Students will be exposed to most of their social studies content during their E.L.A. block each day with Mrs. Owens. We will be using a program "Studies Weekly" for article based readings to learn about our topics this year in 4th grade/5th grade.
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N.C. History
N.C. History
1st Quarter (History)
1st Quarter (History)
LEARNING OBJECTIVES
Students will analyze the role of various people, events, and ideas, in order to understand the shaping of North Carolina.
STANDARDS
History
4.H.1.1-Explain how the experiences and achievements of minorities, indigenous groups, and marginalized people have contributed to change and innovation in North Carolina.
4.H.1.2- Summarize the changing roles of women, indigenous populations and racial groups throughout the history of North Carolina.
4.H.1.3- Explain the ways in which revolution, reform, and resistance have shaped North Carolina.
4.H.1.4- Summarize the role North Carolina has played in major conflicts and events throughout the history of America.
4.H.1.5- Use the primary and secondary sources to compare multiple perspectives of various historical events in North Carolina.
4.H.1.6- Explain the significance of historical symbols in North Carolina for various perspectives.
VOCABULARY
Cultural traditions, colonies, government, historical significance, monuments, minorities, indigenous groups, marginalized people, reform, expedition, conflicts, settlements, trade, hordes, barrier islands, ports, parliament, debts, protest, militias, rebel, surrender, plantations, slaves, abolitionists, oaths, assassinated, amendments, segregation, founded, promoted, founded, promoted, architects, pews, reinforced concrete, commemorated, plaque, bronze, official, cornucopia
2nd Quarter (Civics/Government & Economics)
LEARNING OBJECTIVES
Students will understand the role of citizens in local and state government, in order to compare the roles of elected state leaders.
Students will understand how economic decisions and resources affect the economy of North Carolina, in order to understand the basic concepts of a market economy.
Students will understand the impact of personal finance decisions, in order to explain how personal resources affect the choices people make based on their wants.
STANDARDS
Civics & Government
4.C&G.1.1- Compare the roles and responsibilities of state elected leaders.
4.C&G.1.2- Summarize the ways in which, women, indigenous, religious, and racial groups influence local and state government.
4.C&G.1.3- Differentiate between rights and responsibilities reflected in the North Carolina Constitution.
Economics
4.E.1.1- Explain the ways in which scarcity impacts economic decisions in North Carolina.
4.E.1.2- Explain factors that have led to economic growth and decline for North Carolina’s major industries.
4.E.1.3- Explain ways in which factors of production are influenced by the availability of resources in North Carolina.
4.E.2.1- Explain the way in which personal financial decisions such as spending and saving may affect everyday life.
4.E.2.2- Exemplify outcomes of positive and negative financial decisions.
VOCABULARY
Civics and Government: agency, standing committee, checks and balances, municipalities, appointed, intentions, ratified, revised, suffrage, council of state, compulsory, issues, dictatorships
Economics: Transaction, scarcity, prioritize, wants, needs, charity, entrepreneur, guarantee, revenue, innovations, urbanization, producers, consumers, income, interest, opportunity cost, donate, balanced budget, tax
3rd Quarter (Geography)
LEARNING OBJECTIVES
Students will understand the role geography has played in North Carolina’s development, in order to summarize changes that have occurred.
STANDARDS
Geography
4.G.1.1- Compare the development of various geographic regions in North Carolina using geographic tools and representations.
4.G.1.2- Exemplify the ways in which movement of people, goods and ideas has impacted the development of North Carolina using maps and other geographic tools.
4.G.1.3- Summarize the reasons for forced and voluntary migration to, from, and within North Carolina.
VOCABULARY
Wetlands, manufacturing, timber, surplus, indigo, export, economy, urban, destination, habitats, tourism, population, ports, transcontinental, thrive, rural
4th Quarter (Culture)
LEARNING OBJECTIVES
Students will analyze ways in which values and beliefs have been influential, in order to examine the development of North Carolina’s identity as a state.
STANDARDS
Behavior Sciences
4.B.1.1- Explain how traditions, social structure, and artistic expression have contributed to the unique identity of North Carolina.
4.B.1.2- Explain how the values and beliefs of various indigenous, religious, and racial groups have contributed to the development of North Carolina.
VOCABULARY
Cultures, artistic expression, cultural heritages, indentured servants, ballads, heritage, aerial
U.S. History
U.S. History
1st Quarter (Age of Movement)
1st Quarter (Age of Movement)
LEARNING OBJECTIVES
Students will be able to interpret maps in order to analyze the movement of migratory groups.
Students will be able to compare the economic decisions of Native Americans in order to determine the benefits and consequences.
STANDARDS
Behavioral Sciences
5.B.1.1-Explain how traditions, social structure, and artistic expression have contributed to the unique identity of the United States.
5.B.1.2-Explain how the values and beliefs of various indigenous, religious, and racial groups have contributed to the development of American identity.
Economics
5.E.1.1-Explain factors that led to economic growth and decline within the United States at various times in history.
5.E.1.2-Compare economic decisions in terms of benefits and consequences.
Geography
5.G.1.1-Explain the relationship between location, physical environment, and human activity in the United States.
5.G.1.2-Explain ways in which voluntary and forced migration and slavery led to changes in the landscape of the United States, using maps.
5.G.1.3-Explain how technological innovation has impacted the geography of the United States.
5.G.1.4-Explain the reasons for forced and voluntary migration to, from, and within the United States.
History
5.H.1.1-Explain how the experiences and achievements of women, minorities, indigenous groups, and marginalized people have contributed to change and innovation in the United States.
5.H.1.6 Explain the significance of national symbols and traditions from various perspectives.
VOCABULARY
Explorers, historical source, political characteristics, social characteristics, cultural characteristics, supply and demand
2nd Quarter (Age of Exploration)
LEARNING OBJECTIVES
Students will be able to understand how economic decisions have impacted the US in order to summarize the role of trade between the US and other countries.
STANDARDS
Economics
5.E.1.3 Explain the impact of production, specialization, technology, and division of labor on the economic growth of the United States.
5.E.1.4 Summarize the role of trade between the United States and other countries.
Geography
5.G1.1 Explain the relationship between location, physical environment, and human activity in the United States.
5 G 1.4 Explain the reasons for forced and voluntary migration to, from, and within the United States.
VOCABULARY
Geographical features, voluntary, involuntary, push and pull factors, migration, immigration, culture, traditions, technology, regions, movement, 13 colonies, democracy, production, specialization, division of labor, assembly line
3rd Quarter (Age of Revolution)
LEARNING OBJECTIVES
Students will be able to construct an argument on how revolutions contributed to change in order to understand the role of various people, events, and ideas in shaping the United States.
STANDARDS
Behavioral Sciences
5.B.1.1-Explain how traditions, social structure, and artistic expression have contributed to the unique identity of the United States.
5.B.1.2-Explain how the values and beliefs of various indigenous, religious, and racial groups have contributed to the development of American identity.
Civics and Government
5.C&G.2.1 Summarize the ways in which women, indigenous, religious, and racial groups use civic participation and advocacy to encourage government protection of rights.
Economics
5.E.1.2 Compare economic decisions in terms of benefits and consequences.
History
5.H.1.1 Explain how the experiences and achievements of women, minorities, indigenous groups, and marginalized people have contributed to change and innovation in the United States.
5.H.1.2 Summarize the changing roles of women, indigenous, racial and other minority groups in the United States.
5.H.1.3 Explain the ways in which revolution, reform, and resistance have shaped the United States.
VOCABULARY
Protests, turning point, outcome, self-government, imports, exports, merchants, enslaved people, plantation owners, indentured servants, sharecropping
4th Quarter (Age of Change & Development)
LEARNING OBJECTIVES
Students will be able to understand the ways in which the Constitution has protected the rights of all citizens in order to explain the function of the government.
Students will be able to understand the impact of personal financial decisions in order to explain how those decisions affect everyday life.
STANDARDS
Civics and Government
5.C&G.1.1 Distinguish the roles and responsibilities of the three branches of government in terms of how the branches cooperate.
5.C&G.1.2 Explain how the three branches of government work together to protect freedom, equality, and justice.
5.C&G.2.2 Exemplify ways in which rights are protected under the United States Constitution.
Economics
5.E.2.1 Explain how personal financial decisions affect everyday life.
5.E.2.2 Explain the importance of developing a basic budget for spending and saving.
5.E.2.3 Explain how personal financial decisions impact economic growth and decline in the United States.
Geography
5.G.1.2 Explain ways in which voluntary and forced migration and slavery led to changes in the landscape of the United States, using maps.
5.G.1.3 Explain how technological innovation has impacted the geography of the United States.
History
5.H.1.4 Explain the impact of major conflicts and events on the development of the United States.
5.H.1.5 Compare multiple perspectives of various historical events using primary and secondary sources.
5.H.1.6 Explain the significance of national symbols and traditions from various perspectives
VOCABULARY
Checks and balances, branch (Legislative, Judicial, Executive), documents (in relation to Declaration of Independence, Articles of Confederation, The Federalist Papers, The Anti-Federalist Papers, The Constitution), budget, opportunity costs
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