Pojoaque Valley Schools - Pojoaque – Strengthening...

Created Spring 2014Created Spring 2014

Pojoaque Valley SchoolsSocial Studies CCSS Pacing Guide

4th Grade *Skills adapted from

Kentucky Department of Education** Evidence of attainment/assessment,

Vocabulary, Knowledge, Skills and Essential Elements adapted from

Wisconsin Department of Education and Standards Insights Computer-Based Program

ADVANCED CURRICULUM – 4th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 1

Version 2

2015-2016

Pojoaque Valley SchoolsSocial Studies Common Core Pacing Guide Introduction

The Pojoaque Valley Schools pacing guide documents are intended to guide teachers’ use of Common Core State Standards (CCSS) over the course of an instructional school year. The guides identify the focus standards by quarter. Teachers should understand that the focus standards emphasize deep instruction for that timeframe. However, because a certain quarter does not address specific standards, it should be understood that previously taught standards should be reinforced while working on the focus standards for any designated quarter. Some standards will recur across all quarters due to their importance and need to be addressed on an ongoing basis.

The CCSS are not intended to be a check-list of knowledge and skills but should be used as an integrated model of literacy instruction to meet end of year expectations.

The Social Studies CCSS pacing guides contain the following elements: Strand: Identify the type of standard Standard Band: Identify the sub-category of a set of standards. Benchmark: Identify the grade level of the intended standards Grade Specific Standard: Each grade-specific standard (as these standards are collectively referred to)

corresponds to the same-numbered CCR anchor standard. Put another way, each CCR anchor standard has an accompanying grade-specific standard translating the broader CCR statement into grade-appropriate end-of-year expectations.

Skills and Knowledge by Quarter: Identified as subsets of the standard and appear in one or more quarters. Define the skills and knowledge embedded in the standard to meet the full intent of the standard itself.

Standards Code: Contains the strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3

Version 2 of the Pojoaque Valley School District Pacing guides for Reading Language Arts, Mathematics, and Social Studies are based on the done by staff and teachers of the school district using the Kentucky model, and a synthesis of the excellent work done by Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. (2010), Standards Insight project.

Standards Insight was developed to give educators a tool for in depth investigation of the Common Core State Standards (CCSS). The CCSS are “unpacked” or dissected, identifying specific knowledge, skills, vocabulary, understandings, and evidence of student attainment for each standard. Standards Insight may be used by educators to gain a thorough grasp of the CCSS or as a powerful collaborative tool supporting educator teams through the essential conversations necessary for developing shared responsibility for student attainment of all CCSS. . . . serves as a high-powered vehicle to help educators examine the standards in a variety of ways.

The Version 2 Pojoaque Valley School District Pacing guides present the standard with levels of detail and then the necessary skills by quarter based on the Kentucky model. On the second page for each standard, the synthesis of the Standards Insight project is presented in a way that further defines and refines the standard such that teachers may use the information to refine their teaching practices.ADVANCED CURRICULUM – 4th GRADE (Social Studies with ELA CCSS and NGSS) Version 2

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Based on this synthesis of work and the purpose for the unpacking, the following fields were selected as most helpful to aid in understanding of the Common Core Standards that will lead to shifts in instruction:

1. Evidence of Student Attainment: “What could students do to show attainment of the standard?”

2. Vocabulary: “What are key terms in the standard that are essential for interpretation and understanding in order for students to learn the content?”

3. Knowledge: “What does the student need to know in order to aid in attainment of this standard?”

4. Skills and Understanding: “What procedural skill(s) does the student need to demonstrate for attainment of this standard?”, and “What will students understand to attain the standard?”

The following fields are included in Version 2:

Evidence of Student Attainment: This field describes what the standard may look like in student work. Specific expectations are listed in performance terms showing what students will say or do to demonstrate attainment of the standard.

Standards Vocabulary: This field lists words and phrases specific to each standard. Shared interpretation and in depth understanding of standards vocabulary are essential for consistent instruction across and within grade levels and content areas.

Knowledge, Skills and Understanding: The knowledge, skill and understanding field lists what students will need to know in order to master each standard (facts, vocabulary, and definitions). This field identifies the procedural knowledge students apply in order to master each standard (actions, applications, strategies), as well as the overarching understanding that connects the standard, knowledge, and skills. Understandings included in Standards Insight synthesize ideas and have lasting value.

Standards Codes for all Standards Connected to this Area: Contains the strand, grade, and number (or number and letter, where applicable), so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3

Instructional Achievement Level Descriptors: This field lists, by level what a teacher can expect to see in a student who achieves at a particular level. Additionally teachers can use this field to differentiate instruction to provide further growth for student’s in moving from one level to another. In the case of this set of materials, level IV incorporates the NMPED Advanced Curriculum goals, objectives and expected outcomes. This field can be used to provide specific teaching approaches to the standard in question.

A Note About High School Standards: The high school standards are listed in conceptual categories. Conceptual categories portray a coherent view of high school instruction that crosses traditional course boundaries. We have done everything possible, with teacher input, to link individual standards to the appropriate pacing guides,

References to Tables: References to tables within the standards in the Standards Insight tool refer to Tables 1-5 found in the glossary of the Mathematics Common Core State Standards document found at www.corestandards.org.

ADVANCED CURRICULUM – 4th GRADE (Social Studies with ELA CCSS and NGSS) Version 2

3

Common Core Social Studies Pacing Guide 4th GradeSTRAND K-4 HistoryContent Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, UnitedStates, and world history in order to understand the complexity of the human experience.

K-4 Benchmark I-A—New Mexico: Describe how contemporary and historical people and events have influenced New Mexico communities and regions.

Standard 1-A New Mexico

Grade 4:

1. Identify important issues, events, and individuals from New Mexico pre-history to the present. 2. Describe the role of contemporary figures and how their contributions and perspectives are creating impact in New Mexico.

Quarter 1: Quarter 2:

Identify important issues, events, and individuals from New Mexico pre-history to the present.

Quarter 3:

Describe the role of contemporary figures and how their contributions and perspectives are creating impact in New Mexico.

Quarter 4:

Evidence of Student Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors


Attainment

Students can:

Identify important people and events and describe their role in impacting New Mexico

Alvar Nunez Cabeza de Vaca

Estevan

Frair Marcos de Niza

Francisco Vasques de Coronado

Don Juan de Onate

Past and Present Governors

State Officials

Jim White

Maria Martinez

Ralph Bunche

J. Robert Oppenheimer

Spanish Explorers and Missionaries shaped modern cultures

CCSS RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

CCSS RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Level I: Able to identify at least three significant individuals and events in New Mexico history.

Level II: Able to identify and explain the significance of at least 3 historical figures in New Mexico.

Level III: Able to give examples of how two contemporary events or individuals are making a significant impact in New Mexico (NM/Texas water compacts, development of atomic bomb, immigration reform, Mexican grey wolf reintroduction).

ADVANCED CURRICULUM Level IV: Able to analyze and trace the impact of historic events and individuals on one or two significant issues in New Mexico today (eg. land grants, cattle grazing leases, native sovereignty, water rights).

Resources to Support this Section

Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-2234.

Online Resources

New Mexico Office of the State Historianhttp://newmexicohistory.org/A rich collection of resources related to all aspects of New Mexico history, people, and culture. Includes articles, primary documents, videos, photos, and an extensive, interactive timeline.


http://newmexicohistory.org/

New Mexico Secretary of State Kid’s Cornerhttp://www.sos.state.nm.us/Kids_Corner/Includes basic information about our Governor and New Mexico state government.

New Mexico True: New Mexico’s True Historyhttps://www.newmexico.org/true-history/Very general and brief descriptions of New Mexico history and more comprehensive lists of historic sites with photos.

New Mexico Art Tells New Mexico Historyhttp://online.nmartmuseum.org/nmhistory/From the New Mexico Museum of Art, images of artworks are supplemented with text and a rich collection of links.

New Mexico History Museumhttp://www.nmhistorymuseum.org/index.phpIncludes online exhibitions and photo archive.

New Mexico Digital Collectionshttp://econtent.unm.edu/index.phpDigital archive of photographs, manuscripts, music, and more from libraries, museums, and cultural centers throughout New Mexico.

New Mexico PBS: Moments in Timehttp://www.newmexicopbs.org/local-productions/moments-in-time/Several short videos on various topics related to New Mexico history, some including lesson plans.

Biography: Famous Spanish Explorershttp://www.biography.com/people/groups/famous-spanish-explorersLinks to collections of biographical materials on explorers such as Coronado, Juan de Onate, and Cortes many including images and video.

Kids InfoBitshttp://elportalnm.org/elementary.phpExample searches include “Georgia O’Keeffe,” “Juan de Onate,” and “Ralph Bunche.” These will yield articles, ebooks, and images.

PBS Weekend Explorer: Carlsbad, New Mexicohttp://www.pbs.org/weekendexplorer/newmexico/carlsbad/carlsbad.htmIncludes several pages of information on Carlsbad Caverns including Jim White’s own account of discovering the cave.

Printed Media: Non Fiction

The Living Tradition of Maria Martinez. Peterson, Susan. Published 1977. PVMS Library: Pap/SW/738.092/P

Maria Martinez. Nelson, Mary Carroll. Published 1972. PVMS Library: SW/92/Mar


http://www.pbs.org/weekendexplorer/newmexico/carlsbad/carlsbad.htm

http://elportalnm.org/elementary.php

http://www.biography.com/people/groups/famous-spanish-explorers

http://www.newmexicopbs.org/local-productions/moments-in-time/

http://econtent.unm.edu/index.php

http://www.nmhistorymuseum.org/index.php

http://online.nmartmuseum.org/nmhistory/

https://www.newmexico.org/true-history/

http://www.sos.state.nm.us/Kids_Corner/

Nuevo Mexico: an Anthology of History. Published 2009. PRES Library: 978.9 WPVHS Library: 978.9 NEW

The Last Conquistador: Juan de Onate and the Settling of the Far Southwest. Simmons, Marc. Published 1991. PVMS Library: SW/979/SimPVHS Library: 979.01 SIM

Francisco Vasquez de Coronado: Famous Journeys to the American Southwest and Colonial New Mexico. Favor, Lesli J. Published 2003. BL: 7.9PVHS Library: B COR

Maria Martinez: Pueblo Potter. Anderson, Peter. Published 1992.PRES Library: BIO MAR

On Order for the Intermediate LibraryCarlsbad Caverns. Kras, Sara Louise. Published 2003. BL: 5.6

Conquistadors. Bodden, Valerie. Published 2014. BL: 3.1

Conquistadors. Gunderson, Jessica. Published 2013. BL: 3.1

Coronado: Francisco Vasquez de Coronado Explores the Southwest. Doak, Robin S. Published 2002. BL: 5.3

Francisco Vasquez de Coronado. Roberts, Steven. Published 2013. BL: 4.2. (Graphic Novel format)

The Spanish Missions of New Mexico. Lyon, Robin. Published 2010. BL: 6.2

Other Resources

Maria: Indian Pottery of San Ildefonso. VHS.PVMS Library: AV/VC/SW/92/Mar

On Order for the Intermediate Library

Francisco Vasquez de Coronado. DVD. Published 2005.

Common Core Social Studies Pacing Guide


4th GradeSTRAND K-4 HistoryContent Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, UnitedStates, and world history in order to understand the complexity of the human experience.

K-4 Benchmark I-B—United States: Understand connections among historical events, people, and symbols significant to United States history and cultures.

Standard 1-B United States

Grade 4:

Describe local events and their connections and relationships to national history.


Describe local events and their connections and relationships to national history.




Attainment

Students can:

Describe local events in history.

Glorieta Pass

Trinity Site

Revolt

Navajo Code Talkers

Know how these events changed history.

i.e. The atomic bomb brought an end to WWII



Level I: Able to identify at least three significant, local events in NM history (pueblo revolt, development of atomic bomb, statehood).

Level II: Able to identify and describe at least three significant, local events in NM history.

Level III: Able to give examples of the impact of local events on national history.

ADVANCED CURRICULUM Level IV: Able to argue, through detailed example, the way in which significant, local events have shaped present day United States.



Online Resources




New Mexico History Museum





http://www.nmhistorymuseum.org/index.phpIncludes online exhibitions and photo archive.



National Museum of Nuclear Science and Historyhttp://www.nuclearmuseum.org/Includes guidelines on reserving a class trip and more.

Bradbury Science Museumhttp://www.lanl.gov/museum/index.phpScience experiments, current exhibitions, and information about setting up a visit to the museum or having educators from the museum visit your school.



Navajo Long Walk. Bruchac, Joseph. Published 2002. BL: 7.1PVIS Library: 979.1 BRU

Printed Media: Fiction

Code Talker. Bruchac, Joseph. Published 2005. BL: 6.4PVIS Library: FIC BRU

The Green Glass Sea. Klages, Ellen. Published 2006. BL: 4.6PVIS Library: FIC KLA


The Atom Bomb Project. Crewe, Sabrina. Published 2005. BL: 7.2

Eyewitness to the Navajo Code Talkers. Roesler, Jill. Published 2016.

The Mexican-American War. Raabe, Emily. Published 2003. BL: 4.8

New Mexico: the Land of Enchantment. Bjorklund, Ruth. Published 2016.


http://www.lanl.gov/museum/index.php

http://www.nuclearmuseum.org/




New Mexico: the Land of Enchantment. Leaf, Christina. Published 2014. BL: 4.5

The Old Spanish Trail: From Santa Fe, New Mexico to Los Angeles, California. Dean, Arlan. Published 2003. BL: 4.5

The Santa Fe Trail: From Independence, Missouri to Santa Fe, New Mexico. Dean, Arlan. Published 2003. BL: 4.6

Other Resources


Common Core Social Studies Pacing Guide 4th GradeSTRAND K-4 HistoryContent Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, UnitedStates, and world history in order to understand the complexity of the human experience.

K-4 Benchmark I-C—World: Students will identify and describe similar historical characteristics of the United States and its neighboring countries

Standard 1-C World

Grade 4:

1. Explain how historical events, people, and culture influence present day Canada, Mexico, and the United States (e.g., food, art, shelter, language).


Explain how historical events, people, and culture influence present day Canada, Mexico, and the United States (e.g., food, art, shelter, language).




Attainment

Students can:

Explain relationship with Canada and Mexico

Trade

Ports of Entry

Market

Columbus

NAFTA

Tariff

Philippines

Products are exported by New Mexico, mainly to the Philippines


Level I: Able to identify at least three significant, events, people or examples of culture in NM.

Level II: Able to identify and describe at least three significant, people, events, or examples of culture in NM history.

Level III: Able to give examples of the impact of NM events, people or culture on modern day North America.

ADVANCED CURRICULUM Level IV: Able to argue, through detailed example, the way in which one significant, NM event, individual or cultural component has shaped life in present day North America through food, art, shelter or language.



Online Resources




New Mexico History Museum





http://www.nmhistorymuseum.org/index.phpIncludes online exhibitions and a photo archive.







Code Talker. Bruchac, Joseph. Published 2005. BL: 6.4PVIS Library: FIC BRU

On Order for PVIS Library

Money and Trade. Catel, Patrick. Published 2012. BL: 7.2

Christopher Columbus: New World Explorer or Fortune Hunter? Gunderson, Jessica. Published 2014. BL: 4.9

Christopher Columbus. Wade, Mary Dodson. Published 2015. BL: 3.7



The Old Spanish Trail: From Santa Fe, New Mexico to Los Angeles, California. Dean, Arlan. Published 2003. BL: 4.5

The Santa Fe Trail: From Independence, Missouri to Santa Fe, New Mexico. Dean, Arlan. Published 2003. BL: 4.6

What’s Great About New Mexico? Fretland VanVoorst, Jenny. Published 2015. BL: 4.5

Other Resources

Common Core Social Studies Pacing Guide ADVANCED CURRICULUM – 4th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 14




4th GradeSTRAND K-4 HistoryContent Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, UnitedStates, and world history in order to understand the complexity of the human experience.

K-4 Benchmark I-D—Skills: Understand time passage and chronology Standard 1-D Skills

Grade 4:

Describe and explain how historians and archaeologists provide information about people in different time periods







Attainment

Students can:

Describe how people learn about New Mexico’s past

Archaeologist

Historian

Artifact

Nomad

Hunter-gatherer

Early people depended on the land for survival

Later settlers depended on resources of the land and surrounding area


Level I: Compare and contrast the similarities and differences between the work of a historian vs. the work of an archaeologist.

Level II: Provide detailed examples of at least 3 pieces of evidence from historians or archaeologists in one of the distinct time periods in NM.

Level III: Compare and contrast the evidence provided by historians vs. archaeologists within at least two different distinct time periods in NM.

ADVANCED CURRICULUM Level IV: Argue the purpose and significance of different types of information provided by historians and archaeologists within different time periods in NM.



Online Resources


Kids InfoBits: Archaeologistshttp://elportalnm.org/elementary.phpFollow the path Kids InfoBits: People: Jobs and Careers: Archaeologists to find articles, ebooks, and images on this topic.

Puye Cliff Dwellingshttp://www.puyecliffs.com/Information on the history of New Mexico’s Puye Cliff Dwellings as well as information on how to set up a visit to the cliffs.

Bandelier National Monument


http://www.puyecliffs.com/



https://www.nps.gov/band/index.htmGreat site including history as well some information on studies and research being conducted at Bandelier.

Poeh Cultural Center and Museumhttp://poehcenter.org/Basic information about the museum and Native American art.


Animal Mummies: Preserved Through the Ages. Wilcox, Charlotte. Published 2003. BL: 5.1PVIS Library: 393 WIL

Bog Mummies: Preserved in Peat. Wilcox, Charlotte. Published 2003. BL: 5.5PVIS Library: 569.9 WIL

Gladiator’s Secret. Malam, John. Published 2004. BL: 6.6PVIS Library: 796.8 MAL

Case Closed?: Nine Mysteries Unlocked by Modern Science. Hughes, Susan. Published 2010. BL: 7.4PVIS Library: 902 HUG

Mysterious Mummies. Macdonald, Fiona. Published 2004. BL: 6.1PVIS Library: 932 MAC

Temple of the Sun. Thomas, Emma. Published 2004. BL: 6.6PVIS Library: 985 THO


Wild Man Island. Hobbs, Will. Published 2002. BL: 5.1PVIS Library: FIC HOB


Archaeologist’s Tools. Hanson, Anders. Published 2011. BL: 3.2

Ancient Pueblo: Archaeology Unlocks the Secrets of America’s Past. Croy, Anita. Published 2007. BL: 7.4

Secrets of Mesa Verde: Cliff Dwellings of the Pueblo. Fay, Gail. Published 2015. BL: 5.0

Other Resources


Archaeology (Bill Nye). Published 2003. DVDCommon Core Social Studies Pacing Guide ADVANCED CURRICULUM – 4th GRADE (Social Studies with ELA CCSS and NGSS) Version 2 17

http://poehcenter.org/

https://www.nps.gov/band/index.htm

4th GradeSTRAND K-4 Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

K-4 Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments

Standard 2-A

Grade 4:

1. Apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps 2. Translate geographic information into a variety of formats such as graphs, maps, diagrams and charts; 3. Draw conclusions and make generalizations from geographic information and inquiry

Quarter 1:

Apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps

Translate geographic information into a variety of formats such as graphs, maps, diagrams and charts

Draw conclusions and make generalizations from geographic information and inquiry

Quarter 2:


Quarter 3:


Quarter 4:


Evidence of Student Attainment

Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors


Students can:

Translate and apply geographic information

Title

grid system

legends

symbols

scale

compass rose

graphs, maps, diagrams and charts

Use information to create a map and know how to read a map.

CCSS RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Level I: Able to identify basic geographic elements (title, grid system, legends, symbols, scale and compass rose).

Level II: Able to use basic geographic elements to answer questions or gain information.

Level III: Able to draw and design a map, graph, diagram or chart to display geographic information.

ADVANCED CURRICULUM Level IV: Able to use basic geographic elements to draw conclusions or make generalizations about patterns within subject matter.

Able to design questions to help gain information using geographic elements.



Online Resources

Google Mapshttp://maps.google.comSearch for maps of any location worldwide. Zooming in or out will result in detailed, street maps or more general maps of a much larger region.

Kids InfoBits: Geography and Map Termshttp://elportalnm.org/elementary.phpFollow the path Kids InfoBits: Geography: Geography and Map Terms to find collections of resources on climate and landforms, each containing ebooks, images, and articles.

National Geographic: Mappinghttp://education.nationalgeographic.org/mapping/A great collection of resources can be found under the menu heading “Mapping,” including an interactive mapmaking tool, activities, and games.

NEA: Teaching with Mapshttp://www.nea.org/tools/lessons/teaching-with-maps.htmlLesson plans and other resources for teachers of all grade levels.


http://www.nea.org/tools/lessons/teaching-with-maps.html

http://education.nationalgeographic.org/mapping/


http://maps.google.com/


Disasters on the Map. Wood, Alix. Published 2015.PVIS Library: 363.34 WOO

Dinosaurs on the Map. Wood, Alix. Published 2015.PVIS Library: 567.9 WOO

Hunting on the Map. Wood, Alix. Published 2015.PVIS Library: 912 WOO


National Geographic Kids United States Atlas. Published 2012.

National Geographic Kids World Atlas. Published 2013.

Keys, Legends, and Symbols in Maps. Quinlan, Julia J. Published 2012.

Scale and Distance in Maps. Quinlan, Julia J. Published 2012.

Different Kinds of Maps. Quinlan, Julia J. Published 2012.

Latitude, Longitude, and Direction. Quinlan, Julia J. Published 2012.

Angry Birds Explore the World!: Packed with Animals, Fun Facts, Games, Maps, and More! Published 2014. BL: 7.0

Other Resources

Common Core Social Studies Pacing Guide 4th GradeSTRAND K-4 Geography


Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

K-4 Benchmark II-B: Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change

Standard 2-B

Grade 4:

1. Identify a region as an area with unifying characteristics (e.g., human, weather, agriculture, industry, natural Characteristics). 2. Describe the regions of New Mexico, the United States, and the Western Hemisphere. 3. Identify ways in which different individuals and groups of people view and relate to places and regions.

Quarter 1:

Identify a region as an area with unifying characteristics (e.g., human, weather, agriculture, industry, natural Characteristics).

Describe the regions of New Mexico, the United States, and the Western Hemisphere.

Identify ways in which different individuals and groups of people view and relate to places and regions.

Quarter 2: Quarter 3: Quarter 4:


Vocabulary Knowledge/Skills CCSS/NGSSInstructional Achievement Level Descriptors

Students can: Great Plains NM has four regions each has CCSS RI.4.4 Determine the meaning of Level I: Able to identify and provide examples of


Summarize NM’s regions and physical features and how they affect life.

Rocky Mountains

Colorado Plateau

Basin and Range

Wheeler Peak

Rio Grande

Valle Caldera

Carlsbad Caverns

White Sands

Shiprock

features that make it unique and important to the life living in it.

Wheeler Peak is the highest peak in NM.

general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

characteristics of a region (human, weather, agriculture, industry, natural characteristics).

Level II: Able to identify and give examples of at least one region each in NM, the US and the Western Hemisphere.Level III: Able to identify and describe a region based on its unique interactions of human and natural elements.

ADVANCED CURRICULUM Level IV: Able to give detailed evidence of how different people view different regions around the state and country.

Compare and contrast the popular view of at least two regions in NM, the US or the Western Hemisphere.



Online Resources

New Mexico True: Regionshttps://www.newmexico.org/regionsDescribes six different regions of New Mexico.

The Provinces of New Mexicohttp://nmprovinces.weebly.com/A teacher-created site including lesson plans and PowerPoint presentations about regions of New Mexico.

Sky Island: New Mexico’s Jemez Mountainshttps://www.youtube.com/watch?v=INY7eBQL8fIOverview of Jemez geography, including the Valle Caldera.


https://www.youtube.com/watch?v=INY7eBQL8fI

http://nmprovinces.weebly.com/

https://www.newmexico.org/regions

New Mexico Art Tells New Mexico History: Land Forms http://online.nmartmuseum.org/nmhistory/geography-and-environment/land-forms.htmlExplore New Mexico geography through art.

Printed Media


The Northeast. Felix, Rebecca. Published 2014. BL: 5.1

The Southeast. Felix, Rebecca. Published 2014. BL: 4.9

The Southwest. Felix, Rebecca. Published 2014. BL: 4.6

The West. Felix, Rebecca. Published 2014. BL: 4.7

What are the U.S. Regions? Robbins, Maureen Picard. Published 2013. BL: 3.9

Carlsbad Caverns. Kras, Sara Louise. Published 2003. BL: 5.6




Other Resources

Midwest.PVIS Library: DVD

Northeast.PVIS Library: DVD

Southeast.PVIS Library: DVD

Southwest.PVIS Library: DVD

The West.PVIS Library: DVD

Common Core Social Studies Pacing Guide 4th Grade


http://online.nmartmuseum.org/nmhistory/geography-and-environment/land-forms.html

STRAND K-4 GeographyContent Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

K-4 Benchmark II-C: Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present

Standard 2-C

Grade 4:

1. Explain how geographic factors have influenced people, including settlement patterns and population distribution in New Mexico past and present. 2. Describe how environments, both natural and man-made, have influenced people and events over time, and describe how places change. 3. Understand how visual data (e.g., maps, graphs, diagrams, tables, charts) organizes and presents geographic information.

Quarter 1:

Explain how geographic factors have influenced people, including settlement patterns and population distribution in New Mexico past and present.

Describe how environments, both natural and man-made, have influenced people and events over time, and describe how places change.

Understand how visual data (e.g., maps, graphs, diagrams, tables, charts) organizes and presents geographic information.

Quarter 2:



Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors


Students can:

Explain geographic factors which influence NM past and present along with natural and man-made environments

Reservoir

Aquifer

Turquoise

Acequia

Know where natural and man-made resources are and how they influence living in NM.

CCSS RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears

CCSS W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CCSS W.4.8 Recall relevant information from experience or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.

CCSS w.4.9 Draw evidence from literary or informational texts to support analysis, reflection and research

CCSS MP 2 Reason abstractly and quantitatively

CCSS MP 4 Model with mathematics

CCSS 4.MD.A.1 Know relative sizes of measurement units within ones system on units. Within a single system of measurements, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a

Level I: Able to identify at least three examples of how geographic factors have influenced people in NM (settlements near water, Rio Grande corridor, reliance on oil and gas industry, use of solar and wind energy, recreation and lifestyle trends).

Level II: Able to trace over time the changes that environments have had on populations in NM (extinction of certain pueblos, transition from oil and gas and mining to renewable energy, transition from rural life to urban life).

Level III: Able to trace over time the changes in places in NM (ancient vs. modern pueblos, development of ghost towns).

ADVANCED CURRICULUM Level IV: Able to analyze, with detailed evidence, the influence of geography on a specific community in NM and it’s change over time, creating maps, charts, diagrams, graphs and tables to present geographic data.


table.

CCSS 4.MD.A.2

NGSS 4 ESS 1-1 Identify evidence from patterns in rock formation and fossils in rock layers to support an explanation for changes in a landscape over timeNGSS 4 ESS 2-2 Analyze and interpret data from maps to describe patterns of Earth’s features



Online Resources

New Mexico Art Tells New Mexico History: Resourceshttp://online.nmartmuseum.org/nmhistory/geography-and-environment/resources.htmlExplore history and use of resources in New Mexico through art.

Printed Media





Turquoise. Ethan, Eric. Published 2012. BL: 4.6

Other Resources

Common Core Social Studies Pacing Guide 4th Grade


http://online.nmartmuseum.org/nmhistory/geography-and-environment/resources.html

STRAND K-4 GeographyContent Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

K-4 Benchmark II-D: Understand how physical processes shape the Earth’s surface patterns and Biosystems.

Standard 2-D

Grade 4:

1. Explain how the Earth-Sun relationships produce day and night, seasons, major climatic variations, and cause the need for time zones. 2. Describe the four provinces (plains, mountains, plateau, and basin and range) that make up New Mexico’s land surface (geographic conditions).

Quarter 1:

Describe the four provinces (plains, mountains, plateau, and basin and range) that make up New Mexico’s land surface (geographic conditions).

Quarter 2:

Explain how the Earth-Sun relationships produce day and night, seasons, major climatic variations, and cause the need for time zones.





Students can:

Summarize NM’s regions and physical features and how they affect life.

Great Plains

Rocky Mountains

Colorado Plateau

Basin and Range

NM has four regions each has features that make it unique and important to the life living in it.

CCSS W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.





CCSS 4.MD.A.1 Know relative sizes of measurement units within ones system on units. Within a single system of measurements, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a table.

NGSS 4 ESS 1-1 Identify evidence from patterns in rock formation and fossils in rock layers to support an explanation for changes in a landscape over time

Level I: Able to identify at least one outcome of the Earth-Sun relationship (day and night, seasons, climatic variations).

Able to identify one of NM’s four provinces.

Level II: Able to identify and describe the outcomes of the Earth-Sun relationship.Able to identify NM’s four land provinces and a characteristic of each.

Level III: Able to describe in detail using writings and drawings the Earth-Sun relationship; including revolution and rotation; and how those relationships give rise to phenomena such as: day/night (Earth rotates on its axis), seasons (Earth revolves around the sun and is tilted 23˚on its axis).

ADVANCED CURRICULUM Level IV: Able to provide specific evidence about how natural changes to the Earth have impacted human movement and behavior (impact of night/day, seasons, need for time zones, climatic zones).




Online Resources

New Mexico True: Regionshttps://www.newmexico.org/regionsDescribes six different regions of New Mexico.

The Provinces of New Mexicohttp://nmprovinces.weebly.com/A teacher-created site including lesson plans and PowerPoint presentations about regions of New Mexico.

Sky Island: New Mexico’s Jemez Mountainshttps://www.youtube.com/watch?v=INY7eBQL8fIOverview of Jemez geography, including the Valle Caldera.

New Mexico Art Tells New Mexico History: Land Forms http://online.nmartmuseum.org/nmhistory/geography-and-environment/land-forms.htmlExplore New Mexico geography through art.

Scholastic Study Jams: A Day on Earthhttp://studyjams.scholastic.com/studyjams/jams/science/solar-system/day-on-earth.htmVideo explaining the causes of day and night. Includes a self-test, and vocabulary.

Printed Media





A Year of Seasons. Pendergast, George. Published 2016. BL: 3.1

Sun Up, Sun Down: the Story of Day and Night. Bailey, Jacqui. Published 2004. BL: 4.2

Investigating Seasons. Richard, Orlin. Published 2016. BL: 4.4

Why Do We Have Night and Day? Wood, Alix. Published 2016. BL: 4.9

Other ResourcesCommon Core Social Studies Pacing Guide 4th GradeSTRAND K-4 GeographyContent Standard II: Students understand how physical, natural, K-4 Benchmark II-E: Describe how economic, political, cultural, and social Standard 2-E


http://studyjams.scholastic.com/studyjams/jams/science/solar-system/day-on-earth.htm

http://online.nmartmuseum.org/nmhistory/geography-and-environment/land-forms.html

https://www.youtube.com/watch?v=INY7eBQL8fI

http://nmprovinces.weebly.com/

https://www.newmexico.org/regions

and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.

processes interact to shape patterns of human populations, and their Interdependence, cooperation, and conflict.

Grade 4:

1. Describe how cultures change. 2. Describe how geographic factors influence the location and distribution of economic activities. 3. Describe types and patterns of settlements. 4. Identify the causes of human migration. 5. Describe how and why people create boundaries and describe types of boundaries.


Describe how cultures change.

Describe how geographic factors influence the location and distribution of economic activities.

Describe types and patterns of settlements.

Identify the causes of human migration.

Describe how and why people create boundaries and describe types of boundaries.




Students can: Migration People migrate according to CCSS W.4.7 Conduct short research Level I: Able to identify characteristics of culture.


Describe how cultures change regarding geography, economics, activities

Boundaries

Settlement

Suburb

need. NM has a mix of cultures and people continue to settle here.

projects that build knowledge through investigation of different aspects of a topic.





CCSS 4.MD.A.1 Know relative sizes of measurement units within ones system on units. Within a single system of measurements, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a table.

NGSS 4 ESS 1-1 Identify evidence from patterns in rock formation and fossils in rock layers to support an explanation for changes in a landscape over time

Able to identify types of settlements.

Able to identify types of boundaries.Level II: Able to describe the changes in a culture over time.

Able to identify causes and patterns of human migration.

Able to identify types of economic activities.

Level III: Able to analyze—with specific examples--how geographic factors influence patterns of economic activity (including types, locations and distributions).

ADVANCED CURRICULUM Level IV: Able to analyze—with specific examples--the reasons (geographic, economic, and social) why boundaries are created.



Online Resources


Kids InfoBitshttp://elportalnm.org/elementary.phpExample searches include “migration” and “suburb.” These will yield articles, ebooks, and images.


The Great Migration: Journey to the North. Greenfield, Eloise. Published 2011. BL: 3.4PVIS Library: 811.54 GRE

Jamestown. Tieck, Sarah. Published 2008. BL: 4.0PVIS Library: 973.2 TIE



Inside Out and Back Again. Lai, Thanhhi. Published 2011. BL: 4.8PVIS Library: FIC LAI


Forced Removal: Causes and Effects of the Trail of Tears. Schwartz, Heather E. Published 2015.

Why Did Cherokees Move West? And Other Questions About the Trail of Tears. Published 2011. BL: 5.7

Sing Down the Moon. O’Dell, Scott. Published 1970. BL: 4.9

Latino Migrant Workers. DePietro, Frank. Published 2013. BL: 2013

Mexican Immigrants in America: an Interactive History Adventure. Hanel, Rachael. Published 2009.

Other Resources

Immigration to the U.S.PVIS Library: DVD

Early Settlers.PVIS Library: DVD

Common Core Social Studies Pacing Guide 4th GradeSTRAND K-4 GeographyContent Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in

K-4 Benchmark II-F: Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources.

Standard 2-F



which people live, and how societies interact with one another and their environments.

Grade 4:

Identify the distributions of natural and man-made resources in New Mexico, the Southwest, and the United States

Quarter 1:

Identify the distributions of natural and man-made resources in New Mexico, the Southwest, and the United States




Students can: Reservoir Limit use CCSS RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a

Level I: Able to identify and provide examples of multiple natural resources. Able to describe and give examples of their uses.


Discuss how resources are distributed

Aquifer

Acequia

Store for future use

Mining

grade 4 topic or subject area.Level II: Able to identify and define the difference between natural and man-made resources.

Level III: Able to describe—with specific examples--the patterns of resource distribution in New Mexico—of one natural and one man-made resource.

ADVANCED CURRICULUM Level IV: Able to describe and compare—with specific examples—the patterns of resource distribution in NM, the Southwest and the US of one resource.

Able to discuss the effects of the distribution of resources in a community.



Online Resources


On Well: the Story of Water on Earth. Strauss, Rochelle. Published 2007. BL: 6.0PVIS Library: 533.7 STR

Minerals. Miller-Schroeder, Patricia. Published 2011. BL: 5.0PVIS Library: 549 MIL

Awesome Air. Korb, Rena B. Published 2008. BL: 3.3PVIS Library: 551.5 KOR

Outrageous Ores. Peterson, Christine. Published 2010. BL: 4.8PVIS Library: 553

Super Soils. Peterson, Christine. Published 2010. BL: 4.4PVIS Library: 631.4

Fossil Fuels. Zappa, Marcia. Published 2011. BL: 4.3PVIS Library: 662 ZAP



Explore Natural Resources! With 25 Great Projects. Yasuda, Anita. Published 2014.

Other Resources

Common Core Social Studies Pacing Guide 4th GradeSTRAND K-4 Civics & GovernmentContent Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with

K-4 Benchmark III-A: Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and national governments.

Standard 3-A


particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels.

Grade 4:

1. Explain how the organization of New Mexico’s government changed during its early history. 2. Compare how the State of New Mexico serves national interests and the interests of New Mexicans. 3. Explain the difference between making laws, carrying out the laws, and determining if the laws have been broken, and identify the government bodies that perform these functions at the local, state, tribal, and national levels


Explain how the organization of New Mexico’s government changed during its early history.

Compare how the State of New Mexico serves national interests and the interests of New Mexicans.

Explain the difference between making laws, carrying out the laws, and determining if the laws have been broken, and identify the government bodies that perform these functions at the local, state, tribal, and national levels

Quarter 4:



Students can:

Describe the organization of government in NM and

County

City

State govt. = Santa Fe

Local = County, City or Town, Special districts

CCSS RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a

Level I: Able to identify the three branches of government: legislative, executive, and judicial and their separate duties.


how they make and enforce laws locally, tribal and state levels.

Town

District

Navajo Nation

Pueblo

Republic

Tribal = Pueblo

Government works for the public good

Three branches make, carry out and interpret the laws

grade 4 topic or subject area. Level II: Able to identify and provide examples of the three branches of government at the local, state, tribal and federal level.

Level III: Able to explain—with specific examples, the changes in the organizational structure of NM government in its early history (eg. province of Spain, province of Mexico, territorial governor and legislature, state governor and legislature).

ADVANCED CURRICULUM Level IV: Able to analyze—with specific examples—how New Mexico balances serving the national interest and the interest of New Mexicans, including examples of when those interests are in direct conflict.



Online Resources

New Mexico Secretary of State Kid’s Cornerhttp://www.sos.state.nm.us/Kids_Corner/Includes basic information about our Governor and the New Mexico state government.

New Mexico Office of Indian Affairs: New Mexico Puebloshttp://www.iad.state.nm.us/pueblos.htmlLists names of current pueblo Governors and links to pueblo websites.

Ben’s Guide to the U.S. Governmenthttp://bensguide.gpo.gov/Overview of branches of government, how laws are made, the election process, and key American symbols and historical documents for kids.


Branches of Government. Hamilton, John. Published 2005. BL : 5.8PVIS Library: 320.473 HAM


http://bensguide.gpo.gov/

http://www.iad.state.nm.us/pueblos.html

http://www.sos.state.nm.us/Kids_Corner/

Congress. Brexel, Bernadette. Published 2004. BL: 4.7PVIS Library: 328.73 EGA

The Supreme Court and the Judicial Branch. Beier, Anne. Published 2004. BL: 5.5PVIS Library: 347.73 BEI

Your Governor: State Government in Action. Brexel, Bernadette. Published 2004. BL: 4.5PVIS Library: 352.23 BRE

The President and the Executive Branch. Egan, Tracie. Published 2004. BL: 7.2PVIS Library: 352.23 EGA

Your Mayor: Local Government in Action. Silate, Jennifer. Published 2004. BL: 4.3PVIS Library: 352.23 SIL



The President, Vice President, and Cabinet: a Look at the Executive Branch. Landau, Elaine. Published 2012. BL: 4.8

The Congress: a Look at the Legislative Branch. Nelson, Robin. Published 2012. BL: 4.9

Judges and Courts: a Look at the Judicial Branch. Kowalski, Kathiann. Published 2012. BL: 5.4

Government in Your City or Town. Kenney, Karen Latchana. Published 2015. BL: 4.2

Other Resources

Federal, State and Local Government. PVIS Library: DVD

Three Branches of Government. PVIS Library: DVD


K-4 Benchmark III-B: Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time.

Standard 3-B



Grade 4:

Describe various cultures and the communities they represent, and explain how they have evolved over time


Describe various cultures and the communities they represent, and explain how they have evolved over time




Students can:

Explain how cultures

There is a large mix of cultures in NM and it changes ideas and activities as we all come together

CCSS RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject

Level I: Able to identify three local cultures and give examples of communities they represent.

Level II: Able to identify and describe the components


change over time knowledgeably. of three cultures and the communities they represent.

Level III: Able to compare and contrast the elements of two different communities.

ADVANCED CURRICULUM Level IV: Able to research and analyze--with specific evidence--a single culture and community and trace its evolution over time; as well as causes that contributed to its change.



Online Resources


Celebrate Hispanic Heritage!http://teacher.scholastic.com/activities/hispanic/index.htmIncludes an interactive map with timelines, biographies, and games.

National Hispanic Cultural Centerhttp://www.nhccnm.org/Contains online exhibitions.

Indian Pueblo Cultural Centerhttp://www.indianpueblo.org/Information on each of New Mexico’s 19 pueblos including a list of feast days, saints, languages spoken (with audio samples), and a map.

Kids InfoBits: People: Ethnic Groupshttp://elportalnm.org/elementary.phpFollow the path Kids InfoBits: People: Ethnic Groups to discover collections of ebooks, articles, and images ages for many ethnic groups including Hispanic Americans, Mexican Americans, Native Americans, and Navajos.

Museum of Indian Arts and Culturehttp://www.miaclab.org/Includes online exhibitions, podcasts, and videos related to Native culture and art.


http://www.miaclab.org/


http://www.indianpueblo.org/

http://www.nhccnm.org/

http://teacher.scholastic.com/activities/hispanic/index.htm



How the Stars Fell Into the Sky: a Navajo Legend. Oughton, Jerrie. Published 1992. BL: 4.3PVIS Library: 398.2 OUG

Thirteen Moons on a Turtle’s Back: a Native American Year of Moons. Bruchac, Joseph. Published 1997. BL: 4.6PVIS Library: 811.54 BRU

The First Americans: Prehistory – 1600. Hakim, Joy. Published 2005. PVIS Library: 973.1 HAK

Indians of the Southwest: Traditions, History, Legends, and Life. Sita, Lisa. Published 2000. BL: 8.2PVIS Library: 979 SIT


Serafina’s Stories. Anaya, Rudolfo. Published 2004. BL: 5.2PVIS Library: FIC ANA

The Birchbark House. Erdrich, Louise. Published 2002. BL: 6.1PVIS Library: FIC ERD

Carlos and the Squash Plant. Romero Stevens, Jan. Published 1993. BL: 4.6PVIS Library: FIC ROM


Arrow to the Sun: a Pueblo Indian Tale. McDermott, Gerald. Published 1974. BL: 2.7

Three Little Javelinas. Lowell, Susan. Published 2002. BL: 3.7

Easy-to-Make Pueblo Village. Smith, A. G. Published 1992.

The Pueblo. Cunningham, Kevin. Published 2011. BL: 5.7

Secrets of Mesa Verde: Cliff Dwellings of the Pueblo. Fay, Gail. Published 2015. BL: 5.0

Mexican Immigrants in America: an Interactive History Adventure. Hanel, Rachael. Published 2009. Other Resources

African American Life.PVIS Library: DVD

Native American Life.PVIS Library: DVD


Mexican American Heritage.PVIS Library: DVD

Native American Heritage.PVIS Library: DVD


K-4 Benchmark III-C: Become familiar with the basic purposes of government in New Mexico and the United States

Standard 3-C



Grade 4:

Compare and contrast how the various governments have applied rules/laws, majority rule, “public good,” and protections of the minority in different periods of New Mexico’s history


Compare and contrast how the various governments have applied rules/laws, majority rule, “public good,” and protections of the minority in different periods of New Mexico’s history

Quarter 4:



Students can:

Show the changes in government and how they

Majority rule

Majority

Become familiar with the basic purposes of government in New Mexico and the United States

CCSS RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,

Level I: Able to recognize and identify at least three well known national or local icons or symbols.

Level II: Able to identify and describe at least three


apply the rules through time

Bill

District

based on specific information in the text. well known national or local icons or symbols.

Level III: Able to identify the origin of certain symbols and icons and analyze how they have been adopted by communities over time.

ADVANCED CURRICULUM Level IV: Able to analyze how certain symbols and icons have been adopted by communities, both local and national, over time and describe how those symbols have come to represent communally-held ideals (eg., American flag symbolizes freedom).



Online Resources

Ben’s Guide to the U.S. Governmenthttp://bensguide.gpo.gov/Overview of branches of government, how laws are made, the election process, and key American symbols and historical documents for kids.

New Mexico Office of the State Historian: Zia Symbolhttp://newmexicohistory.org/multimedia/videos/the-zia-sun-symbolVideos and a brief article on the history and meaning of the Zia symbol.

Symbols of the United Stateshttp://www.loc.gov/teachers/student-discovery-sets/This page links to a free, interactive ebook documenting how American symbols have changed throughout history.


Ellis Island. Marcovitz, Hal. Published 2003. BL: 8.0PVIS Library: 304.8 MAR

The Constitution. Marcovitz, Hal. Published 2003. BL: 8.7PVIS Library: 342.73 MAR


http://www.loc.gov/teachers/student-discovery-sets/

http://newmexicohistory.org/multimedia/videos/the-zia-sun-symbol

http://bensguide.gpo.gov/

Emma’s Poem: the Voice of the Statue of Liberty. Glaser, Linda. Published 2010. BL: 5.5PVIS Library: 811.4

Red, White, Blue, and Uncle Who?: the Stories Behind Some of America’s Patriotic Symbols. Bateman, Teresa. Published 2001. BL: 7.5PVIS Library: 929.9 BAT

The American Flag. Ferry, Joseph. Published 2003. BL: 7.6PVIS Library: 929.9 FER

The Liberty Bell. Marcovitz, Hal. Published 2003. BL: 7.5PVIS Library: 973.3 MAR

The Statue of Liberty. Marcovitz, Hal. Published 2003. BL: 8.1PVIS Library: 973.7 MAR

The White House. Marcovitz, Hal. Published 2003. BL: 7.4PVIS Library: 975.3 MAR


The Story of the Statue of Liberty. Maestro, Betsy. Published 1989. BL: 4.3

Other Resources

United States Flag.PVIS Library: DVD

What is Government?PVIS Library: DVD

Equal Rights for All.PVIS Library: DVD

Common Core Social Studies Pacing Guide 4th GradeSTRAND K-4 Civics & GovernmentContent Standard III: Students understand the ideals, rights, and responsibilities of citizenship and understand the content and history of the founding documents of the United States with particular emphasis on the United States and New Mexico

K-4 Benchmark III-D: Understand rights and responsibilities of “good citizenship” as members of a family, school and community.

Standard 3-D


constitutions and how governments function at local, state, tribal, and national levels. Grade 4:

1. Explain the difference between rights and responsibilities, why we have rules and laws, and the role of citizenship in promoting them. 2. Examine issues of human rights


Explain the difference between rights and responsibilities, why we have rules and laws, and the role of citizenship in promoting them

Quarter 4:

Examine issues of human rights



Students can:

Discuss human rights and responsibilities and why

Citizenship

Responsibility

Resident

Governments make laws and rules to keep order and to protect

CCSS RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Level I: Able to identify the difference between rights and responsibilities and give examples of each. Level II: Able provide reasons why rule and law are needed.


we have rules and laws Right People have rights and responsibilities Level III: Able to give examples of how rule and law

should be upheld through the citizenship values of fairness, trustworthiness, and responsibility.

ADVANCED CURRICULUM Level IV: Able to give examples of human rights.

Able to analyze specific examples of struggles for human rights throughout history.



Online Resources

ABC: Teaching Human Rights – Practical Activities for Primary and Secondary Schoolshttp://www.un.org/wcm/webdav/site/visitors/shared/documents/pdfs/Pub_United%20Nations_ABC_human%20rights.pdfCreated by the United Nations, this document is intended to support human rights education.

Kids InfoBitshttp://elportalnm.org/elementary.phpSearches such as “rights and responsibilities” and “human rights” yield relevant articles on these topics.


The Bill of Rights. Donnelly, Karen J. Published 2004. BL: 4.7PVIS Library: 342.73 DON

The Bill of Rights. Hamilton, John. Published 2005. BL: 5.9PVIS Library: 342.7308 HAM

My Country, ‘Tis of Thee: How One Song Reveals the History of Civil Rights. Murphy, Claire Rudolf. Published 2014. BL: 5.5PVIS Library: 782.42


Gun Rights and Responsibilities. Kevin, Brian. Published 2012. BL: 4.9

Civic Responsibilities. Kenney, Karen Latchana. Published 2015. BL: 4.5



http://www.un.org/wcm/webdav/site/visitors/shared/documents/pdfs/Pub_United%20Nations_ABC_human%20rights.pdf

We are All Born Free: The Universal Declaration of Human Rights in Pictures. Burningham, John. Published 2011. BL: 3.5

Nelson Mandela: World Leader for Human Rights. Doeden, Matt. Published 2015. BL: 5.8

Nelson Mandela. Nelson, Kadir. Published 2013. BL: 4.8

That’s Not Fair! Getting to Know Your Rights and Freedoms. McLaughlin, Danielle S. Published 2016.

Other Resources

Equal Rights for AllPVIS Library: DVD

Common Core Social Studies Pacing Guide 4th GradeSTRAND K-4 EconomicsContent Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments

K-4 Benchmark IV-A: Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic).

Standard 4-A

Grade 4: Quarter 1: Quarter 2: Quarter 3: Quarter 4:


1. Understand when choices are made that those choices impose “opportunity costs.” 2. Describe different economic, public, and/or community incentives (wages, business profits, amenities rights for property owners and renters). 3. Illustrate how resources can be used in alternative ways and, sometimes, allocated to different users.4. Explain why there may be unequal distribution of resources (e.g., among people, communities, states, nations). 5. Understand and explain how conflict may arise between private and public incentives (e.g., new parks, parking structures)

Illustrate how resources can be used in alternative ways and, sometimes, allocated to different users.

Explain why there may be unequal distribution of resources (e.g., among people, communities, states, nations).

Understand and explain how conflict may arise between private and public incentives (e.g., new parks, parking structures)

Understand when choices are made that those choices impose “opportunity costs.”

Describe different economic, public, and/or community incentives (wages, business profits, amenities rights for property owners and renters).



Students can:

Discuss resource allocation in regards to supply and demand both in the private

“Opportunity costs.”

Wages

Business profits

Individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these

CCSS RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Level I: Able to identify resources, their uses and how they can be used in alternate ways.

Level II: Able to identify and give examples of economic incentives.


sector and public sector Amenities

Distribution

Private vs. Public

decisions are influenced by incentives


Level III: Able to identify and give examples of public and community incentives.

Able to give examples of conflict that arises between public and private incentives.

ADVANCED CURRICULUM Level IV: Able to define “opportunity costs.”

Able to analyze the imposition of opportunity costs when economic choices are made and give examples of opportunity costs that result in unequal distribution of resources.



Online Resources

eSchoolToday: Distribution of Natural Resourceshttp://www.eschooltoday.com/natural-resources/distribution-of-natural-resources.htmlBrief explanation of how natural resources are distributed among nations and how that plays a role in that nation’s economy. Printed Media

On Order for the Intermediate LibraryThe Good Garden: How One Family Went from Hunger to Having Enough. Milway, Katie Smith. Published 2010. BL: 5.1

Other ResourcesCommon Core Social Studies Pacing Guide 4th GradeSTRAND K-4 EconomicsContent Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments

K-4 Benchmark IV-B: Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services.

Standard 4-B


http://www.eschooltoday.com/natural-resources/distribution-of-natural-resources.html

Grade 4:

1. Understand how the characteristics and benefitsof the free enterprise system in New Mexico compares to other economic systems in New Mexico (e.g., acequia sytems). 2. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides


Explain that government raises money by taxing and borrowing to pay for the goods and services it provides

Quarter 4:

Understand how the characteristics and benefits of the free enterprise system in New Mexico compares to other economic systems in New Mexico (e.g., acequia sytems).



Students can:

Summarize how governments raise money to provide services for

Free Enterprise

Bond

Interest

Economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services.


Level I: Able to define “free enterprise” and provide examples.

Level II: Able to give examples of alternate economic systems used in NM (acequia systems, private property


people ownership in pueblo culture).

Level III: Able to compare and contrast free enterprise with other economic systems in NM.

ADVANCED CURRICULUM Level IV: Able to analyze the different ways that governments in NM raise money and the ways they choose to spend it on public goods and services.



Online Resources

Printed Media


American Capitalism. Burgan, Michael. Published 2013. BL: 7.0

Why Do We Pay Taxes? Harper, Leslie. Published 2013. BL: 5.3

Economic Systems. Britton, Tamara L. Published 2013. BL: 5.1

Country Money. Whitehead, William. Published 2016.

Other Resources

Common Core Social Studies Pacing Guide 4th GradeSTRAND K-4 EconomicsContent Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments

K-4 Benchmark IV-C: Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities.

Standard 4-C


Grade 4:

1. Identify patterns of work and economic activity in New Mexico and their sustainability over time (e.g., farming, ranching, mining, retail, transportation, manufacturing, tourism, high tech). 2. Explain how New Mexico, the United States, and other parts of the world are economically interdependent. 3. Explain that banks handle currency and other forms of money and serve as intermediaries between savers and borrowers. 4. Explain that money can be used to express the “market value” of goods and services in the form of prices. 5. Use data to explain an economic pattern.

Quarter 1: Quarter 2: Quarter 3: Quarter 4:

Identify patterns of work and economic activity in New Mexico and their sustainability over time (e.g., farming, ranching, mining, retail, transportation, manufacturing, tourism, high tech).

Explain how New Mexico, the United States, and other parts of the world are economically interdependent.

Use data to explain an economic pattern.

Explain that banks handle currency and other forms of money and serve as intermediaries between savers and borrowers.

Explain that money can be used to express the “market value” of goods and services in the form of prices.



Students can:

Identify economic activity and use data to describe

Economics

Farming

Ways that banks serve people and businesses in New Mexico and translate that knowledge to other parts of

CCSS RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject

Level I: Identify and give examples of patterns of work in NM (eg. farming, ranching, mining, retail, transportation, manufacturing, tourism, high tech).


economics in New Mexico, the United States, and other parts of the world

Explain the use of money and how it is stored and tracked.

Ranching

Mining

Retail

Transportation

Manufacturing

Tourism

High tech

Economically Independent

the country and world. knowledgeably. Able to define the role of “savers” and “borrowers” in the banking system.

Level II: Able to explain—with specific examples—the sustainability or non-sustainability of certain industries in NM and causes of their decline.

Level III: Able to explain—with specific examples--the ways in which the economies of NM, the US and the global economy are interdependent. (eg., energy industry).

ADVANCED CURRICULUM Level IV: Able to analyze the role of banks in economic systems and the ways in which they can encourage or discourage economic growth.

Define “market value” and give examples of how currency expresses the market value of goods and services as “prices.”



Online Resources

Printed Media


Miners. Tieck, Sarah. Published 2012. BL: 3.8

Saving and Investing. Rumsch, BreAnn. Published 2013. BL: 4.9


Banks and Banking. Gunderson, Megan. Published 2013. BL: 4.9

American Capitalism. Burgan, Michael. Published 2013. BL: 7.0

Economic Systems. Britton, Tamara L. Published 2013. BL: 5.1

Country Money. Whitehead, William. Published 2016.

World Money. Bailey, Gerry. Published 2016.


Cycle of Rice, Cycle of Life: a Story of Sustainable Farming. Reynolds, Jan. Published 2009. BL: 8.0

Farming for the Future. Bailey, Gerry. Published 2011. BL: 7.3

Other Resources


Pojoaque Valley Schools - Pojoaque – Strengthening...

Documents

Transcript of Pojoaque Valley Schools - Pojoaque – Strengthening...