style="font-family: 'arial','sans-serif';"> Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the United States. //<span style="font-family: 'Arial','sans-serif';">4 – P3.3.1: //<span style="font-family: 'arial','sans-serif';"> Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument.

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