Fourth Grade Curriculum Fourth... · between state, local, and national government. Create a...

Fourth Grade Curriculum 240 BOE Approved 1-18-07

FOURTH GRADE SOCIAL STUDIES

COURSE DESCRIPTION

The Fourth Grade Social Studies curriculum focuses on the five themes of geography (human/environmental interaction, movement, location, place, and region) and the role of Missouri in the development of our country. Students will be introduced to Missouri government, history, and the responsibilities of Missouri citizens. The course will also integrate the use of geographic tools and basic economic concepts.


FOURTH GRADE

I. CORE CONCEPTUAL OBJECTIVE: GOVERNMENT/CIVICS The student will compare and contrast the government at the state and national levels.

By the end of Fourth grade, all students should know:

State and National Standards Correlations

By the end of Fourth grade, all students should be able to:


1. a. the U.S. Constitution is the document that contains the laws and rules that govern the country. (A)

------------------------------------------------------ 1. b. the Missouri Constitution is the

document that contains the laws and rules that govern the state. (E)

SS 1, MCG, NSCG, CIV, NCSS -------------------- SS 1, NSCG, CIV, NCSS, MCG

1. evaluate the structure and basic provisions of the United States and Missouri Constitutions. (D)

SS 7, SM 3.6, 4.2, NSCG, CIV, NCSS, MCG

2. the Bill of Rights are the first ten amendments to the Constitution. (A)

SS 1, NSCG, CIV, NCSS, MCG

2. a. identify main ideas in the Bill of Rights. (D)

------------------------------------------------------------ 2. b. citizens have both rights and

responsibilities. (A)

SS 1, SM 3.6, NSCG, CIV, MCG, NCSS ----------------- SS 7, SS 1, SM 4.2, 4.3, NSCG, CIV, MCG, NCSS

3. a. the three branches of the Missouri Government and their functions. (E)

------------------------------------------------------ 3. b. the three branches of the U.S.

government and their functions. (A)

SS 1, MCG, CIV, NCSS -------------------- SS 1, MCG, CIV, NCSS, NSCG

3. compare and contrast state and national government. (I)

SS 1, SM 1.6, MCG, CIV, NCSS, NSCG

4. democratic decision making allows society to function. (E)

SS 1, W, MCG, CIV, NCSS, NSCG

4. participate in classroom examples of the democratic process. (A)

SM 4.2, 4.6, 4.8, SS 1, W, CE, CIV, NCSS, MCG


5. laws are made, interpreted, and enforced

by the local, state, and national government. (E)

SS 1, MCG, CIV, NCSS, NSCG

5. discuss past and present decisions made by the state legislature and the United States Congress. (E)

SM 3.1, 3.5, SS 1, CIV, NCSS, NSCG, MCG

6. the basic principles of character education support good citizenship. (D)

SS 1, 6, 7, W, CIV, CE

6. a. demonstrate responsibility, respect, perseverance/effort, caring, cooperation, honesty, courage, patience, self-control. (A)

------------------------------------------------------------ 6. b. set goals as responsible citizens. (A)

SS 1, SS 7, SM 1.9, 4.2, 4.3, CIV, CE, W ----------------- SS1, SS7, SM 1.9, 4.2, 4.3, CIV, W, CE


A. FACILITATING ACTIVITIES: GOVERNMENT/CIVICS CCO I: The student will compare and contrast the government at the state and national levels. Essential Question: What makes a good citizen? The student will: 1. respond to the following statement: “If you obey all the laws, you will fulfill the responsibilities as a citizen of Missouri

and the United States.” Give examples that support or refute the statement. Then view “Citizenship in the Community: Citizens Have Rights” and “Citizenship in the Community: Citizens Have Responsibilities” from United Streaming. Create a t-chart to record rights and responsibilities. Write a personal reflection about what they could do to be a responsible citizen. (I P2b, I P6b)

2. participate in a class meeting to discuss “What are the qualities, attributes, characteristics, habits, and practices of a good citizen? and “What do good citizens do?” Consider typical classroom problems and propose ideas about how character traits could help solve the problems. (I C6, I P6a)

Essential Question: How does government work? The student will: 1. participate in a “jigsaw” reading about Missouri government using texts such as Missouri Then and Now or Missouri the

Show Me State. Create a three column chart and complete by filling in information for each branch of government. Then write a paragraph to explain one branch of government. Include three concrete details about the branch of government. (I C3a)

2. watch “America at It’s Best: The Rules of America’s Government” from United Streaming video and discuss connections between state, local, and national government. Create a t-chart or Venn diagram to compare and contrast the levels of government. (I P3)

3. role play the three branches of the federal government in a class simulation. Select a President, members of Congress, and the Supreme Court. (The “branches” of government should address classroom issues. The Congress must propose the rule. The President can sign the rule or veto. The court should interpret the rule.) Then debrief the simulation to determine whether making a law is difficult. What challenges exist? (I C3b)

4. view the “Bill of Rights” from Brain Pop. Then cut a typed list of amendments that make up the Bill of Rights into strips. Review the main ideas from the Bill of Rights and sequence them from most important to least important (according to their own judgment). Justify the reasons for the order they chose and explain to a partner. Draw an illustration to represent one of the amendments.

5. complete “What does the Constitution say about how our government is set up?” from http://kids.tcrconnections.net Discuss the purpose of the Constitution. Create a graphic organizer to compare the structure of the United States Constitution to structure of the Missouri Constitution. (I C1a, I C1b, I P1)


6. vote on an issue affecting the class. Discuss majority rule. Then, create a class book to explain how voting is important to our country. Read the book with a buddy classroom and host a mock election. (I C4, I P4)

7. use news sources such as http://kids.tcrconnections.net , Time for Kids, or Junior Scholastic to find articles about national, state, or local laws. Discuss whether/how a particular law helps the common good. (I C5, I P5)


B. APPLICATION LEVEL ASSESSMENT: GOVERNMENT/CIVICS CCO I: The student will compare and contrast the government at the state and national levels. STUDENT TASK: The student will: 1. list the three branches of the Missouri Government and their functions. (I C3a) 2. list the three branches of the U.S. government and their functions. (I C3b) 3. compare and contrast state and national government. (I P3) TEACHER NOTES: Students may use computer software such as Inspiration, Microsoft Word, Excel, or The Big Six Tools at http://kidstcrconnections.net to complete the assignment. Once students have completed the creation of the organizer for each level of government, provide a Venn diagram (see attached Venn) for their comparison. SUGGESTED STUDENT PROMPT: 1. Create a graphic organizer that shows the three branches of government, their functions, and who is responsible for

carrying out functions for the state government. 2. Create a graphic organizer that shows the three branches of government, their functions, and who is responsible for

carrying out functions for the national government. 3. Look at the information you’ve listed about each level of government. Then complete the Venn diagram to show how the

branches of government at the state and national level are alike or different.


Venn Diagram

State and National Government


SCORING GUIDE

CCO I: The student will compare and contrast the government at the state and national levels.

4 3 2 1 Three Branches of Missouri Government

Creates organizer of the three branches of Missouri Government that is clearly labeled and thoroughly and accurately identifies the functions and groups/individuals involved in each branch.

Creates organizer of the three branches of Missouri Government that is labeled and accurately identifies the functions and groups/individuals involved in each branch.

Creates organizer of the three branches of Missouri Government that generally identifies the functions or groups/individuals involved in each branch.

Creates organizer of the three branches of Missouri Government does not identify the functions or groups/individuals involved in each branch.

Three Branches of United States Government

Creates organizer of the three branches of United States Government that is clearly labeled and thoroughly and accurately identifies the families and groups/individuals involved in each branch.

Creates organizer of the three branches of United States Government that is labeled and accurately identifies the functions and groups/individuals involved in each branch.

Creates organizer of the three branches of United States Government that generally identifies the functions or groups/individuals involved in each branch.

Creates organizer of the three branches of United States Government does not identify the functions or groups/individuals involved in each branch.

Venn Diagram Accurately and thoroughly lists similarities and differences between state and national government.

Accurately lists similarities and differences between state and national governments.

Lists some general similarities and differences between state and national government.

Inaccurately or does not list similarities and differences between state and national government.

TEACHER COMMENTS:


C. APPLICATION LEVEL ASSESSMENT: GOVERNMENT/CIVICS CCO I: The student will compare and contrast the government at the state and national levels. STUDENT TASK: The student will: 1. understand that the U.S. Constitution is the document that contains the laws and rules that govern the country. (I C1a) 2. understand that the Missouri Constitution is the document that contains the laws and rules that govern the state. (I C1b) 3. understand that the Bill of Rights are the first ten amendments to the Constitution. (I C2) 4. identify main ideas in the Bill of Rights. (I P2a) 5. list the three branches of the Missouri Government and their functions. (I C3a) 6. understand democratic decision making allows society to function. (I C4) TEACHER NOTES: The items in this government assessment module can be given as a single assessment or as individual items on other classroom assessments. ALA items should only be administered after students have received instruction, practice, and feedback on the content and skills listed as the student task. SUGGESTED STUDENT PROMPT: See attached assessment items.


Name: Date: 1. Label the top of the chart with the three branches of government in Missouri. Give two functions for each branch under each

labeled column.

MISSOURI GOVERNMENT

*

* *

*

* *

Answer the following questions using complete sentences. 2. You want to change the current driving age in Missouri from 16 to 18. Which branch of government would you need to contact

for help? Explain your answer.


3. A hurricane hit Florida recently. Which branch of government has the authority to send military assistance to help out? Explain

your answer. 4. A criminal is being tried for theft. Which branch of government would decide his/her innocence or guilt? Explain your answer. 5. What is the major difference between the United States Constitution and the Missouri Constitution?


6. The amendments to the Constitution provide Americans with many rights. List three rights and how they influence your life as a

citizen? 7. Mrs. Jones’ class had different ideas for a reward party. How could the class use the democratic process to make their decision? 8. Two weeks after school started the principal has decided to shorten recess five minutes because of scheduling conflicts. Although

this does not seem fair why was he/she able to do this?


ANSWER KEY/SCORING GUIDE Name: Date: 1. Label the top of the chart with the three branches of government in Missouri. Give two functions for each branch under each

labeled column.

MISSOURI GOVERNMENT

Executive

Legislative Judicial

* Enforce laws * Head of government * Head of military * Appoints heads of committee * Sign or veto laws

* Makes laws * Represent and listen to constituents of their district * Senator or Representative initiates bill ideas

* Interprets laws * Hears criminal and civil cases * Decides on fair consequences for those found guilty

*

* *

Branches of government scoring guide 2 = labels and functions are complete and correct 1 = labels and functions are partially complete and correct 0 = labels and functions are incorrect


Answer the following questions using complete sentences. 2. You want to change the current driving age in Missouri from 16 to 18. Which branch of government would you need to contact

for help? Explain your answer. (Legislative)

Scoring guide for question #2 2 = question is restated with correct answer and explanation 1 = question is restated with incorrect answer or incorrect explanation 0 = question is not restated with incorrect answer and incorrect explanation

3. A hurricane has hit Florida recently. Which branch of government has the authority to send military assistance to help out?

Explain your answer. (Executive)


4. A criminal is being tried for theft. Which branch of government would decide his/her innocence or guilt? Explain your answer.

(Judicial)



5. What is the major difference between the United States Constitution and the Missouri Constitution? (The United States

Constitution is the document that contains the laws and rules that govern the country and is the Supreme law of the land while the Missouri Constitution contains laws that govern only the state.

Scoring guide for question #5 2 = question is restated with correct answer and answer

indicates that United States Constitution is most important 1 = question is restated and answer indicates that the United States Constitution is for county and Missouri is for state 0 = question is not restated and answer is incorrect

6. The amendments to the Constitution provide Americans with many rights. List three rights and how they influence your life as a

citizen? (Various answers – i.e. freedom of speech, religion, press rights, bear arms, speedy trial by jury, freedom to assembly peacefully)

Scoring guide for question #6 3 = three rights stated are part of the Bill of Rights and

reasonable influences given 2 = two rights states are part of the Bill of Rights and reasonable influences given 1 = one right stated is part of the Bill of Rights and reasonable influence given 0 = rights stated are not part of the Bill of Rights and/or reasonable influence is given

7. Mrs. Jones’ class had different ideas for a reward party. How could the class use the democratic process to make their decision?

(The class shares several ideas and each student votes for their favorite idea. The idea with the most votes wins (majority rule).

Scoring guide for question #7 2 = question is restated with clearly explained answer

1 = question is restated answer is generally explained 0 = question is not restated and answer is incorrect


8. Two weeks after school started the principal has decided to shorten recess five minutes because of scheduling conflicts. Although this does not seem fair why was he/she able to do this? (Authoritive decision making and she is the authoritive figure for the school.)

Scoring guide for question #8 2 = question is restated with correct answer and explanation

1 = question is restated with incorrect answer or incorrect explanation 0 = question is not restated with incorrect answer and incorrect explanation


FOURTH GRADE

II. CORE CONCEPTUAL OBJECTIVE: HISTORY The student will analyze the role Missouri played in the development and expansion of the United States.





1. a. Thomas Jefferson was the president of the United States at the time of the Louisiana Purchase, which opened the west to exploration. (E)

------------------------------------------------------ 1. b. Lewis and Clark led the expedition

through the Louisiana Territory. (E)

SS 2, 7, MCH, NGS, NCSS, NHS -------------------- SS 2, MCH, NHS, NCSS

1. a. use primary and secondary sources to examine how Thomas Jefferson changed the history of the United States and Missouri. (D)

------------------------------------------------------------ 1. b. identify examples of perseverance,

cooperation and courage demonstrated among members the Lewis and Clark expedition. (D)

------------------------------------------------------------ 1. c. create a timeline. (A) ------------------------------------------------------------ 1. d. analyze steps needed to accomplish a goal.

(E)

SS 2, 7, SM 1.2, 1.4, 1.7, 3.6, R, MCH, NHS ----------------- CIV, SS 7, SM 3.6, MCH, NHS ----------------- SS 7, SM 1.2, 1.4, NHS, MCH, NCSS ----------------- SM 3.2, 3.3, 3.5, 3.7, SS7, CIV

2. the Missouri Territory was a starting point for westward expansion. (E)

SS 2, MCH, NHS

2. summarize events related to Westward expansion including reasons for moving west and the hardships encountered. (E)

SS 2, SM 3.2, 3.3, 3.5, 3.7, MCH

3. the role Missouri played as a border state during the Civil War. (E)

SS 2, 5, MCH, NHS

3. compare and contrast viewpoints of slave vs. free states. (I)

SS 2, SS 6, SM 1.6, 1.7, 2.3, R

4. the Missouri Compromise was an important event that led to Missouri’s statehood. (E)

SS 2, R, MCH, NCSS, NHS

4. discuss the difficulties Missouri faced to obtain statehood. (E)

SS 2, SM 1.6, 1.7, MCH, NHS


5. individuals were important to Missouri

and made significant contributions. (E) (Such as: Lewis and Clark, Mary Easton Sibley, John Berry Meachum, George Washington Carver, Laura Ingalls Wilder, Mark Twain, Harry Truman, and Thomas Hart Benton)

SS2, MCH, NHS

5. a. make inferences from biographies of former Missourians. (E)

------------------------------------------------------------ 5. b. write an historical narrative or expository

account about the ways Missourians have interacted and survived in the past and their impact on Missouri. (E)

------------------------------------------------------------ 5. c. distinguish fact from opinion. (E)

SS 2, SS 7, SM 1.2, 1.6, 1.7, 1.9, W. R, GE ----------------- SS 2, SS 7, SM 1.2, 1.6, 1.7, 1.9, 2.1, 2.3, T, W. R, GE ----------------- SS 2, SS 7, SM 1.6, 1.7, 1.9, W, R


A: FACILITATING ACTIVITIES: HISTORY CCO II: The student will analyze the role Missouri played in the development and expansion of the United States. Essential Question: How did Missourians influence history? The student will: 1. create a KWL chart about Missourians who influenced American history. Use the Dictionary of Missouri Biography to

find initial information and complete a 5 W’s chart (available at http://tcrconnections.net). Each week or month complete a Missourian of the week/month profile. Use biography or autobiography to determine what characteristics the Missourians demonstrated and had in common with others. (II C5, II P5a, II P5b) Extension Activity: Create famous Missourian trading cards or Wheaties Box covers. Include an illustration of the Missourian and a paragraph about their accomplishments and influences.

2. answer questions from the class and respond in character as a famous Missourian. Clearly state steps needed to accomplish the goal(s) of the person portrayed. (II C5, II P1d)

Essential Question: What role did Missouri play in the history of the United States? The student will: 1. view a picture from “Lewis and Clark” by National Geographic Picture Pack. Discuss how the picture shows courage,

perseverance, or cooperation. Complete a photo analysis worksheet (see page 299). (II C1b, II P1b) Extension Activity: Discuss why it would be necessary to work as a team on the expedition.

2. visit http://tcrconnections.net and explore the history and geography “Why were Lewis and Clark sent West?” module. Read the documents provided and complete the self check questions. Complete a cause and effect graphic organizer (see appendix page 573). Then review the additional web links to write a paragraph that answers the question “How was the Lewis and Clark expedition a success?” (II C1b, II P1a)

3. review a map of Western trails. Locate trail heads in Independence, MO. Consider the question “Why did people risk their lives heading west?” Watch “The Oregon Trail: Reasons to Head West and Getting There” from United Streaming video. Write a reflective journal entry discussing the difficulties settlers would face and whether or not the student would have had the courage and perseverance to complete the journey. (II C2, II P2)

4. create a timeline (see appendix page 572) of Missouri. Begin with early explorers and include the Louisiana purchase, the Lewis and Clark Expedition, the Missouri Compromise, and Missouri statehood. Select one event from the timeline and develop a cause and effect flow chart showing a cause and effect for the event. (II C1a, II C1b, II P1c)

5. read a biography about Thomas Jefferson. With a partner, list five important contributions of Mr. Jefferson. Take turns finding facts about Thomas Jefferson in the text. (II C1a, II P5c)


6. share ideas with a partner about why people move from one place to another. Consider what might cause people to leave

an area or choose to live in an area (push/pull factor). Read excerpts from the Little House series by Laura Ingalls Wilder, Missouri Bound, by Roger McBride, or other primary and secondary sources about western settlement. Then create a list of reasons why people wanted to move west. (II C2, II P2, V P1b)

7. research Missouri’s role as a border state during the Civil War. Create a graphic organizer to compare and contrast the views of slave and free states prior to the Civil War. Discuss the problems that occurred in Missouri due to differences of opinion over the issue of slavery before, during, and after the Civil War. (II C3, II P3, II C4) Extension Activity: Write a paragraph about how the Missouri Compromise affected Missouri.

8. write a paragraph arguing for Missouri statehood. Include information about the advantages and disadvantages of admitting Missouri as a free state. (II C3, II P3)


B: APPLICATION LEVEL ASSESSMENT: HISTORY CCO II: The student will analyze the role Missouri played in the development and expansion of the United States. STUDENT TASK: The student will: 1. know that individuals were important to Missouri and made significant contributions. (II C5) 2. write an historical narrative or expository account about the ways Missourians have interacted and survived in the past and

their impact on Missouri. (II P5b) 3. make inferences from biographies of former Missourians. (II P5a) 4. distinguish fact from opinion. (II P5c) TEACHER NOTES: Prior to this ALA student should be introduced to famous Missourians such as Lewis and Clark, Mary Easton Sibley, Harry Truman, etc. Teachers should have a collection of primary and secondary source material (print and electronic) available for student use. Students may use the Missourian of the week/month material (if this instructional strategy was used) to select a famous Missourian for this ALA. The teacher should provide instruction on the use of graphic organizers and narrative writing. (An electronic 5 W’s chart can be found at http://tcrconnections.net) SUGGESTED STUDENT PROMPT: You will write a narrative paragraph about one of the Missourians that has influenced the development of Missouri. The paragraph must include the 5 W’s (who, what, when, where, and why). You should complete a 5 W’s graphic organizer before you begin your paragraph. Using information from your graphic organizer you will write or type your paragraph telling about the famous Missourian. Begin your paragraph by stating your opinion about the importance of the Missourian you selected.


FIVE W’S CHART Famous Missourian: Directions: Fill out this chart completely with the information you have found about your person.

WHO?

DID WHAT?

WHERE?

WHEN?

WHY?


SCORING GUIDE

CCO II: The student will analyze the role Missouri played in the development and expansion of the United States.

4 3 2 1 Graphic organizers Student independently,

thoroughly, and correctly completes the 5 W’s chart with information found in sources.

Student independently and correctly completes the 5 W’s chart with information found in sources. Some information may be general.

Student, with some assistance, completes the 5 W’s chart with information found in sources. Information may contain errors.

The student is unable to complete the 5 W’s chart without considerable assistance.

Narrative writing Student begins the paragraph stating an opinion about the importance of the Missourian and clearly and effectively communicates detailed information about the Missourian using the 5 W’s.

Student begins the paragraph stating an opinion about the importance of the Missourian and communicates general information about the Missourian using the 5 W’s.

Student communicates some general information about the Missourian or states opinion without providing information about the 5 W’s.

Student is unable to state an opinion or provide information using the 5 W’s.

TEACHER COMMENTS:


C. APPLICATION LEVEL ASSESSMENT: HISTORY CCO II: The student will analyze the role Missouri played in the development and expansion of the United States. STUDENT TASK: The student will: 1. know that Thomas Jefferson was the president of the United States at the time of the Louisiana Purchase, which opened the

west to exploration. (II C1a) 2. understand that Lewis and Clark led the expedition through the Louisiana Territory. (II C1b) 3. identify courageous efforts of the crew on the Lewis and Clark expedition. (II P1b) 4. understand the Missouri Territory was a starting point for westward expansion. (II C2) 5. summarize events related to Westward expansion including reasons for moving west and the hardships encountered. (II

P2) 6. compare and contrast viewpoints of slave vs. free states. (II C3) 7. discuss the difficulties Missouri faced to obtain statehood. (II C4) TEACHER NOTES: The items in this history assessment module can be given as a single assessment or as individual items on other classroom assessments. ALA items should only be administered after students have received instruction, practice, and feedback on content and skills listed as the student task. SUGGESTED STUDENT PROMPT: See attached assessment items.


Name: Date: Answer the following questions using complete sentences. 1. List a cause and an effect of the Lewis and Clark Expedition. 2. Choose a character trait which describes Meriwether Lewis and William Clark and give specific events from the journey

which support the trait selected. 3. Why was the Missouri territory known as the “Gateway to the West?” Give an example of a Missouri town that acted as a

Gateway.


Map taken from www.phschool.com 4. Using the map and what you know, describe the difficulties Missouri faced when becoming a state. 5. Is the map above a primary or secondary source? Explain your answer.


Name: ANSWER KEY Date: Answer the following questions using complete sentences. 1. List a cause and effect of the Lewis and Clark Expedition.

Accept reasonable answers. Example answer: Cause: Thomas Jefferson bought the Louisiana Territory from France, and then he selected William Clark who invited Meriwether Lewis to go westward and explore the Louisiana Territory. Effect: Americans became interested in expanding into Western territories.

Scoring Guide

Question #1 2 = Question is restated with correct answer cause and effect 1 = Question is restated with correct cause or effect 0 = Question is not restated and answer is incorrect

2. Choose a character trait which describes Meriwether Lewis and Williams Clark and give specific events from the journey which support the trait selected.

Accept reasonable answers which include examples of courage, perseverance, or cooperation or other character traits.

Scoring Guide Question #2

2 = Question is restated with an appropriate character trait supported by specific events 1 = Question is restated with an appropriate character trait supported by opinion or general information 0 = Question is not restated and answer is not supported

3. Why was the Missouri territory known as the “Gateway to the West?” Give an example of a Missouri town that acted as a

Gateway.

Example answer: Missouri territory is known as the “Gateway to the West” because it was the starting point for westward expansion. Independence, Missouri acted as a Gateway because several trails west started there.


2 – Question is restated with correct answer 1 - Question is not restated or answer is incorrect 0 – Question is not restated and answer is incorrect


Map taken from www.phschool.com 4. Using the map and what you know, describe the difficulties Missouri faced when becoming a state.

Accept reasonable answers: Missouri faced several difficulties becoming a state. For example, by Missouri becoming a state the slave states would have more power than the free states. Another difficulty was that friends, family, and neighbors would support different sides causing fights among its citizens.

Scoring Guide

Question #4 2 – Question is restated and more than one difficulty is described correctly 1 - Question is restated and one difficulty is described correctly 0 – Question is not restated and difficulty is not described or described incorrectly

5. Is the map above a primary or secondary source? Explain your answer.

Acceptable answer: The map above is a secondary source, because the map was not created by someone who was there at that time. It was created after the fact.


2 = Question is restated and correctly identifies secondary source with a logical explanation 1 = Question is restated and correctly identifies secondary source with incorrect or no explanation 0 = Question is not restated and incorrectly identifies primary source.


FOURTH GRADE

III. CORE CONCEPTUAL OBJECTIVE: GEOGRAPHY Students will understand and analyze the five themes of geography (Human/environmental interaction, movement, location, place, and region).





1. states sharing common characteristics can be grouped into regions. (E)

SS 5, NHS, NGS, MCGE, NCSS

1. use the outline of a state to name the state and be able to place it in a correct region on a map. (E)

SS 5, SS 7, NHS, NGS, MCGE, NCSS

2. each region has different landforms, climate, population, demographics, and resources (human, natural and economic). (E)

SS 5, 6, 7, R, NGS, NCSS, MCGE, W

2. a. compare and contrast United States regions. (E)

------------------------------------------------------------ 2. b. compare and contrast characteristics of

regions with characteristics of Missouri. (E)

SS 5, SM 1.4, 1.6, 1.8, 4.1, R, NGS, NCSS, MCGE ----------------- SS 5, SM 1.4, 1.6, 1.8, 4.1, R, NGS, NCSS, MCGE

3. a. the five themes of geography help to explain the world we live in. (I/E)

• location • place • movement • regions • human environmental interaction

SS 5, NGS, NCSS, MCGE,

3. draw conclusions about development of towns and agriculture. (E)

SS 5, SM 1.6, 1.9, 3.5, NGS, MCGE


------------------------------------------------------ 3. b. geography can be used to interpret the

past. (E) ------------------------------------------------------ 3. c. geography affects transportation,

architecture, recreation, communication, and the flow of people, products, and ideas. (E)

-------------------- SS 5, NGS, NCSS, MCGE -------------------- SS 5, SS 4, SS 6, NCSS, NGS, MCGE

4. the Missouri and Mississippi Rivers played a role in the growth of towns. (E)

SS 5, NHS, NGS, MCGE

4. construct a map of Missouri to show landforms and the Missouri and Mississippi Rivers. (E)

SS 5, SS 7, SM 1.4, NHS, NGS, NCSS

5. a. locate Kansas City, Springfield, Jefferson City, Columbia, St. Louis, St. Joseph. (E)

------------------------------------------------------------ 5. b. use map scale to calculate and estimate

distance. (E) ------------------------------------------------------------ 5. c. locate St. Charles, Independence, and St.

Joseph on a Missouri map and discuss their significance as starting points to Westward Expansion. (E)

------------------------------------------------------------ 5. d. construct mental maps. (D)

SS 5, SS 7, SM 1.4, NGS, MCGE ----------------- SS 5, SS 7, SM 1.4, NGS, MCGE ----------------- SS 5, SS 7, SM 1.4, NGS, MCGE, NHS ----------------- SS 5, SS 7, SM 1.4, NGS, MCGE

6. the Earth’s physical systems influence human life (seasons, climate, weather, water cycle). (E)

SS 5, T, NCSS, MCGE


A. FACILITATING ACTIVITIES: GEOGRAPHY CCO III: Students will understand and analyze the five themes of geography (Human/environmental interaction, movement, location, place, and region). Essential Question: How are United States regions alike and different? The student will: 1. complete USA jigsaw at www.maps101.com Name the state based on its outline and place in the correct region. Name at

least three United States regions and draw pictures to represent characteristics of each region. (III C1, III P1) 2. read Southwest, Midwest, Northeast, and other books in the National Geographic Expeditions series and watch the

National Geographic Picture Show CD’s about United States regions. Then create a brochure showing the landforms, climate, population, etc. of a region. (III C2)

3. examine special purpose maps of the United States (population, product, demographic, land use, climate, etc.) and draw conclusions about United States regions. Then conduct research to determine if conclusions about regions were correct. Select two regions and compare and contrast characteristics of the region. (III C2, III P2a)

4. create a graphic organizer listing characteristics of Missouri. Add columns for characteristics of United States regions. When the organizer is complete, compare Missouri to other United States regions. Discuss which regions are most like Missouri in terms of resources, population, climate, and landforms. (III C2, III P2b)

5. use a folder with six envelopes glued inside. Label each envelope for a region of the Untied States. Collect information about each region and place in the envelopes. Once the research is complete, write a paragraph to summarize main ideas about each region. (III C1, III C2a)

Essential Question: How does geography affect people and their way of life?

1. use Nystrom Hands on Geography to practice using map scales to determine distance. Then locate St. Louis and Kansas

City on a Missouri map and estimate the distance between the two cities using the map scale. (III P5a, III P5b) 2. on a blank outline map locate the Missouri and Mississippi rivers. Place Missouri cities (St. Louis, St. Joseph, Jefferson

City, and St. Charles). Then write a reflective paragraph about why the cities were established in those locations. (III C4, III P4)

3. use the Five Themes of Geography Organizer (see appendix page 574) to examine the Midwest. Select one of the themes and make a collage to represent the theme as it looks in the Midwest. (III C3a)

4. keep a journal to list ways geography played a part in Missouri history. Possible topics include: Why did towns develop where they did? Why did certain regions develop industry or agriculture? (III C3b, III P3)


5. create a map showing St. Charles, Independence, St. Joseph and trails leading west. Discuss why Missouri was an important starting point for groups heading West. What physical features would have helped Missouri as a “Gateway to the West?” (III C4b, III P5c)

6. draw diagrams to demonstrate the water cycle. Discuss how humans influence and are influenced by the water cycle. (III C6)


B. APPLICATION LEVEL ASSESSMENT: GEOGRAPHY CCO III: Students will understand and analyze the five themes of geography (Human/environmental interaction, movement, location, place, and region). STUDENT TASK: The student will: 1. locate Kansas City, Springfield, Jefferson City, Columbia, St. Louis, St. Joseph. (III P5a) 2. use map scale to calculate and estimate distance. (III P5b) 3. understand each region has different landforms, climate, population, demographics, and resources. (III C2) 4. use the outline of a state to name the state and be able to place it in a correct region on a map. (III P1) TEACHER NOTES: The teacher should provide a Missouri map on card stock, play dough/model magic/or clay, toothpicks, string, labels, and index cards to help create the student map of Missouri regions. SUGGESTED STUDENT PROMPT: You will create a three dimensional map of Missouri by following these steps: 1. Identify and label the eight border states of Missouri on the map provided. 2. Use the play dough or model magic to show the various landforms (plains, flat land, hill, and mountains). 3. Identify and label Kansas City, Springfield, Jefferson City, Columbia, St. Louis, and St. Joseph. 4. Identify and label the Missouri and Mississippi River. 5. Include a map key showing symbols for cities, symbol for the capital city, and symbols for rivers.


SCORING GUIDE

CCO III: Students will understand and analyze the five themes of geography (Human/environmental interaction, movement, location, place, and region).

4 3 2 1 Eight Border States Correctly outlines

Missouri and identifies eight surrounding states.

Correctly outlines Missouri and identifies five-seven of the surrounding states.

Correctly outlines Missouri and identifies two-four of the surrounding states.

Identifies one or no surrounding states.

Landforms Creates a detailed and effective three dimensional model of Missouri landforms.

Creates a general and effective three dimensional model of Missouri landforms.

Creates a general and flawed three dimensional model of Missouri landforms.

Unable to create a three dimensional model of Missouri landforms.

Identifies cities and rivers

Locates six cities and two rivers.

Locates four-five of the cities and rivers.

Locates two-three of the cities and rivers.

Locates one or no cities and rivers.

Map key Includes a map key with symbols for all cities, capital, and rivers.

Includes a map key with symbols for most cities, capital, and rivers.

Includes a map key for some cities, capital, and rivers.

Does not include a map key with symbols.

TEACHER COMMENTS:


C. APPLICATION LEVEL ASSESSMENT: GEOGRAPHY CCO III: Students will understand and analyze the five themes of geography (Human/environmental interaction, movement, location, place, and region). STUDENT TASK: The student will: 1. understand that states sharing common characteristics can be grouped into regions. (III C1) 2. use the outline of a state to name the state and be able to place it in a correct region on a map. (III P1) 3. use the five themes of geography help to explain the world we live in. (III C3a) 4. understand that geography affects transportation, architecture, recreation, communication, and the flow of people, products,

and ideas. (III C3c) 5. understand that geography can be used to interpret the past. (III C3b) 6. draw conclusions about development of towns and agriculture. (III P3) TEACHER NOTES: The items in the geography assessment module can be given as a single assessment or as individual items on other classroom assessments. ALA items should only be administered after students have received instruction, practice, and feedback on the content and skills listed as the student task. SUGGESTED STUDENT PROMPT: See attached assessment items.


Name: Date: Directions: Use the map below to answer questions 1-5 in complete sentences.

1. In what region of the United States would you find Missouri?

2. In what region of the United States would you find Maine?

3. In what region of the United States would you find Arizona?

4. In what region of the United States would you find Florida?

5. In what region of the United States would you find Idaho?


Map A – Land Use Map of the United States

Map B – Rainfall Map of the United States

Map C –Population Map of the United States


Directions: Use the maps provided and your prior knowledge to answer the following questions in complete sentences.

6. Why is the western region less populated than the northeast region of the United States?

7. Why would hurricanes occur in Louisiana and not in Michigan?

8. Why were major cities such as St. Louis established near rivers?

9. Why is there more ranching in the southwest than farming?


Name: Date: Directions: Use the map below to answer questions 1-5 in complete sentences.

1. In what region of the United States would you find Missouri?

Missouri is part of the Midwest region.

2. In what region of the United States would you find Maine?

Maryland is part of the northeast region.

3. In what region of the United States would you find Arizona?

Arizona is part of the southwest region.

4. In what region of the United States would you find Florida?

Florida is part of the southeast region.

5. In what region of the United States would you find Idaho?

Idaho is part of the western region or northwest.


Directions: Use the maps provided and your prior knowledge to answer the following questions in complete sentences.

6. Why is the western region less populated than the northeast region of the United States?

Sample answer: The western region is less populated than the northeast region because of the mountainous, dry, rocky, and soil poor for farming.

Scoring Guide

Question #6 2 – Question is restated with detailed correct explanation 1 - Question is restated with general explanation 0 – Question is not restated and answer is incorrect

7. Why would hurricanes occur in Louisiana and not in Michigan?

Sample answer: Hurricanes occur in Louisiana because it is located near an ocean and Michigan is not located near an ocean, but near a lake.


2 – Question is restated with detailed correct explanation 1 - Question is restated with general explanation 0 – Question is not restated and answer is incorrect

8. Why were major cities such as St. Louis established near rivers?

Sample answer: Major cities such as St. Louis were established near rivers because of fertile soil and easy access to rivers for trading.



9. Why is there more ranching in the southwest than farming?

Sample answer: There is more ranching in the southwest than farming because the soil is poor, but the open land allows for grazing area.




FOURTH GRADE

IV. CORE CONCEPTUAL OBJECTIVE: ECONOMICS Students will explain, interpret, and predict consequences of economic decisions.



By the end of Fourth grade, all students should be able to:`


1. supply and demand, opportunity cost, and scarcity effect economic decisions of regions and individuals. (A)

SS 4, W, NGS, NCEE, SS 5

1. a. identify economic decisions made by individuals in Missouri or US regions. (E)

------------------------------------------------------------ 1. b. examine problems and proposed solutions

from multiple perspectives. (D)

SS 5, SS 4, NGS, NCEE ----------------- SM 3.1, NCEE, NCSS

2. a. regions have specialized industry adapted to their environment and carry on trade with other regions. (A)

------------------------------------------------------ 2. b. commerce and trade affect

interdependence among the regions. (E)

SS 4, SS 5, W, MCE, NCSS, NGS, NCEE -------------------- SS 4, SS 5, W, MCE, NCSS, NGS, NCEE

2. a. explain, interpret, and predict consequences of the economic decisions of consumers and producers on the environment of a region. (E)

------------------------------------------------------------ 2. b. create a flow chart that illustrates regional

interdependence. (A)

SS 4, SS 5, SM 3.1, 3.4, 3.5, 3.8, W, MCE, NCSS ----------------- SS 4, SS 5, SM 3.1, 3.4, SS 7, W, MCE, NCSS

3. banking is an institution of lending, investment, and saving. (E)

SS 4, W, MCE, NCEE,

3. a. explain differences between bartering and monetary trade (the exchange of money for goods/service). (A)

------------------------------------------------------------ 3. b. compare saving to financial investments.

(A)

SS 4, 7, SM 1.4, 1.6, W, MCE, NCEE ----------------- SS 4, 7, SM 1.4, 1.6, W, MCE, NCEE


A. FACILITATING ACTIVITIES: ECONOMICS CCO IV: Students will explain, interpret, and predict consequences of economic decisions. Essential Question: How do regions rely on each other? The student will: 1. brainstorm a list of items their family purchased in the last week (gasoline, groceries, movie, tickets, etc.). Choose one of

the items and discuss what region it came from. Then discuss what items from Missouri are sent to other regions. Write a paragraph explaining regional interdependence. Make sure to use at least two examples. (IV C2b, IV C2a)

2. create a graphic organizer that lists major products from each United States region. Using arrows, show how products are traded among regions. Select a raw material and create an economic flow chart (see appendix page 575) showing regional interdependence (e.g. Timber is harvested in Maine sent to saw mill in New Hampshire boards shipped to Ohio create storage sheds sold to Missouri purchased be consumer and placed by Lake House in Arkansas). (IV P2b, IV C2b)

Essential Question: How do economic decisions affect my life? 1. use software such as lemonade stand or http://kids.tcrconnections.net and practice making economic choices. Discuss

choices and predict outcomes. After the simulation, discuss how actual outcomes compared to predictions. (IV P1) 2. take a field trip to a bank or listen to a guest speaker. Discuss the purpose of banks. Draw a t-chart to compare saving and

investing. Work in pairs to make a list of ways that a bank can help people with economic choices. (IV C3, IV P3b) 3. create a greeting card for a family member, using a limited supply or paper, scissors, pencils, markers, etc. Because there

is a limited supply of resources (scarcity) discuss choices that have to be made (opportunity cost). How do economic choices affect individuals? Make up scenarios about students faced with economic choices and identify the opportunity cost. (IV C1, IV P1)

4. create a KWL about banks. Then read Banks, Heinemann, or Check It Out, Modern Curriculum Press. Respond to the question “How would life be different without money?” Explain to a partner why you think money exists. (IV C3, IV P3a)

5. consider the following problem: A county in Oregon discovers a rare metal that is worth a lot of money. The metal site is in the middle of a forest that is a popular tourist attraction drawing numerous hikers each year. The forest is also home to endangered eagles. The metal is found in only two other places in the world. Write a reflection about whether the state or Oregon should allow mining of the metal. List pros and cons on each possible decision. (IV P1, IV P2a)


6. complete a graphic organizer to examine multiple solutions to an economic problem (see appendix page 576). For

example, the student has money to visit the zoo and buy a souvenir or to buy a new skate board. But the student does not have enough money to do both. What should the student do? But the skate board, visit the zoo, or continue to save? What are the costs and benefits of each decision? (IV P1b)


B. APPLICATION LEVEL ASSESSMENT: ECONOMICS CCO IV: Students will explain, interpret, and predict consequences of economic decisions. STUDENT TASK: The student will: 1. understand commerce and trade affect interdependence among the regions. (IV C2b) 2. explain, interpret, and predict consequences of the economic decisions of consumers and producers on the environment

of a region. (IV P2a) 3. understand banking is an institution of lending, investment, and saving. (IV C3) 4. understand regions have specialized industry adapted to their environment and carry on trade with other regions. (IV C2a) TEACHER NOTES: The items in this economic assessment module can be given as a single assessment or as individual items on other classroom assessments. ALA items should only be administered after students have received instruction practice and feedback on content and skills listed as the student task. SUGGESTED STUDENT PROMPT: See attached assessment items.


Name: Date: Use the Land use map below and what you have learned to support your answers to the questions. Use complete sentences in your explanation.

Source: Harcourt States and Regions Textbook, page A14.

1. Mom is taking you to school, but needs to stop for gas. Missouri does not produce oil. What US

region would help us the most in producing oil for making gasoline?

2. A hurricane has hit the eastern United States. People are having to rebuild their homes and will need roofing shingles made from limestone. Which region, of the US, would be most helpful in providing materials for the shingles?


3. A forest fire in Oregon has damaged thousands of acres. How could this affect the region you

live in? Give at least two supporting details.

4. Above, you have seen examples of regions trading with each other. Now, give your own example of regional interdependence.

5. Explain the difference between saving and investment.


Name: ANSWER KEY Date: Use the Land use map below and what you have learned to support your answers to the questions. Use complete sentences in your explanation.

Source: Harcourt States and Regions Textbook, page A14.

1. Mom is taking you to school, but needs to stop for gas. Missouri does not produce oil. What US

region would help us the most in producing oil for making gasoline? The southwest region (TX, OK)


1 = Question is restated with correct answer 0 = Question is not restated and answer is incorrect

2. A hurricane has hit the eastern United States. People are having to rebuild their homes and will

need roofing shingles made from limestone. Which region, of the US, would be most helpful in providing materials for the shingles? The Midwest


1 = Question is restated with correct answer 0 = Question is not restated and answer is incorrect


3. A forest fire in Oregon has damaged thousands of acres. How could this affect the region you

live in? Give at least two supporting details. Accept reasonable answers. Price of lumber goes up for building new Homes, cost of paper goes up, transportation of goods by truck or railroad slow, etc.

Scoring Guide

Question #3 2 = Question is restated with two reasonable supporting details 1 = Question is restated with reasonable supporting detail 0 = Question is not restated and no supporting details are offered

4. Above, you have seen examples of regions trading with each other. Now, give your own example

of regional interdependence. Accept reasonable examples.


2 = Explains regional interdependence and gives a correct example of regional interdependence 1 = Explains regional interdependence or gives a correct example 0 = Explanation and examples are incorrect

5. Explain the difference between saving and investment.

Accept all reasonable examples.


2 = Explains savings and investment accurately 1 = Explains savings or investment accurately 0 = Does not explain savings or investment accurately


Name: Date: Set-Up: You have received $25.00 from your grandmother as a birthday present, and can now buy the DVD you have been waning. Your Mom would like for you to deposit the $25.00 in the bank along with the money you already have saved. You remind yourself that you have also been wanting a new video game Now you realize you have some economic decisions to make. Making a decision: Complete the table below to help in making your final decision.

Advantages to spending the money

Disadvantages to spending the money

Advantages to saving the money

Disadvantages to saving the money

The final choice: 1. What have you decided to do with your birthday money? 2. What was the opportunity cost of your decision?


Name: ANSWER KEY Date: Set-Up: You have received $25.00 from your grandmother as a birthday present, and can now buy the DVD you have been waning. Your Mom would like for you to deposit the $25.00 in the bank along with the money you already have saved. You remind yourself that you have also been wanting a new video game Now you realize you have some economic decisions to make. Making a decision: Complete the table below to help in making your final decision.

Advantages to spending the money

You get your DVD that you wanted right now.

Disadvantages to spending the money

You won’t have enough money to buy the video gram you want OR you have less money in the

bank.

SPENDING MONEY Scoring Guide 2 = Advantage/Disadvantage reasonable and correct

1 = Advantage/Disadvantage somewhat reasonable and correct 0 = Advantage/Disadvantage not given

Advantages to saving the money

You will have money to buy the more expensive video game.

Disadvantages to saving the money

You get neither the DVD or the video game.

SAVING MONEY Scoring Guide 2 = Advantage/Disadvantage reasonable and correct

1 = Advantage/Disadvantage somewhat reasonable and correct 0 = Advantage/Disadvantage not given

The final choice: 3. What have you decided to do with your birthday money? 4. What was the opportunity cost of your decision?


FOURTH GRADE

V. CORE CONCEPTUAL OBJECTIVE: CULTURAL AWARENESS The student will analyze the impact of various cultures on Missouri.





1. a. people of varying ethnic descent played an important role in the settlement of the regions of the United States. (E)

------------------------------------------------------ 1. b. various cultural group’s ideas, wants,

and needs impacted the development of towns in each of the regions. (E)

SS 6, 7, RE, R,T, NGS, NCSS -------------------- SS 6, 7, RE, R,T, NGS, NCSS

1. a. utilize reliable sources to investigate the impact of various cultural groups in a region. (E)

------------------------------------------------------------ 1. b. identify factors that influence groups to

settle or to leave a given place (push/pull factor). (D)

SS 6, 7, SM 1.4, 1.7, 1.9, RE, R,T, NGS, NCSS ----------------- SS 6, 7, SM 1.4, 1.7, 1.9, RE, R,T, NGS, NCSS, MCGE

2. People of varying ethnic descent played an important role in the settlement of Missouri. (E)

SS 6, 7, RE, R, T, NGS, NCSS

2. research and view appropriate graphics, art, or photos to interpret how different cultures impacted Missouri. (E)

SS 6, 7, SM 1.4, 1.7, 1.9, RE, R,T, NGS, NCSS

3. Various cultural groups and people reflected their ideas, personalities, cultures, and needs as they developed homes, businesses, public buildings, and recreation areas for the communities in Missouri. (E)

SS 4, 5, 6, RE, GE, NGS, NCSS

3. describe how people are affected by, depend on, adapt to, and change their environment. (E)

SS 6, 7, SM 1.4, 1.7, 1.9, RE, R,T, NGS, NCSS


A: FACILITATING ACTIVITIES: CULTURAL AWARENESS CCO V: The student will analyze the impact of various cultures on Missouri. Essential Question: How have various cultural groups influenced the development of Missouri and the United States? The student will: 1. view “Finding Missouri: Our History and Heritage – A Meeting of Cultures” from United Streaming video. Complete a

Video Analysis Worksheet (see appendix page 578). Then discuss in small groups how the French influenced Missouri. (V C2, V P2)

2. complete the “Why Come to America?” module at http://kidstcrconnections.net. Then write a reflective journal about how different culture groups influenced different parts of the United States (e.g. Spanish influence in the Southwest, French influence in Louisiana). View National Geographic Picture Show and compare cultural elements of regions. (V C1, V P1)

3. study photos of Missouri cities or neighborhoods such as St. Genevieve, St. Charles, “The Hill” district of St. Louis, Hermann, etc. Discuss what elements in the photos tell you about the cultural influence of the area. Participate in a jigsaw reading about ethnic group settlement in Missouri. (V C2, V C1b, V P2, V C3)

4. brainstorm reasons why people come to Missouri from other areas (pull factors) and reasons why people may have been forced to leave the state (push factors). Think about periods of Missouri history and give an example of one pull factor and one push factor. (V P1b)

5. write a paper about how a group that settled in Missouri influenced the state. Select a group that settled in Missouri and list three ways they influenced the state. Complete a Power Writing Graphic Organizer (see appendix page 577). Use the organizer to shape a paragraph supporting your ideas with concrete details. (V C3)

6. draw an illustration of how a Missouri Indian tribe (such as the Osage) depended on their environment. (V P3)

Fourth Grade Curriculum 292

Name: Date: After watching the video clip “Westward Ho” from United Streaming answer the following questions in complete sentences. 1. How were railroads affected by westward expansion?

2. What cultural influences were brought to the United States as a result of building more railroads in the West?


Name: Date: After watching the video clip “Immigration to the United States: Culture” from United Streaming answer the following questions in complete sentences. 1. What evidence of European immigration is still apparent today in the Midwest

region?

2. What American holidays have Europeans influenced?


Name: ANSWER KEY Date: After watching the video clip “Westward Ho” from United Streaming answer the following questions in complete sentences. 1. How were railroads affected by westward expansion?

Example Response: People were trying to travel west faster and were using railroads more often. So more railroad tracks needed to be built quickly.


2 = Question is restated with specific examples 1 = Question is restated with general response 0 = Question is not restated and answer is incorrect

2. What cultural influences were brought to the United States as a result of building

more railroads in the West? Example Response: Chinese people immigrated to the United States to help build railroads. They brought with them their language and customs which influenced people already living here.




Name: ANSWER KEY Date: After watching the video clip “Immigration to the United States: Culture” from United Streaming answer the following questions in complete sentences. 1. What evidence of European immigration is still apparent today in the Midwest

region? Example Response: In the Midwest region many cities are named after German, Dutch and French towns such as Holland, Michigan and Ste. Genevieve, Missouri. This is evidence of European immigration.



2. What American holidays have Europeans influenced?

Example Response: Europeans have influenced many American holidays. For example St. Patrick’s Day is a celebration of Irish immigrants and decorating of Easter eggs came from Russia.




B: APPLICATION LEVEL ASSESSMENT: CULTURAL AWARENESS CCO V: The student will analyze the impact of various cultures on Missouri. STUDENT TASK: The student will: 1. realize people of varying ethnic descent played an important role in the settlement of the regions of the United States. (V

C1a) 2. utilize reliable sources to investigate the impact of various cultural groups in a region. (V P1a) TEACHER NOTES: You will need the following to administer the ALA:

United Streaming video clips • North America: The People/Clip Westward Ho • Immigration the United States: American Heritage Series/Clip Culture

This ALA should be administered over two days. Begin day one by asking the class to brainstorm how cultural groups have influenced the United States. Distribute the video note form and go over with students. Students will complete this form when viewing both videos. Show the videos and have student complete the forms. On day two show the videos a second time and have students check their answers to the video note forms. Student may need to rewrite answers and improve their rough draft. Student will then use their answers to respond to the prompt. SUGGESTED STUDENT PROMPT: 1. Watch the video “Westward Ho” and answer the questions on your note form in complete sentences. 2. Watch the video “Immigration to the United States: Culture” and answer the questions on your video note form in

complete sentences. 3. Use your note forms to help you write a paragraph. “How have cultural groups influenced the United States?” Give

specific examples to support your ideas.


SCORING GUIDE

CCO V: The student will analyze the impact of various cultures on Missouri.

4 3 2 1 Influence of cultural groups

Student clearly, thoroughly, and accurately describes the influence of a cultural group and provides a detailed example.

Student clearly and accurately describes the influence of a cultural group and provides a general example.

Student accurately describes the influence of a cultural group but does not provide an example.

Student does not describe the influence of a cultural group or provide an example.

TEACHER COMMENTS:


C: APPLICATION LEVEL ASSESSMENT: CULTURAL AWARENESS CCO V: The student will analyze the impact of various cultures on Missouri. STUDENT TASK: The student will: 1. Research and view appropriate graphics, art, or photos to interpret how different cultures impacted Missouri. (V P2) 2. Understand that various cultural groups and people reflected their ideas, personalities, cultures, and needs as they developed

homes, businesses, public buildings, and recreation areas for the communities in Missouri. (V C3) TEACHER NOTES: Students need instruction, practice, and feedback on cultural influence in Missouri and interpretation of photographs/artwork prior to ALA. Use the artwork form page 80-81 in Missouri: The Show Me State (Pebble Publishing). SUGGESTED STUDENT PROMPT: See attached assessment sheet.


Name: Date:

Photo Analysis Worksheet

Step 1: Observation Study the photograph for at least two minutes. Then, form an overall impression of the photograph. Now, examine individual items. Next divide the photo into quadrants (fourths) and study each section to see what new details become visible. Record your observations in the chart below listing people, objects, and activities you found in the picture.

Step 2: Inference: Based on what you have observed above, list three things you might infer from the photo/picture of early St. Louis. a. b. c.

People Objects Activities


SCORING GUIDE

CCO V: The student will analyze the impact of various cultures on Missouri.

4 3 2 1 Picture analysis Student records all

relevant observations independently.

Student records many relevant observations with minimal assistance.

Student records a few relevant observations with moderate assistance.

Student is unable to record relevant observations without significant assistance.

Inference Student independently makes three clear and accurate inferences from the picture.

Student makes two accurate inferences from the picture with minimal assistance.

Student makes one accurate inference from the picture with minimal assistance.

Student is unable to make an inference from the picture without significant assistance.

TEACHER COMMENTS:

Appendix N 563 BOE Approved 1-18-07

APPENDIX N

4TH GRADE SUPPLEMENT


FOURTH GRADE GLOSSARY Amendments: approved additions or changes to the Constitution. Barter: the direct trading of goods and services without the use of money. Bill of Rights: the first 10 amendments of the Constitution, added to protect citizens basic rights and freedoms. Capital resources: often called capital goods refers to goods used to produce other goods and services. Capital resources may be buildings, equipment, machinery, tools, ports, and dams, provided that those items are used to produce other goods and services. Character Traits: Caring – demonstrating kindness, courtesy, and compassion; Cooperation – working together to accomplish a task; Courage – acting responsibly despite fears or difficulties; Integrity – being truthful, fair, honest, and trustworthy; Patience – waiting calmly; Perseverance/effort – striving toward a goal despite challenges; Respect – showing positive regard for self, others, property, rules, and authority; Responsibility- being accountable for your own choices and behavior; Self-control – managing your behavior in a positive way. Citizenship: membership in a country that carries duties, rights, and privileges. Commerce: large scale buying and selling of goods. Common good: refers to some program or action that is of benefit to society as a whole. Laws to set up parks, public schools, and public libraries are passed to promote the common good. Constitution of the United States of America: the supreme law of the United States that is the foundation of all U.S. government: adopted in 1789. Consumer: people who buy goods and services to satisfy their wants. Consumption: the use of goods and services by consumers, businesses, or governments.


Demand: the different quantities of a resource, good, or service that will be purchased at various prices during a given period of time. According to the law of demand, the lower the price of a good or service, the more it will be purchased, whereas the higher price, the less that it will be purchased. Democracy: system of government in which rule is by the people, either as a direct democracy where the people make their own laws or as a representative democracy, a republic, in which laws are made by the people’s elected representatives. Economic goals: important societal goals that pertain to economics, such as economic choice, security, growth, and efficiency. Ecosystem: means the same thing as “ecological system,” it is formed by the interaction of all living organisms (plants, animals, people) with each other and the physical and chemical factors in the environment in which they live. They may vary in size from a pond to a stand of giant redwoods, to a huge continent wide belt like the tundra or Sahara desert, to the entire planet. Entrepreneur: a person who assumes the risk of organizing productive resources to produce goods and services. Environment: All the conditions, circumstances and influences surrounding and affecting the development of an organism or group of organisms. Expedition: a journey taken for a specific purpose. Factors of Production: inputs into the production process: land (natural resources), labor (human resources), and captial. Human Characteristics of a place: those features of a place that are a result of human activity. Human Resources: the quantity and the quality of human effort directed to the production of goods and services. One type of human resource is an entrepreneur. Inalienable rights: rights such as life, liberty, and the pursuit of happiness, that are guaranteed to every person and cannot be taken away by a government. Inflation: a rise in the general level of prices in an economy.


Interdependent: people who rely upon each other to meet their needs. Limited government: a government whose powers are limited through constitutionally imposed restrictions Location: the position of some place or region on the surface of the earth. Louisiana Purchase: large areas of land west of the Mississippi that was purchased during the Jefferson administration from France (the purchase doubled to size of U.S. land holdings. Majority rule: a pattern of decision making where decisions are made by vote and requires the support of more than half of those voting. Missouri Compromise: Henry Clay’s plan to keep the balance of Congressional Power between slave and free states. Missouri was admitted as a slave state in 1820 and Maine was granted statehood as a free state. It also bound slavery in any territory north of the 36o30’ parallel (Missouri’s Southern border). Missouri Territory: organized area of land that was not yet a state; had similar boundaries to the state of Missouri; had a territorial government: did not have representation in Congress. Natural resources: something found in nature that people use to produce goods and services (e.g., land, trees, water, fish, petroleum, mineral deposits, fertile soils.) Opportunity cost: most important alternative that is given up as a result of a specific economic decision. Place: term used by geographers that pertains to those physical characteristics and human characteristics that may be used to describe an area. Physical characteristics of a place: pertains to such features as landforms, water bodies, climate, soils, natural vegetation, and animal life, which have resulted from geological, hydrological, atmosphere, and biological processes.


Primary sources: sources that are firsthand that may be used by historians to reconstruct and interpret the past. (e.g., original documents, eyewitness accounts, photographs, text of speeches). Private goods: goods that producers can withhold from consumers who refuse to pay for them, where the consumption of the product or service by one person reduces its usefulness to others. Producers: people who combine resources to make goods and services. Production: the activity of combining resources to make goods and services. Productivity: the quantity of goods and services produced by an individual, company, a sector of the economy, or an economy in a given amount of time. Profit: the difference between the total revenue and total cost of the business. Profit Motive: a person ‘s motivation to make a profit. Public goods: goods or services that cannot be withheld from customers who refuse to pay for them (nonexclusion) where the consumption of products or services by one person does not reduce its usefulness to others (e.g., library, national defense, flood control, fire protection). Region: an area that displays unity in terms of one or more selected criteria. Regions can be defined by political boundaries, types of terrain, how land is used, rainfall, soil type, dominant religion of the people, and so on. Relative Location: Pertains to identifying where a place is by explaining where it is in relation to some known places, (e.g., St. Louis is located a short distance south of the junction of the Missouri and Mississippi Rivers). Republic: a political system in which the people exercise their political power through elected representatives and in which there are no inherited public offices.


Rights: rights of citizens are defined in the Declaration of Independence and the U.S. Constitution (e.g., freedom of conscience and religion, expression and association, movement and residence, privacy). Rule of law: the principle that everyone must follow the law. Saving: the decision to withhold a portion of current income from consumption; income not spent. Scarcity: the condition where people cannot have all the goods and services that they want, it results from an imbalance between the relatively unlimited wants and limited resources. Secondary sources: sources that historians use to interpret and reconstruct the past that are the interpretations of events and development that are not first hand observations. (e.g., histories, textbooks, commentaries) Separation of powers: the division of power among the different branches of government within a political system. Sources of wealth: earnings from wages and salaries, rent, interest, or inheritance. Suffrage: the right to vote. Supply: the different quantities of a resource, good, or service that will be offered for sale at various possible princes during a specified time period. Taxes: required payments made to the government by individuals and businesses. (used to purchase public goods and services)


Three branches of government: there are three branches at both the state and national levels, the branches are as follows: Branch State National Legislative (makes laws)

General Assembly Congress

Executive (enforces laws)

Governor and other agencies that carry out the law

President and other agencies that carry out the law

Judicial (interprets law)

Courts Courts

Trade-offs: the acceptance or choice of less of one thing to get more of something else. Triangular trade route: in the Colonial days, ships followed a route between Britain, the Colonies, and Africa as the three points of a great triangle on the Atlantic Ocean. Traders carried manufactured good, raw materials, and enslaved people on this route.


Job’s Purpose

Who

Legislative

3 Branches of State Government

Judicial Executive

Who Who

Job’s Purpose Job’s Purpose


Time Line


Cause and Effect


The Five Themes of Geography

Location: the exact location of a place on the earth’s surface • What are the latitude and longitude coordinates of this country? • Where is this country located in relation to other countries, continents, or landforms? • Where are this country’s major cities, landforms, and resources?

Place: the physical and human characteristics of a place that set it apart from other places • What is this country’s official name, size, and population? • What customs, religions, languages, and ethnic groups are found in this country? • Describe this country’s schools, homes, music, art, foods, national holidays, and types of recreation. • Describe this country’s landforms, natural resources, plants, and animals. • Describe this country’s climate and weather patterns.

Human-Environmental Interaction: how humans interact with the environments of a place – with both good and bad results • How have the people in this place adapted to the climate? • How has the climate affected the settlement of people within this country? • How do the people of this country use their natural resources? • How do the people and industries treat their environment? • What forms of energy do people of this country use? • How do the different cultures in this country make their living? • What economic issues face this country? • Describe some of the important people and events in the history of this country.

Movement: the movement of people, products, information, and ideas within a country and between countries. • Where do the majority of people live in this country? • How are goods, services, and people transported within this country? • How are people, goods, services, and ideas moved to and from this country? • What methods do people use to communicate ideas and information? • How have traditions and customs passed from one generation to another?

Regions: how regions form and change • What kind of government does this country have? • What political regions are located within this country? • What are some of the unique characteristics of these regions? • What are some of the major tourist attractions found in this country?


Sample of Economic Flow Chart


Economic Flow Chart

Problem


Expository Paragraphs POWER WRITING MAP

Main Topic

Subtopic Subtopic Subtopic


VIDEO ANALYSIS FORM Name: Date: Title of Video: Subject: List three things you already know about the topic. 1. 2. 3. List five things you learned about the topic. 1. 2. 3. 4. 5. What two questions do you have after viewing this video? 1. 2.

* part of another grade level’s group literature list 579 Appendix N BOE Approved 1-18-07

RECOMMENDED RESOURCES – GENERAL Title Topic Author Company ISBN Reading

Level Amount Per

Map and Globe Skills Maps and globes, types of maps, grid systems, regions

JoAnne Buggey Nystrom 1

Missouri Assessment CD Rom (test generator)

Government, Geography, History, Economics, Culture

McMillan 0021513864 1

Missouri Assessment Book Government, Geography, History, Economics, Culture

McMillan 0021512825 1

Missouri Audio CD (student edition) Government, Geography, History, Economics, Culture

McMillan 0021513880 1

Missouri ePlanner Government, Geography, History, Economics, Culture

McMillan 0021513821 1

Missouri Practice and Activity Workbook

Government, Geography, History, Economics, Culture

McMillan 002151301 1

Missouri Presentation Toolkit Government, Geography, History, Economics, Culture

McMillan 0021513899 1

Missouri Student CD Rom Government, Geography, History, Economics, Culture

McMillan 0021513813 1 per student

Missouri Student Edition Government, Geography, History, Economics, Culture

McMillan 002151271X 1 per student

Missouri Teacher CD Rom Government, Geography, History, Economics, Culture

McMillan 0021513821 1

Missouri Teachers Edition Government, Geography, History, Economics, Culture

McMillan 002151271X 1

Missouri Transparencies Government, Geography, History, Economics, Culture

McMillan 0021512914 1

Bold items are part of the district materials adoption


RECOMMENDED RESOURCES – GOVERNMENT/CIVICS Title Author Company ISBN Reading

Level Amount Per

The Bill of Rights Main Ideas of Bill of Rights, Past and Present Decisions of Government

Patricia Quiri Grolier 0516264273 4.5 6

The Bill of Rights (Cornerstones of Freedom) Main Ideas of Bill of Rights

The Bill of Rights Main Ideas of Bill of Rights

Karen Hossell Heinemann LX 900

The Bill of Rights Main Ideas of Bill of Rights, Past and Present Decisions of Government

Judith L. Yero The Bill of Rights 0792245520 5.9 LX 740

The Congress of the United States Branches of Government

David Heath Capstone 073688543 4.0

The Congress Branches of Government


Come Back Salmon Responsibility, Civic Participation

Molly Cone Sierra Club 0871564890 4.5 LX 930

1

Governor State Government

Jacqueline Gorman

Weekly Reader 0836845749 IL 6-8 6

How the U.S. Government Works Constitution as the Basis for Laws

Syl Sobel Barron’s 0764111116 5.0 1

A Kid’s Guide to America’s Bill of Rights Main Ideas of Bill of Rights

Kathleen Krull Avon 0380974975

Making a Law Basis for Laws, Provisions of Constitution

Sarah De Capua 0516279416 IL 3-5 6



Missouri Then & Now Branches of Missouri Government

Perry McAndless & Williams Foley

University of Missouri Press

0826208258 6 1

National Government Branches of National Government

Heinemann 157572510X 4.6

Our Government Rights, Responsibilities, Levels of Government: Local, State, Federal

Ashley Hewitt National Geographic 9781426350627

2.8

The Presidency of the United States Branches of Government

David Heath Capstone 0736888551 4.0

The Presidency Branches of Government


State Government Branches of Government

Heinemann 1575725134 4.6

The Supreme Court of the United States Branches of Government

David Heath Capstone 073688856X 4.0

The Supreme Court Branches of Government

Anne Hempstead Heinemann LX 1000

The Supreme Court Branches of Government


Films: American Government for Children: The Federal State and Local Government

Libraryvideo.com

American Government for Children: The Three Branches of Government

Libraryvideo.com

This is Our Government Teacher’s Video Bold items are part of the district materials adoption


Recommended Resources – History Title Topic Author Company ISBN Reading

Level Amount Per

Across the Wide and Lonesome Prairie: The Oregon Trail Diary of Hattie Campbell

Westward Expansion

Kristianne Gregory

0590226517 6.0-6.9 LX 940

The Back of Beyond: A Story About Lewis and Clark

Louisiana Purchase

Andy Bowen Carolrhoda Books 0021517479 4.5 LX 1090

6

Bold Journey: West with Lewis and Clark Louisiana Purchase Charles Bohner 0618437185 IL 5-9 Bronco Charlie and the Pony Express Missouri Territory,

Pony Express Marlene T. Brill McGraw Hill 0021517495 IL 2-5

Caddie Woodlawn Westward Expansion

Carol Brink Simon & Schuster 0689713703 5.0

Camp Fortunate Lewis and Clark Ann Gold McGraw Hill 0021496862 The Corps of Discovery Louisiana Purchase Anne Flounders Benchmark 9781410823006 Daily Life in a Covered Wagon Missouri Territory

and Westward Expansion

Paul Erickson Puffin 0140562125 5.0-5.9 LX 1120

Daniel Boone Biography Missourians

Keith Brandt Troll 0893758442 4.0

Daniel Boone Biography Missourians

Rick Burke Heinemann 1403442053 LX 600 6

Daniel Boone: Woodsman of Kentucky Biography Missourians

John Zronik Crabtree 0778724646 4.0-5.0 6

Dictionary of Missouri Biography Biography Missourians

Christensen Pebble 1 per library

Dictionary of Missouri Historic Places Missouri history Pebble 0403098289 Dog of Discovery: A Newfoundland’s Adventures with Lewis and Clark

Lousiana Purchase Laurence Pringle 15990782674 IL 3-7

Ethan Allen Biography, Revolution

Karen Hossell Heinemann LX 1000

Flight: The Journey of Charles Lindbergh Biography Robert Burleigh 0698114256 2.5 LX 570

The Gateway Arch Missouri History Manuel Ortiz Harcourt On-Level Bold items are part of the district materials adoption


George Washington Carver Biography Missourians Gene Adair Checo 1555465773 6.0 George Washington Carver Biography

Missourians Andy Carter and Carol Saller

Lerner 1575054582 2.4 6

George Washington Carver Biography Missourians Eve Moore Scholastic 0590426605 IL 3-5 George Washington Carver Biography

Missourians Margo McLoone

156065516X 2.0 6

George Washington Carver Biography Missourians

Lisa Zamosky Houghton Mifflin 0618677232

George Washington Carver, Scientist and Teacher

Biography Missourians Carol Greene Grolier 0516442503 2.0

Go West Westward Expansion, Primary Sources, Laura Ingalls Wilder, Lewis and Clark

Reyna Eisenstark National Geographic 0792254465

Going West Westward Expansion Jean Van Leeuwen

0140560963

A Homesteading Community Westward Expansion, Primary Sources, inferences

Gare Thompson National Geographic 0792286804 2.5 LX 360

How We Crossed the West: The Adventures of Lewis & Clark

Louisiana Purchase, Primary Sources, inferences

Rosalyn Schanzer

National Geographic Children’s Books

0792237382 4.0 LX 890

1

I Am Sacagawea, I Am York Louisiana Purchase Clair Murphy Walker and Company

I Have Heard of Land Westward Expansion, sources, human/environmental interaction

Joyce Thomas 0064436179 3.0-3.9

If You Were a Pioneer on the Prairie Westward Expansion, sources, human/environmental interaction

Anne Kamma Scholastic 0439414288 3.0-3.9 LX 750

6



If You Traveled West in a Covered Wagon Missouri Territory and Westward Expansion

Ellen Levine Scholastic 0590451588 3.0 LX 860

6

In Their Own Words: Lewis & Clark Louisiana Purchase, Primary Sources, inferences

George Sullivan Scholastic 0439147492 4.5 6

The Incredible Journey of Lewis & Clark Louisiana Purchase, Primary Sources, inferences

Rhoda Blumberg 0688144217 5.0 LX 1060

James Beckwourth Biography Rick Burke Heinemann LX 600 The Journey of Lewis & Clark Louisiana Purchase,

Primary Sources, inferences

Mind Sparks

Kit Carson Biography Rick Burke Heinemann LX 600 Laura Ingalls Wilder Biography, Sources,

Laura Ingalls Wilder William Anderson

Harper 0064461033 4.6 LX 1000

Laura Ingalls Wilder Biography, Sources, Laura Ingalls Wilder

Patricia Giff Penguin 0140320741 4.4 LX 780

6


Carol Greene Grolier 0516442120 2.9


Wil Mara 0516278401 2.4 3

Laura Ingalls Wilder Biography, Missouri History

Ginger Wadsworth

Millbrook Press 157505423X IL 2-5

Laura Ingalls Wilder: An Author’s Story Biography, Sources, Laura Ingalls Wilder

Sarah Glasscock 0817279768 2.3

Lewis & Clark Biography, Louisiana Purchase, Westward Expansion, Sources

Conrad Stein 0516262289 IL 3-6 LX 980

Lewis and Clark Louisiana Purchase Steven Kroll Lewis & Clark Louisiana Purchase Interact Lewis & Clark Louisiana Purchase,

Primary Sources, inferences

Kids Discover



Lewis & Clark Biography, Louisiana Purchase, Westward Expansion, Sources

Candice Ransom

Lerner 0822515628 6

The Lewis and Clark Expedition Louisiana Purchase Sally Isaacs Heinemann LX 750 Lewis and Clark for Kids Louisiana Purchase Janis Herbert 1556523742 IL 4-8 Lewis and Clark and Me: A Dog’s Tale Louisiana Purchase,

inferences Laurie Meyers 0805063684 IL 3-8

Lewis and Clark: A Prairie Dog for the President

Louisiana Purchase Shirley Redmond

0375811206

Lewis and Clark: Opening the American West

Louisiana Purchase Crabtree 9780778724469

1

The Lewis and Clark Journals Westward Expansion, Sources

E.J. Carter Heinemann 1403434336 LX 900

Lewis & Clark Picture Pack Louisiana Purchase, Primary Sources, inferences

National Geographic

Lewis and Clark: Western Trailblazers Louisiana Purchase, inferences

Matthew Grant Creative Education 0871912775

Life on the Oregon Trail Missouri Territory, Westward Expansion

Sally Isaacs Heinemann 1588103021 LX 600 6

Life in a Mississippi River Town Missouri, Westward Expansion

Laura Fischer Heinemann 1403442835 LX 600 6

Life on a Pioneer Homestead Missouri Territory, Westward Expansion

Sally Isaacs Heinemann 1588103005 LX 600 6

Little House on the Prairie ( and other series books)

Missouri Territory, Westward Expansion

Laura Ingalls Wilder

Harper Trophy 0064400077 4.8

Louisiana Purchase (Cornerstones of Freedom) Louisiana Purchase Louisiana Purchase Louisiana Purchase Michael Burgan Mark Twain Biography

Missourians Clinton Cox Scholastic 0590456415

Mark T-W-A-I-N: A Story of Samuel Clemens Biography Missourians

David R. Collins McGraw Hill 0021517452

Mark Twain and the Queens of the Mississippi Biography Missourians

Cheryl Harness Simon & Schuster 0689815425 4.2



Mark Twain at Work Biography, Famous Missourians

Howard Goldsmith

0689853998 IL K-2

Mark Twain: What Kind of Name is That? Biography, Famous Missourians

R. Quackenbush Silver Burdett 0663562406

Mark Twain: Young Writer Biography, Famous Missourians

Mirian Mason Simon & Schuster 0689714807 3.5

Maya Angelou Biography, Famous Missourians

Jayne Petit 014038359X

Maya Angelou Biography, Famous Missourians

Sarah E. King 1562947257 4.9

Meriwether Lewis: Boy Explorer Biography, historical fiction

Charlotta Bebenroth

Aladdin 0689817401

Meriwether Lewis Biography, Louisiana Purchase

Elizabeth Raum Heinemann LX 600

Missouri Biography, Missourians

Dennis Fradlin Grolier 0516438255 4

Missouri Biography, Missourians

Rita LaDoux McGraw Hill 0021517541 4.0

Missouri Biographical Dictionary Biography, Missourians

Pebble 0403095980

Missouri Bound Westward Expansion

Roger McBride Harper 0064420876 3.0

Missouri Citizens: Now, Then, and in the Future

Westward Expansion, Biography

Melissa Hellstern

Missouri Bar 1

Missouri Facts & Symbols History, Biography Capstone 0736803777 4.0 Missouri Our Home History, biography Jeff Call Gibbs Smith 1586854283 4.0 Missouri the Show Me State History Robert Brown Clairmont Press 1567330622 4.0 Missouri Then & Now History,

Biography Perry McAndless & William Foley

0826208258 6.0 1



My Name is York Louisiana Purchase Elizabeth Van Steenwyk

0873587588 IL 1-4

On the Trail of Lewis and Clark: A Journey Up the Mississippi River

Louisiana Purchase Peter Lourie 1590782682 IL 3-7

The Oregon Trail Westward Expansion

Sally Isaacs Heinemann LX 750

Our Journey West: The Oregon Trail Adventures of Sarah Marshall

Westward Expansion

Gare Thompson National Geographic 0792251784 4.2 LX 630

Pioneer Girl Biography, Laura Ingalls Wilder

William Anderson

006446234X 3.0-3.9

Pocket Full of Goobers: The Story of George Washington Carver

Biography, Missourians

Barbara Mitchell Lerner 0876144741 5.0

The Pony Express: Fastest Mail in the West Missouri and Westward Expansion

Dorothy and Thomas Hoobler

Rachel’s Journal Westward Expansion

Marissa Moss Harcourt 015202168x 1

Roughing It On the Oregon Trail Westward Expansion

Diane Stanley

Sacajawea Louisiana Purchase Jan Gleiter Raintree 0817268898 2.3 Sacajawea: American Pathfinder Louisiana Purchase Flora Seymour Simon & Schuster 0689714823 3.5 Sarah, Plain and Tall Westward

Expansion Patricia MacLachlan

Harper 0064402053 3.9

The Story of George Washington Carter Biography, Missourian

Eva Moore Scholastic 0590426605 4.0-4.9 LX 700

6

The Story of the Pony Express Westward Expansion

Gare Thompson National Geographic 0792285085

Streams to the River, River to the Sea Louisiana Purchase Scott O’Dell 0449702448 6.1 Sweet Water Run: The Story of Buffalo Bill Cody & the Pony Express

Westward Expansion

Andrew Glass BDD 0440411866 4.8

The Sante Fe Trail Westward Expansion

David Lavender

They Led the Way * Louisiana Purchase Johanna Johnston 0142400572 LX 790 Thomas Jefferson Thomas Jefferson

Biography Rick Burke Heinemann 140340416X LX 700



Thomas Jefferson Thomas Jefferson Biography

James Giblin Scholastic 0439810671 IL 3-6 6

Thomas Jefferson Thomas Jefferson, Biography

Pat McCarthy Scott Foresman 0328148377


Victoria Sherrow

McGraw Hill 0021517487 6


Mike Venezia 0516274775 IL 2-5

Thomas Jefferson: A Man of Ideas Thomas Jefferson, Biography


Thomas Jefferson and His Writing Thomas Jefferson, Biography


Tools and Gadgets Westward Expansion, Sources, Inferences

Bobbie Kalman Crabtree 0865055084 3.0 LX 870

Under Three Flags Missouri Exploration, territory, settlement

Maureen Hoessle

Virginia Publishing 1891442287 1

Visiting a Village Westward Expansion, sources, inferences

Bobbie Kalman Crabtree 0865055076 3

Wagons West Missouri Territory, Westward Expansion

Roy Gerard 0374482101 3.0-3.9

Who Was Thomas Jefferson Louisiana Purchase, Thomas Jefferson, Biography

Dennis Brindell Fredin

William Clark Biography, Louisiana Purchase

Elizabeth Raum Heinemann LX 600

You Wouldn’t Want to be an American Pioneer Westward Expansion

Jacqueline Morley



Films: Daily Pioneer Life Missouri Territory Schlessinger Freedom Rising (available for check out) Great Americans For Children: Sacagawea Schlessinger Great Americans For Children: Thomas Jefferson Schlessinger Missouri History & Heritage Sacajawea Louisiana Purchase AGC/ United Learning Bold items are part of the district materials adoption


Recommended Resources – Geography Title Author Company ISBN Reading

Level Amount Per

The Atlantic Coast Characteristics of Place Olivia Skeleton Benchmark Boston, Massachusetts Characteristics of Place,

Human Environmental Interaction

Madeline Samuels

National Geographic

79224759 4.1 LX 780

Can It Rain Cats and Dogs? Characteristics of Place, Human Environmental Interaction

Melvin Berger 043908573X 2.3 1

Communities Across America Today Characteristics of Place, Human Environmental Interaction

Sarah Glasscock National Geographic

3.8 LX 540

Destination St. Louis Characteristics of Place, Human Environmental Interaction

Martin Hintz Lerner 0822527944 Ages 9-12

Destination: The Southeast Regions Harcourt Below Level

Earth and Water, High and Low Regions, Characteristics of Place, Five themes, Human/environmental interaction

Ann Rossi Scott Foresman 0328148407 Landforms and Waterways

Explore the MidWest Regions, Characteristics of Place, Five themes, Human/environmental interaction

Peter and Connie Roop

National Geographic

0792254589 3.0 6

Explore the Northeast Regions, Characteristics of Place, Five themes, Human/environmental interaction

John Perritano National Geographic

0792254570 3.4 6



Explore the Southeast Regions, Characteristics of Place, Five themes, Human/environmental interaction

Jennifer Peters National Geographic

0792254597 3.3 6

Explore the Southwest Regions, Characteristics of Place, Five themes, Human/environmental interaction

Jennifer Peters National Geographic

0792254600 3.3 6

Explore the West Regions, Characteristics of Place, Five themes, Human/environmental interaction

Peter and Connie Roop

National Geographic

0792254619 3.5 6

Finding Your Way Around Five Themes of Geography

Alice Cary Harcourt Above Level

Geography From A to Z Characteristics of Place, Five themes

Jack Knowlton Harper Collins 0064460991 3.0-3.9 1

Gila Monsters Meet You at the Airport Characteristics of Place, Five themes

Marjorie Sharmat

Aladdin 0689713835 2.0 LX 560

The Great Lakes Characteristics of Place Kimberly Valzania

Children’s Press

The Great Lakes Characteristics of Place Sharon Katz Benchmark The Great Lakes: Stories From Where We Live Characteristics of Place Paul Mirocha Milkweed Ed. Greetings From the Northeast Regions Harcourt Below

Level

Halfway to the Sky Characteristics of Place, Five themes

Kimberly Bradley

Yearling 0440418305 4.5 LX 580

1

Honolulu, Hawaii Characteristics of Place, Human Environmental Interaction

Madeline Samuels

National Geographic

792247612 6.3 LX 890

Introducing the Midwest Regions Harcourt Below Level



Landforms and Waterways Regions, Characteristics of Place, Five themes, Human/environmental interaction

Ann Rossi Scott Foresman 0328148423

Life in a Mississippi River Town Characteristics of Place, Human Environmental Interaction

Laura Fischer Heinemann 1403442835 LX 600 6

Looking At the United States Regions Harcourt Below Level

Love, Ruby Lavender Characteristics of Place, Five themes

Deborah Wiles Harcourt 0152054782 4.0 LX 570

1

The Man Who Made Time Travel Characteristics of Place, Five themes

Kathryn Lasky Farrar, Straus, and Giroux

0374347883 LX 840 1

The Mid-Atlantic Characteristics of Place, Five themes, Human/environmental interaction, regions

Gary Barr Heinemann

Mid Atlantic States Regions, Characteristics of Place, Five themes, Human/environmental interaction

Thomas Aylesworth

Chelsea House 0791034208 Ages 9-12

The Midwest Characteristics of Place, Five themes, Human/environmental interaction, regions

Judson Curry Heinemann

MidWest Regions, Characteristics of Place, Five themes, Human/environmental interaction

National Geographic

3.5 LX 660

6

The MidWest Its History and People Regions, Characteristics of Place, Human environmental interaction

Kate Connell National Geographic

0792286154 4.4 LX 660



The MidWest Today Regions, Characteristics of Place, Five themes, Human/environmental interaction

Margit McGuire

National Geographic

0792245342 4.9 LX 760

6

The Mississippi River Characteristics of Place, Five themes, Human/environmental interaction

Allen Fowler 0516265563 2.0-2.9 6

Missoula, Montana Characteristics of Place, Human Environmental Interaction

Madeline Samuels

National Geographic

792247572 2.7 LX 650

Missouri Characteristics of Place, Five themes, Human/environmental interaction

Dennis Fradlin Grolier 0516438255 4


Kathleen Thompson

Raintree 0811474518 5


Rita Ladoux Lerner 0822527103 4.0

Missouri Then & Now Characteristics of Place, Five themes, Human/environmental interaction

Perry McCandless & William Foley


0826208258 6.0 1

My America: A Poetry Atlas of the United States

Regions, Characteristics of Place, Five themes

Lee Hopkins Simon and Schuster

0689812477 5.0-5.9 1

National Geographic Picture Show: Midwest Characteristics of Place, Five themes, Human/environmental interaction, regions



National Geographic Picture Show: Northeast Characteristics of Place, Five themes, Human/environmental interaction, regions

National Geographic Picture Show: Southeast Characteristics of Place, Five themes, Human/environmental interaction, regions

National Geographic Picture Show: Southwest Characteristics of Place, Five themes, Human/environmental interaction, regions

National Geographic Picture Show: West Characteristics of Place, Five themes, Human/environmental interaction, regions

New England Characteristics of Place, Five themes, Human/environmental interaction, regions

Mark Stewart Heinemann

A New England Scrap book Loretta Krupinski Harper Collins The North Atlantic Coast (Stories From Where We Live)

Regions Sara St. Antoine Milkweed Ed.

The NorthEast Characteristics of Place, Five themes, Human/environmental interaction, regions

National Geographic

3.5 LX 630

6

The North East: Its History and People Regions, Characteristics of Place, Human environmental interaction

Gare Thompson National Geographic

0792286111 4.3 LX 610

The Northeast Today Characteristics of Place, Five themes, Human/environmental interaction, regions

Margit McGuire

National Geographic

0792245326 4.4 LX 610

6



NorthWest Characteristics of Place, Five themes, Human/environmental interaction, regions

National Geographic

The Oregon Trail: The Diary of Callie Stokes Westward Expansion, Inference from Sources

Myka-Lynne Sokoloff

McGraw Hill 0021477841

The Pacific States Characteristics of Place, Five themes, Human/environmental interaction, regions

Stephen Feinstein

Heinemann

The Rio Grande: From Rocky Mountains to the Gulf of Mexico

Characteristics of Place

Peter Lourie Boyds Mills Press

Road Trip U.S.A. Regions Robin Koontz Harcourt On-Level The Rugged Rockies Characteristics of

Place Barbara Somervill

Child's World

Saguaro Moon: A Desert Journal Characteristics of Place, Five themes, regions

Kristin Prati-Serafini

Dawn Publications 1584690364 LX 840 1

The Scrambled States of America Characteristics of Place

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See the U.S.A Regions, Characteristics of Place

Jamie Schwartz National Geographic

0792284968 2.0 6

Settlements of the Mississippi River Characteristics of Place

Rob Bowden Heinemann LX 750 6

The Shape of Our Land Regions, Characteristics of Place, Five themes, Human/environmental interaction

Ann Rossi Scott Foresman 0328148415 Landforms and Waterways

SouthEast Characteristics of Place, Five themes, Human/environmental interaction, regions

Jennifer Gillis Heinemann



SouthEast Characteristics of

Place, Five themes, Human/environmental interaction, regions

National Geographic

4.4 LX 700

6

The South East: Its History and People Regions, Characteristics of Place, Human environmental interaction


0792286138 4.5 LX 600

The SouthEast Today Characteristics of Place, Five themes, Human/environmental interaction, regions

Margit McGuire

National Geographic

0792245334 4.9 LX 790

6

SouthWest Characteristics of Place, Five themes, Human/environmental interaction, regions

National Geographic

4.2 LX 770

6

SouthWest Characteristics of Place, Five themes, Human/environmental interaction, regions

Mark Stewart Heinemann

The SouthWest: Its History and People Regions, Characteristics of Place, Human environmental interaction

Adam McClellam

National Geographic

0792286197 4.9 LX 650

The SouthWest Today Characteristics of Place, Five themes, Human/environmental interaction, regions

Margit McGuire

National Geographic

0792245350 4.1 LX 600

6

St. Louis, Missouri Characteristics of Place, Human Environmental Interaction

Madeline Samuels

National Geographic

792247604 5.1 LX 870

6

Stories From the Northeast Regions Alice Cary Harcourt Above Level



Surrounded by Sea: Life on a New England Fishing Island

Characteristics of Place, Five themes, Human/environmental interaction, regions

Gail Gibbons Holiday House 0823420213 IL K-3

This Is The West Regions Harcourt Below Level

United States Geography Characteristics of Place Ruth Wong National Geographic

9781426350597 2.4

United States People and Places Characteristics of Place, Regions

Janet Cauffman Nystrom 0782502946 4

The Vacation Characteristics of Place, Five themes

Polly Horvath Farrar, Strauss, Giroux

0374380708 IL 4-7 1

Welcome to the SouthWest Regions Harcourt Below Level

6

The West Regions, Characteristics of Place, Human environmental interaction

National Geographic

4.8 LX 690

6

West Characteristics of Place, Five themes, Human/environmental interaction, regions

Sally Isaacs Heinemann

The West: Its History and People Regions, Characteristics of Place, Human environmental interaction


0792286170 4.5 LX 630

The West Today Characteristics of Place, Five themes, Human/environmental interaction, regions

Margit McGuire

National Geographic

0792245369 4.2 LX 760

6



Films: American Geography Closeups The Middle Atlantic States The Mountain States The Midwest New England

Five Themes of Geography Five Themes Teachers Video

Regions of the United States: Southeast Region Northeast Region Midwest Region Pacific Coast Region Rocky Mountain Region Southwest Region


AGC/United Learning

U.S. Geography The Midwest The Northeast The South The West


Discovery

Technology: National Geographic Picture Show: Midwest National Geographic Picture Show: Northeast National Geographic Picture Show: Southeast National Geographic Picture Show: Southwest National Geographic Picture Show: West Bold items are part of the district materials adoption


Recommended Resources – Economics Title Author Company ISBN Reading

Level Amount Per

Banking Basics Banking Boston Fed Federal Reserve Banking: How Economics Works Banking,

Economic Decisions

Barbara Allman Lerner 0822557592 4.0 6

Banks Banking, Economic Decisions

Margaret Hall Heinemann 1588103374 2.0 6

Check It Out (Banking) Banking, Economic Decisions

Modern Curriculum Press

0765208113

Choices and Changes Teacher Resource Economic decisions

NCEE 1 Library Resource

Economic Teaching Strategies (5-6) Economic Decisions, specialization, interdependence

NCEE

Everyday Banking: Consumer Banking Banking Ernestine Giesecke

Heinemann LX 950

Financial Fitness for Life Grades 3-5 Economic Decisions


The First Four Years Economic Decisions

Laura Ingalls Wilder

Harper 006440031X 5.5 LX 1030

Focus: Grades 3-5 Economics Economic Decisions


From Sea to Shining Sea Regional Specialization, Resources

Barbara Bigelow Scott Foresman 032814830X

Great Economics Mystery Book, The Economic Decisions, specialization, interdependence

NCEE



A Job for Jenny Archer Economic

Decisions Ellen Conford LB 0316153494 3

The Kids Business Book Economic Decisions

Arlene Erlbach Lerner

Kids Manage Money Economic Decisions

National Geogrpahic

Max Malone Makes a Million Economic Decisions

Charlotte Herman Henry, Holt, & Co.

Missouri Economic decisions in Missouri


Missouri Then & Now Economic Decisions in Missouri



0826208258 6.0 1

Money Business: Banks and Banking Banking Ernestine Giesecke

Heinemann LX 950

Money and You Economic Decisions

National Geographic

Once Upon a Dime Basic Economic Concepts, Trade

New York Fed Federal Reserve

Personal Finance Economics (3-5) Economic Decisions, specialization, interdependence

NCEE

Regions and Resources Regional Specialization, Resources

Barbara Bigelow Scott Foresman 0328148296

Saving Money: How Economics Works Saving and Investing

Philip Heckman Lerner 0822557584 4.0 6

Where Does That Come From? Regional Specialization, Resources

Barbara Bigelow Scott Foresman 0328148288



Recommended Resources – Cultural Awareness Title Author Company ISBN Reading

Level Amount Per

All In A Day Cultural Influences Mitsumasa Anno

Penguin Putnam 0698117727 2.0-2.9 1

Barrio: Jose’s Neighborhood Cultural Influences, Regional Settlement

George Ancona Harcourt 0152010483 4.0-4.9 1

Ethnic America: The Northeastern States Cultural Influences D. J. Herda Millbrook Press Going West: Trials and Trade-offs Push/Pull Factors Starlyn Williams Houghton Mifflin 100618457917 Gold Fever Regional settlement,

cultural influences, Push/pull factors

Warren Choi Harcourt On-level

Houses of Adobe: The Southwest Regional Settlement, cultural influences

Bonnie Shemie Tundra

The MidWest: Its History and People Regional settlement, cultural influences

Kate Connell National Geographic

0792286154

Missouri Regional settlement/culture, Human-environmental interactions


Missouri Then & Now Regional settlement/culture, Human-environmental interactions



0826208258 6 1

The North East: Its History and People Regional settlement/culture, Human-environmental interactions


0792286111

Rachel’s Journal: Story of a Pioneer Girl Regional Settlement, Human/environmental interaction

Marissa Moss Harcourt 015202168X 4.0 1

Settler Sayings Cultural influences Bobbie Kalman 0865055181 3.0-3.9 LX 910



The South East: Its History and People Regional settlement/culture, Human-environmental interactions


The SouthWest: Its History and People Regional settlement, cultural influences

Adam McClellam National Geographic 0792286197

The West: Its History and People Regional settlement/culture, Human-environmental interactions


Films: National Geographic Picture Show: Midwest National Geographic Picture Show: Northeast National Geographic Picture Show: Southeast National Geographic Picture Show: Southwest National Geographic Picture Show: West Bold items are part of the district materials adoption


4TH GRADE RECOMMENDED WEB SITES

Due to the changing nature of web-sites teachers are strongly urged to preview all sites prior to use with students.

Web Site Description CCO I – Government/Civics http://www.kidsvotingusa.org/ Project vote smart http://www.triune.ca/ Conflict resolution http://bensguide.gpo.gov/ Websites on government http://bensguide.gpo.gov/ Government (elementary) http://www.kidsvotingusa.org Kids Voting http://www.triune.ca/ Conflict Resolution http://www.edhelper.com/American_Government.htm Constitution http://thomas.loc.gov U.S. Congress http://www.statelocal.gov U.S. State & Local Gateway http://www.BillofRightsInstitute.org Bill of Rights Institute CCO II – History http://www.lewisandclark.org L & C Trail Heritage Foundation http://www.nationalgeographic.com/features/97/west/main.html National Geographic's L & C site http://www.amrivers.org/l_c.html Rivers of Lewis and Clark http://www.monticello.org/Matters/asktj/instructions.html Students Ask Thomas Jefferson Questions http://www.bham.wednet.edu/bio/biomaker.htm Biography Maker http://www.lewisandclark.org/ Lewis and Clark http://www.sos.mo.gov/kids Missouri Kids Page


CCO III – Geography http://www.nationalgeographic.com/kids/ National Geographic website for kids http://www.maps101.com Maps http://ipl.org/youth/stateknow/ States http://www.50states.com The United States CCO IV – Economics http://www.usmint.gov/kids/index.html US Mint - teaching and learning for kids http://www.economicsamerica.org:90/lessons2/search.htm Economic Lessons CCO V – Cultural Awareness http://www.kidlink.org/KIDPROS/MCC/ Multicultural Calendar


General http://npin.org National Parent Information Network http://ericir.syr.edu/Virtual/Lessons/Social_St/Geography/index.html Lesson plans from ERIC http://www.americaslibrary.gov/cgi-bin/page.cgi Library Congress website for kids http://www.bigchalk.com Searchable social studies sites http://www.pathfinder.com/TFK Time Magazine for Kids http://www.kidlink.org Global Dialog for Kids www.cr.nps.gov/nr/twhp Teaching with Historic Places http://www.lcweb.loc.gov Library of Congress http://www.InternetOracle.com/encyclo.htm Reference http://www.britannica.com Encyclopedia Britannica http://www.infoplease.com/ Almanac http://www.letsfindout.com/subjects/ http://www.ncss.org/ National Council for the Social Studies http://www.nara.gov/ National Archives http://www.socialstudies4u.com Internet Resources http://kids.tcrconnections.net/ Curriculum Resources (If accessing from home use “rockwood” as the user ID and password)


SAMPLE SERVICE LEARNING ACTIVITIES FOR FOURTH GRADE

1. Organizer a fundraiser at school on Missouri day to buy a Missouri Flag for the school. 2. Celebrate Missouri Day (third Wednesday of October) for public awareness. Create Missouri Day brochures. 3. Write letters to state representatives or the Governor on issues important to students. 4. Raise money to help preserve a Missouri historical structure –such as: Eugene Field House, Ste. Genevieve, Scott Joplin

House. 5. Create a book of how character traits have been important to Missouri history and send to the Governor. 6. Design a tourism campaign for Missouri. 7. Create a historic marker for a site that is significant to Missouri history. 8. Conduct an analysis of the school using the five themes of geography. 9. Produce a weather report for the school announcement. 10. Develop a savings plan to save points toward a class field trip.


Essential Content and Skills Fourth Grade

Government/Civics Understand that the United States Constitution is the supreme law of the land. Understand that the Missouri Constitution establishes laws to govern the state. Explain how decisions are made, interpreted, and enforced by the state government. Name and describe the functions of the three branches of state government. Name and describe the functions of the three branches of United States government. Identify main ideas in the Bill of Rights. Compare and contrast state and national government. Examine rights and responsibilities of citizens. Explain democratic decision making. History Identify the contributions of Thomas Jefferson. Explain the causes, purposes, and outcomes of the Lewis and Clark expedition. Gives examples of motivations and difficulties of Westward Expansion. Describe individuals who made contributions to Missouri. Understand Missouri History. Missouri as gateway to West. Missouri as a border state. Missouri Compromise. Missouri statehood. Describe ways Missourians have interacted, survived, and progressed from past to present. Create a timeline.


Economics Understand the purposes of banking (saving, lending, investment). Analyze economic factors in Missouri and the United States Regions. Explain, interpret, and predict consequences of economic decisions. Understand supply and demand, scarcity, and opportunity cost. Understand regional interdependence. Geography Locate states as parts of regions. Locate important Missouri cities. Estimate distance and scale. Use the five themes of geography. Identify and compare features of United States Regions. Identify geographic features of Missouri. Use geography to interpret the past. Identify landforms and major cities of Missouri. Understand physical systems (seasons, water cycle, and climate) Cultural Awareness Give examples of how people and groups create places that reflect ideas, personalities, culture and needs. Identify settlement patterns of people and groups in Missouri. Investigate the influence of cultural groups in regions of the United States. Describe how people influence and are influenced by their environment.


Social Science Processing Apply narrative and expository writing to social studies topics Interpret art and photographs Interpret primary and secondary sources Analyze and apply social studies vocabulary Read for inference Distinguish fact from opinion Explain reasoning using supporting detail Examine problems and solutions from multiple perspectives Evaluate the reliability of sources


PARENT SECTION – FOURTH GRADE

Suggested Activities to Complete at Home: Read and discuss newspaper articles related to national and state government. Visit cultural sights/neighborhoods: Soulard, The Hill, Ste. Genevieve, Kimmswick. Visit the Capitol building in Jefferson City. Write a letter to a state representative or Congressman. Discuss the importance of character traits in everyday life. Vote on a family outing (zoo, movie, or museum). Read biographies of famous Missourians. Visit Lewis and Clark sites in St. Charles Sequence events of the day, week, or month. Set goals to accomplish a task. Visit the museum of Westward Expansion at the Arch. Use a road map or a city map to navigate a trip or outing. Construct a puzzle of the United States. Name landforms from pictures or photographs. Determine the opportunity cost (what you give up) for economic decisions. Visit a bank and open a savings account. Determine what regions items in a grocery store come from. Visit St. Genevieve, Hermann, or other Missouri towns during heritage days festivals. Discuss architecture of various neighborhoods in St. Louis and what may have influenced its design. Discuss how people have changed the local environment.

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